The Erosion of Western History in Academia: Why I’m Walking Away from Harvard After 40 Years
Forty years ago, I began my journey as a history professor at Harvard, one of the world’s most prestigious institutions. Over the decades, I’ve witnessed a profound shift: the gradual replacement of Western history with global history in our curricula. But here’s where it gets controversial: I believe this change has contributed to the moral and intellectual confusion plaguing today’s younger generation. Now, after four decades, I’ve decided to leave Harvard behind—not impulsively, but as the culmination of a four-year retirement plan I signed in 2021. Let me explain why.
The Breaking Point: A Pandemic of Overreach and Ideological Shifts
My decision wasn’t solely about curriculum changes. The final straw came during Harvard’s handling of the Covid-19 pandemic. For nearly two years, the university imposed a strict regime that mirrored the nation’s uncritical adherence to The Science—a mantra that, when wielded by public power, often encroached on personal freedoms. Professors were mandated to lecture in masks and conduct seminars via Zoom. To me, this felt like a betrayal of the liberal education I’d dedicated my life to. Education thrives on connection, dialogue, and the free exchange of ideas—not on isolation and compliance.
And this is the part most people miss: The pandemic wasn’t the only catalyst. The year before, during the Summer of Floyd, Harvard collectively took a knee. I initially dismissed it as performative activism, but I was wrong. It had tangible consequences. In the fall of 2020, while reviewing graduate applications, I encountered an exceptional candidate—a perfect fit for our program. In any other year, he would have been a top contender. But in 2021, a member of the admissions committee casually remarked, “That’s not happening this year,” referring to admitting a white male. Later, a student I’d mentored—Harvard’s top undergraduate, who won the prize for the best overall academic record—was rejected from every graduate program he applied to. He, too, was a white male. Curious, I reached out to colleagues at other universities. The story was the same everywhere: unspoken protocols were sidelining white male candidates. The only exception I found? A transgender individual who had been assigned female at birth.
The Cost of Abandoning Western Civilization in Education
Harvard, under President Alan Garber, is now on a more stable path, particularly after the Claudine Gay controversy exposed the university’s indifference to anti-Semitic demonstrations following the October 7th atrocities. Yet, I’ve chosen to channel my experience into a new endeavor: the Hamilton School of Classical and Civic Education at the University of Florida. Why? Because the Hamilton School is committed to teaching the history of Western civilization—a subject increasingly marginalized in favor of global history. Here’s the bold truth: When we stop teaching young people about the foundations of Western civilization, we risk raising a generation that lacks the moral and intellectual anchors to navigate an increasingly complex world. Civilization, after all, is not just a concept—it’s a practice, and one that requires understanding its origins.
A Thought-Provoking Question for You
As I step away from Harvard and into this new chapter, I’m left wondering: Is the shift from Western history to global history a necessary evolution, or are we losing something irreplaceable in the process? I’d love to hear your thoughts. Do you think prioritizing global history over Western civilization is a step forward, or does it come at too great a cost? Let’s start the conversation.
