January 2, 2024<\/p>\n
To the Members of the Governing Boards<\/p>\n
Harvard University
\nMassachusetts Institute of Technology
\nUniversity of Pennsylvania<\/p>\n
Dear Members of the Governing Board:<\/p>\n
We are deeply concerned by the restrained reactions of the leaders of your institutions to
\novertly antisemitic activities on your campuses. We were dismayed by the Congressional
\ntestimonies of Presidents Gay, Kornbluth, and Magill, who refused to condemn calls for
\ngenocide unconditionally.<\/p>\n
Freedom of expression is unacceptable when it supports hate, genocide, rape,
\nmutilation, and kidnapping\u2014as in the premeditated, unprovoked, unprecedented,
\nbarbaric, and perverse terror attack by Hamas against citizens, children, and women in
\nIsrael on October 7, 2023. This attack was part of a proclaimed effort by Hamas in
\nGaza, Hezbollah in Lebanon, and Iran to annihilate Israel, which they deny the right to
\nexist, despite the fact that the State of Israel has continued to pursue peace with its
\nneighbors. For them, there are 56 Islamic states, but a single Jewish state is one too
\nmany.<\/p>\n
Expressing support for the deadliest attack against Jewish people since the Holocaust
\nis despicable and abhorrent. University leaders should condemn any expression of
\nsupport for such actions. Calls for murder should be deemed unacceptable and
\npenalized without any qualifications. Incitement to violence or hate speech based on
\nrace, ethnicity, or religion is wrong, irrespective of \u201ccontext.\u201d Allowing these
\nprovocations at your institutions is a moral failure that violates your codes of conduct,
\nmay expose you to legal action, and significantly threatens academic performance.
\nTolerating vehement demonstrations at your campuses in support of the worst crimes
\nagainst humanity undermines the fundamental purpose of your institutions of education
\nand research. Tolerating support for violence contravenes a critical element in a climate
\nnecessary for learning and exploring: psychological safety [1, 2].<\/p>\n
This concept, studied by prominent scholars\u2014some from your own institutions [2-4]
\nis becoming increasingly recognized as a key factor for individual and team growth in many settings, including in
\neducation organizations\u00a0 [1, 5, 6].<\/p>\n
A sense of security is critical for academic performance, respectful debate, and trustful
\ncollaboration\u2014nurturing research and scientific progress. Fear in the workplace [2]
\nadversely impacts performance. An eminent scholar in quality improvement, Edwards
\nDeming, once advised, \u201cDrive out fear of the organization so that everyone may work
\neffectively for the company.\u201d Sooner or later, allowing fear on your campuses will
\nsignificantly compromise your academic excellence.<\/p>\n
History teaches us that allowing antisemitism to grow can have severe consequences
\nfor academic institutions. This was the case in 1938 at a prestigious medical school in
\nVienna, from which it has yet to fully recover [7] (as discussed in an accompanying
\neditorial [8]).<\/p>\n
\u201cThese events left the faculty, once home to numerous Nobel Laureates,
\ndepleted of outstanding researchers and teachers\u2014a situation that persisted for years
\nafter the war.\u201d If Jewish students and faculty feel unsafe at your campuses and opt to
\nleave, just as any other talented minority or individual would if they perceived threats to
\nthemselves, your institutions will suffer a loss. Allowing hate to flourish gives rise to
\nprofound apprehensions about the future caliber of your universities.<\/p>\n
According to a recent Harvard-Harris poll, 51% of Americans aged 18 to 24 support
\nsolving the Israel-Palestinian conflict by ending the Jewish state and handing it over to
\nHamas. Interestingly, only 4% of Americans aged 65+ thought so, possibly because
\nthey were raised on a Holocaust perspective of the right for Israel to exist, not on
\nbiased, misleading messages in social media. Higher education has an important
\nmission to correct blatant ignorance of the past.<\/p>\n
Besides unequivocal condemnation and disciplinary action in response to antisemitic
\nprovocations, we suggest organizing educational activities, seminars, invited lectures,
\ncourses, and workshops about psychological safety and listening to the Other across all
\ndepartments and facilities [9-12], as well as discussing the moral lessons of the
\nHolocaust [13-16].<\/p>\n
The evidence is that listening reduces extremism, develops humility,
\nand promotes psychological safety [9-12]. A central message from the history of the
\nHolocaust to teach in higher education is to prevent crimes against humanity and
\ngenocide, with the hope of one day achieving a world free of terrorism, antisemitism,
\nracism, and all forms of discrimination [13-16].<\/p>\n
Leading universities, such as yours, should set an example by disseminating these
\nimportant messages.<\/p>\n
Thank you for your consideration.<\/p>\n
Sincerely,<\/p>\n
This letter is signed by Nobel laureates whose names appear below.<\/p>\n
Professor Aaron Ciechanover, Nobel Laureate in Chemistry, 2004<\/p>\n
Professor Avram Hershko, Nobel Laureate in Chemistry, 2004<\/p>\n
Professor Daniel Kahneman, Nobel Laureate in Economics, 2002<\/p>\n
Professor Roger D. Kornberg, Nobel Laureate in Chemistry, 2006<\/p>\n
Professor Michael Levitt, Nobel Laureate in Chemistry, 2012<\/p>\n
Professor Dan Shechtman, Nobel Laureate in Chemistry, 2011<\/p>\n
Professor Ada Yonat, Nobel Laureate in Chemistry, 2009<\/p>\n
<\/p>\n
References<\/strong><\/span> 2. Edmondson AC and Lei Z. Psychological safety: The history, renaissance, and future of an 3. Schein EH. Kurt Lewin’s change theory in the field and in the classroom: Notes toward a model 4. Schulte M, Cohen NA and Klein KJ. The coevolution of network ties and perceptions of team 5. Lateef F. Maximizing learning and creativity: understanding psychological safety in simulation-based learning. Journal of Emergencies, Trauma, and Shock. 2020; 13: 5.<\/p>\n 6. Mustafa MB, Rani NHM, Bistaman MN, et al. The relationship between psychological well-being 7. Ernst E. A leading medical school seriously damaged: Vienna 1938. Annals of Internal Medicine. 8. Lerner BH and Rothman DJ. Medicine and the Holocaust: learning more of the lessons. Annals 9. Itzchakov G, Kluger AN and Castro DR. I am aware of my inconsistencies but can tolerate them: 10. Itzchakov G, Weinstein N, Leary M, Saluk D and Amar M. Listening to understand: The role of 11. Kluger AN and Itzchakov G. The power of listening at work. Annual Review of Organizational 12. Lehmann M, Kluger AN and Van Tongeren DR. Am I arrogant? Listen to me and we will both 13. Chelouche T, Czech H, Fox MA, et al. Statement on the Lancet Commission on Medicine, 14. Czech H, Hildebrandt S, Reis SP, et al. The Lancet Commission on medicine, Nazism, and the 15. Horton R. Offline: Universal lessons for humanity. The Lancet. 2023; 402: 1818.<\/p>\n 16. Levany S, Arsyaf MA, Roma CB, et al. Why health-care learners and professionals should want ACCESS THE PDF OF THE LETTER HERE:<\/strong><\/p>\n
\n1. Edmondson AC, Higgins M, Singer S and Weiner J. Understanding psychological safety in
\nhealth care and education organizations: a comparative perspective. Research in Human Development.
\n2016; 13: 65-83.<\/p>\n
\ninterpersonal construct. Annual Review of Organizational Psychology and Organizational Behavior.
\n2014; 1: 23-43. [Harvard]<\/p>\n
\nof managed learning. Systems Practice. 1996; 9: 27-47. [MIT]<\/p>\n
\npsychological safety. Organization Science. 2012; 23: 564-81. [Wharton, U Penn]<\/p>\n
\nand university students academic achievement. The International Journal of Academic Research in
\nBusiness and Social Sciences. 2020; 10.<\/p>\n
\n1995; 122: 789-92.<\/p>\n
\nof Internal Medicine. 1995; 122: 793-4.<\/p>\n
\nThe effect of high quality listening on speakers\u2019 attitude ambivalence. Personality and Social Psychology
\nBulletin. 2017; 43: 105-20.<\/p>\n
\nhigh-quality listening on speakers\u2019 attitude depolarization during disagreements. Journal of Personality
\nand Social Psychology. 2023.<\/p>\n
\nPsychology and Organizational Behavior. 2022; 9: 121-46.<\/p>\n
\nbecome more humble. The Journal of Positive Psychology. 2023; 18: 350-62.<\/p>\n
\nNazism, and the Holocaust. The Lancet. 2023; 402: 1816-7.<\/p>\n
\nHolocaust: historical evidence, implications for today, teaching for tomorrow. The Lancet. 2023; 402:
\n1867-940.<\/p>\n
\nto learn about medicine, Nazism, and the Holocaust. The Lancet. 2023; 402: 1814-6.<\/p>\n