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Congress thinks my college is failing on antisemitism. My Jewish students disagree
When the House Education and Workforce Committee released its report on campus antisemitism last month, I learned about it from a news alert on my phone. That surprised me. The college at which I teach Jewish studies — Sarah Lawrence, a small liberal arts school in Bronxville, New York — is named in the report as one of five schools the committee investigated for failures to address antisemitism. Yet I never encountered anyone involved with this investigation.
I teach Jewish and non-Jewish students — bright, inquisitive young people eager to learn about Jewish history, Jewish thought and Jewish identity. I have worked with Jewish student groups. I am, professionally and personally, someone whose entire working life is oriented around Jewish life on this campus.
If this investigation was as thorough as Congress would have us believe, I probably should have heard about it at some point before it was released — or even, just possibly, been asked some questions as part of it.
That silence is not incidental. It is the heart of everything that is wrong with this report, which insists that Jewish students on campuses like mine are living under siege. The committee’s account of my institution was assembled without consulting, as far as I can tell, the faculty members best positioned to speak to Jewish life on campus or the range of Jewish students whose experiences directly contradict the report’s conclusions. What was assembled instead appears to be a file of curated incidents, selected to support a predetermined conclusion.
To be clear, antisemitism on campus is a serious problem. It takes forms both crude and subtle — casual conflations of Jewish identity with Israel, occasional slurs and social pressure on Jewish students to renounce affiliations or loyalties with Jewish groups seen as friendly to Israel. My own students have come to me with these issues, which are deeply troubling, and which campuses have yet to come up with clearly effective strategies for combatting.
But what the Education and Workforce Committee has produced is not a serious accounting of antisemitism. It is a political document dressed in the language of civil rights enforcement. It is yet more evidence that, when it comes to the federal government’s efforts against antisemitism, Jews are being spoken over, not spoken for.
Overlooked Jewish diversity
At Sarah Lawrence, I teach Jewish students who are passionate Zionists. I also teach Jewish students who are members of Jewish Voice for Peace, participate in pro-Palestinian organizing, and have complicated, evolving relationships to Israel shaped by family history, religious tradition and their own moral reasoning.
I teach students who grew up in Orthodox communities, students who grew up entirely secular, students for whom Jewishness is a daily religious practice and students for whom it is primarily an ancestral identity activated by encounters with bigotry. I teach Israeli students who came to Sarah Lawrence specifically because American higher education offered them an open intellectual environment that they value.
What these students seem to agree on — despite their many political differences — is that they do not recognize the picture of campus life being painted by this committee.
They broadly do not experience their Jewish identity as something requiring constant protection from their classmates. What many of them do experience, and what they have told me plainly, is profound discomfort at having their identity conscripted into political arguments they did not choose.
The committee’s report is such a conscription. It tells Jewish students what they are supposed to feel. It tells them who their enemies are. And it erases, wholesale, the significant portion of the Jewish campus community whose views on Israel, Palestinian rights, and the politics of campus speech do not fit the narrative the committee has advanced.
This is not how you protect Jewish students. This is how you exploit them.
The IHRA problem
The report specifically criticizes Sarah Lawrence for not adopting the IHRA definition of antisemitism, in a case study of this kind of overreach. As the single faculty member at Sarah Lawrence wholly committed to Jewish studies — making my scholarly expertise the most directly relevant to this question of anyone on my campus — I want to be unequivocal. The Jerusalem Declaration, which we have adopted instead of the IHRA definition, is the better tool.
The Jerusalem Declaration’s core definition of antisemitism — developed by an international group of scholars working in Holocaust history, Jewish studies, and Middle East studies — explains that antisemitism is discrimination, prejudice, hostility, or violence that targets Jews as Jews. It is accompanied by 15 detailed guidelines for understanding antisemitism, drawn up because the field recognized that context and nuance are not optional when identifying and addressing hatred.
This is how scholars in my discipline are trained to think, and it is the approach our students deserve.
The IHRA definition, by contrast, was drafted primarily as a data-collection instrument for European monitoring organizations. Kenneth Stern, the definition’s lead drafter, has said repeatedly that it was never intended to become part of disciplinary codes. He has even testified before Congress against legislation that would enshrine the IHRA definition as enforceable policy on campuses. Stern writes that the definition “was never intended to be weaponized to muzzle campus free speech.”
When the person who wrote the definition is sounding the alarm about how it is being used, perhaps Congress should listen.
The specific problem with the IHRA definition, as scholars in my field have documented extensively, is that seven of its 11 illustrative examples involve the state of Israel with language broad enough to characterize legitimate forms of political speech and academic inquiry about Israel as antisemitic.
I know from my own work that the chilling effect of IHRA on academic freedom is not theoretical.
One of the definition’s most contested illustrative examples declares that it may be antisemitic to draw comparisons between Israeli policy and the Nazis. I regularly teach the Israeli Orthodox scientist and philosopher Yeshayahu Leibowitz, one of the most important Jewish and Israeli thinkers of the 20th century, who warned persistently after the 1967 Six-Day War that the logic of military rule over another people would corrupt Israeli institutions and dehumanize both the occupied and the occupiers. He used the term “Judeo-Nazis” to describe what he feared that Israel risked becoming.
If Sarah Lawrence operated under the IHRA definition, my students would not have the opportunity to debate Leibowitz’s findings. Nevermind that he was eulogized by Israeli President Ezer Weizman as one of the greatest figures in the intellectual life of the Jewish people; his concern about his own country’s direction would make teaching him taboo, in turn making my students’ education in the full landscape of Jewish thought less complete.
I also couldn’t teach them about former Israeli Defense Minister Moshe Ya’alon’s 2026 claim that the ideology of Jewish supremacy now dominant in the Israeli government resembles Nazi racial theory. Or how Yair Golan, the former IDF deputy chief of staff and current leader of the Democrats party in the Knesset, has drawn parallels between trends in Israeli society and the processes that preceded the Holocaust in Europe.
These are Israeli patriots, soldiers, and statesmen engaging in exactly the kind of morally serious, historically grounded reckoning that higher education is supposed to teach students to undertake. Under the IHRA definition, my students would never have the chance to learn from them — or decide, for themselves, what they think about these arguments.
The committee’s report does not reckon with this kind of potential cost. Instead, it flatly recommends that every college across the United States adopt the IHRA definition. Conspicuously, it does not point to a single incident at any institution in its report that the IHRA definition would identify as antisemitic but the Jerusalem Declaration would not. If the committee believes IHRA is necessary rather than merely ideologically preferred, it should be able to demonstrate a gap — a real case in which alternate definitions of antisemitism failed.
The risks of chilling free speech
The absence of any such example is not a minor oversight. It speaks to the report’s failure to contend with the actual lived experience of students on campus.
In talking with students who have experienced antisemitism on my campus — American and Israeli alike — I have found they are not concerned by whether the school will adopt the IHRA definition.
They are not asking for less protection. They are asking for the right kind. What some of them have told me — and I take this seriously — is that they would find it chilling if political speech and classroom debate about Israel and Palestine were suddenly rendered even more risky.
The broader agenda behind this report is not difficult to see. Campus antisemitism is a genuine problem that has, since the Hamas attack of Oct. 7, 2023, been manipulated by the American right as part of a sustained effort to delegitimize universities.
Jewish students are not the constituency this campaign is designed to serve. They have been made instruments of a broader ideological battle against the liberal values that gain purchase when people are educated in environments that reward independent thought.
Honest intellectual engagement with Jewish experience means studying the history of persecution and survival; the philosophy of identity and belonging; the ethics of memory; and the complexity of diaspora and national identity. These are not safe or comfortable subjects. They require exactly the kind of open, contested, sometimes painful intellectual environment that the House Committee professes to be protecting while actually working to undermine.
Sarah Lawrence is not a perfect institution. No college or university is. But it is one where Jewish life is visible, valued and genuinely diverse. My Jewish students learn by arguing with each other, challenging each other, and engaging across lines of political disagreement. The truth about Jewish life is almost always more complicated than people with clear-cut political aims would have us believe. That complexity is not a problem to be managed or a weakness to be exploited. It is at the very center of what a liberal arts education is supposed to be about.
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Do you suffer from ‘Israel Derangement Syndrome’? This ad says there’s a cure
It opens like a two-minute infomercial pulled off a 1990s VHS tape. Soft lighting, Clinton-era fashion, a narrator whose voice has the reassuring cadence of a prescription drug ad. “Do you or someone you love suffer from Israel Derangement Syndrome?” he asks.
The two-minute ad has become one of the most-shared clips on Jewish and pro-Israel social media this week — posted Wednesday morning, it garnered 2.6 million views on X by Thursday afternoon.
“Israel Derangement Syndrome” is presented like a real illness, complete with a fictional treatment center, the Clarity Center, and patients who describe “recovering.” The “symptoms” are a list of ways people criticize Israel and its supporters — bringing up the conflict unprompted, refusing to see any other issue in the world as important, being unable to acknowledge nuance. The “cure,” according to the ad, is just reading more and checking your sources. It ends with a rapid-fire list of side effects: “reading past the headline, a sudden interest in Middle East history, and a constant urge to touch grass.”
The ad’s target is obvious: people who are sharply critical of Israel. The name isn’t new. It’s modeled on “Trump Derangement Syndrome,” a term used to dismiss criticism of the president as pathology.
Why it lands the way it does
Anita Atwell Seate, a professor of communication at the University of Maryland who studies how people’s group identities shape the way they respond to criticism, called what’s happening in the video a textbook case of tribalism.
Our group memberships, she said, shape our psychological processes, since they’re so tied to our sense of self. That pushes us to process information in self-protective ways: “When we feel good about our social groups,” she said, “we feel good about ourselves.”
There’s a well-documented pattern researchers call the “intergroup sensitivity effect,” where people are far more willing to accept criticism from members of their own group than from people they see as outsiders. When criticism comes from outside, the instinct isn’t to engage with it; it’s to discredit whoever’s delivering it. “They’re deranged, they don’t understand facts,” Atwell Seate said, describing that reflex, which is more or less the whole premise of the ad.
She doesn’t see the video as an attempt at persuasion at all. “It doesn’t do anything to help change hearts and minds of the out-group,” she said “But it certainly does something important for the in-group, which is reify their beliefs.” Videos like this, she says, are like a pep talk — aimed at people who already agree, meant to bring them closer together.
Where it came from
It’s not entirely clear who actually made the video. What’s clear is that it was shared — and got millions of views — from an X account called the Trencher Broadcasting Company, whose bio reads: “Building the future of AI media. Mostly satire, always entertaining.” It appears to have been made with AI video tools, part of a broader wave of AI-generated political videos that have flooded social media this year.
TBC has posted this kind of thing before. Last week, the account shared an AI-fabricated video appearing to show Michigan Senate candidate Dr. Abdul El-Sayed and YouTube personality Ms. Rachel discussing Israeli “colonizers” with children — a conversation that never actually happened.
Ms. Rachel had, notably, donated to El-Sayed’s campaign, and both have been outspoken advocates for children in Gaza, which may have inspired the video.
The “Israel Derangement Syndrome” video ends with a display of fake contact info, which comes with its own punchline.
Call the phone number and it’s like spinning a roulette wheel. The first time I called, the robotic voice wanted to sell me a home security system. The second time: a medical alert device. And the third time, I got this message: “If you received a call displaying this telephone number on your caller ID, it has been spoofed, meaning the caller ID has been faked by a scammer trying to hide their actual telephone number. We are sorry this is occurring. Unfortunately, we cannot stop this from happening.”
The ad also promotes a website IDSHelp.org, a domain that was registered on Tuesday and redirects to DerekhLearning.com, the homepage of an AI-powered app for studying Torah and Talmud. It’s a fitting coda for a video built around telling people to check their sources.
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Did this field trip to a mosque violate the First Amendment? A group of Palo Alto parents think so.
A group of Jewish, Hindu and Zoroastrian parents and students are suing a California school district, alleging that a high school program’s field trip to a mosque — and no other houses of worship — violated the First Amendment.
The suit, brought forth by Community Members for Religious Neutrality in Public Schools – San Francisco Bay Area, focuses on two trips that were part of a social justice program at Palo Alto High School.
According to the complaint filed in the Northern District of California on August 7: “The district failed to maintain religious neutrality, failed to ensure equal treatment among faiths, failed to protect student privacy and failed to vet, supervise, and monitor religiously divisive outside speakers during the school-sponsored event.”
Community Members for Religious Neutrality in Public Schools nor the Palo Alto Unified School District immediately responded to requests for comment.
The trip was part of Palo Alto High’s Social Justice Pathway, where according to a promotional video, students in 10th through 12th grades take English and history courses “through a social justice lens rather than the standard analytical lens, where facts and dates are memorized.” Palo Alto High started the program in 2014.
Field trips around the Bay Area are a hallmark of the program, including travels to Angel Island, where many Asian immigrants arrived in the U.S. in the early 20th century, and to the San Francisco Museum of Modern Art. Students also have heard from a variety of speakers, including a Holocaust survivor and a Cambodian refugee.
The field trips to the mosque happened in 2022 and 2025. The plaintiffs include three Jewish Palo Alto High students, at least one of whom took part in the Social Justice Pathway.
The parent plaintiffs allege that the school had not fully informed them that their children were going to participate in “religiously inflected activity.”
According to the complaint, female students were encouraged to observe the customary dress code of wearing head coverings inside the mosque. They also observed a midday prayer, interacted with participants of a Quran memorization program, received Qurans as gifts and were “taught that Islam, in particular, promotes social justice,” the suit says.
“[The plaintiffs] belong to religious traditions that practice social justice,” the suit says. “The government’s endorsement of Islam in particular as a social justice faith denigrates their respective traditions and their identities as members of faith communities due equal treatment and appreciation within the District, State and country.”
The plaintiffs allege that the visit violated the First Amendment, since the public school was promoting a specific religion, and the 14th amendment, for elevating one religion over others.
A student at Palo Alto High who is part of the Social Justice Pathway disagreed, describing it as part of a broader religion unit.
“There was never a point on this trip where I felt in any way that the mosque or the school was trying to even suggest conversion,” he wrote in an Instagram comment on a local news post about the lawsuit. “The goal was obvious to us: Learn about an underrepresented religion present in our community.”
But plaintiffs also objected to the history of one of the speakers. Zahra Billoo, the executive director of the San Francisco Bay Area chapter of the Council on American-Islamic Relations (CAIR), who has faced allegations of antisemitism.
In 2019, Billoo was removed from the board of the Women’s March for past remarks she had made. She faced criticism for a 2021 Facebook post, where she warned against “polite zionists” like Hilllel and the Jewish federations, saying “they are not your friends.” A tweet of hers from October 7, 2023, following the Hamas-led terrorist attacks against Israel, also has faced scrutiny: “Pray for Gaza. We are witnessing decolonization,” she wrote.
In an emailed statement to the Forward, Billoo wrote, “Public schools have an obligation to remain neutral toward religion, but neutrality does not mean shielding students from learning about religion or religious communities.”
“Visiting a mosque, observing Muslims practice their faith, or learning about Islam is not the same as being compelled to practice Islam,” she wrote. “We are concerned that this lawsuit risks turning ordinary engagement with Islam and Muslims into something suspicious and could have a chilling effect on educators who want their students to learn about the diverse communities around them.”
But plaintiffs said allowing Billoo to speak with the students demonstrated negligence on the part of the school.
“Ms. Billoo was allowed unfettered access to students to advocate personal religious and political views without balancing perspective or adequate supervision.”
The school also allowed photos of the high schoolers to be taken at the event without parents’ permission, the suit says.
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Remains of last Israeli soldier missing from First Lebanon War’s Sultan Yacoub battle found
(JTA) — The remains of Yehuda Katz, the last Israeli soldier still missing from the 1982 Battle of Sultan Yacoub during the First Lebanon War, have been recovered after 44 years, the Israeli military said Tuesday, bringing to a close one of the country’s longest-running missing soldier cases.
Katz, a 22-year-old tank gunner and yeshiva student who disappeared just 10 days before he was due to complete his military service, was one of three soldiers whose fate was unknown for decades after Israeli forces became trapped by Syrian troops in Lebanon’s Bekaa Valley on June 11, 1982.
Twenty Israeli soldiers were killed and dozens more were wounded in the battle, with six initially listed as missing. Three were later returned or confirmed dead, leaving Katz, Zachary Baumel and Zvi Feldman as the only soldiers whose fate were unknown. The remains of Baumel and Feldman were recovered in separate operations in 2019 and 2025.
Katz’s remains were located during a special overnight operation carried out by the IDF in cooperation with Mossad and based on intelligence obtained in recent months. They were returned to Israel and military representatives informed Katz’s family of the discovery Tuesday morning.
For the soldiers who survived Sultan Yacoub, the news ended a wait that had followed them for much of their lives.
Avi Rath, who fought alongside Katz, said the unresolved fate of his comrade had stayed with him for decades. “The look on the family’s faces stays with you your entire life, a look that says, ‘You didn’t finish the job,’” Rath said in an interview on Tuesday with KAN public radio’s “Kalman Liberman” program. “Thank God, this closes a circle and resolves some of the uncertainty, but there is also great pain. It weighs on our conscience.”
Katz had studied in the Hesder program at Yeshivat Kerem B’Yavneh, combining Torah study with military service. According to the yeshiva, he slept barely four hours a night while immersed in his studies. He had planned to become a rabbi and teach at a yeshiva after completing his military service.
On the night before the battle, Katz gathered fellow soldiers around him and taught them Maimonides’ laws governing the conduct of Jewish soldiers in battle, the yeshiva said on its website. He then led them in singing Psalm 23, including the verse about walking through the valley of the shadow of death.
This article originally appeared on JTA.org.
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