Unprepared and Indoctrinated: The Crisis in Modern Education
It urgently needs reform for two critical reasons: firstly, it hasn’t kept pace with the reality of an AI-driven world where machines increasingly outperform humans in tasks once considered uniquely human; and secondly, it fails to adequately teach students essential critical thinking skills at the school level—before they even enter university—leaving them vulnerable to simplistic, distorted narratives and ill-equipped to engage deeply with complex issues.
Artificial intelligence (AI) has rapidly transformed our lives, taking over tasks like solving complex equations, translating languages instantly, and generating convincing text and images. Yet, classrooms remain focused on rote memorization and information regurgitation—skills that AI effortlessly surpasses humans in performing. Instead of adapting by emphasizing uniquely human abilities—such as analytical reasoning, creativity, and intellectual curiosity—our education system continues to reward passive information consumption and superficial test-taking skills.
This outdated approach is detrimental, as it leaves students ill-prepared for a world where distinguishing between AI-generated misinformation and reality is increasingly difficult. Instead of equipping students early on with the sophisticated analytical tools necessary to navigate this landscape, education today remains fixated on traditional metrics, missing the mark entirely on what students most urgently need.
Even more troubling is education’s failure to nurture students’ critical thinking and analytical skills at the pre-university stage. Today’s students, accustomed to consuming information predominantly through memes or brief video clips from platforms like TikTok, often lack the attention span and analytical depth required for thorough reading, sustained reflection, and nuanced evaluation of complex topics.
Nicholas Dames, a Columbia University literature professor teaching since 1998, noted this concerning trend in The Atlantic: students frequently become overwhelmed by basic reading assignments, admitting that some never read an entire book cover to cover during their high school years. Professors widely report students struggling even with short texts such as sonnets, and shutting down when faced with unfamiliar or challenging ideas.
The effects of this decline in critical-thinking skills are profoundly evident when students approach complex geopolitical matters, such as the Israeli-Arab conflict or the recent Israel-Hamas war. Too often, educational institutions fail to provide balanced, informed perspectives. Campus events commonly present oversimplified, TikTok-friendly portrayals of Israel, casting it solely as an oppressor or colonial state, without context about its democratic institutions, the protection it affords minorities, or its ongoing pursuit of peaceful coexistence amid genuine security threats.
The consequences are starkly reflected in recent surveys. A March 2025 Harvard/Harris poll found that nearly half (48%) of young Americans aged 18–24 expressed greater support for Hamas—a terrorist organization committed to Israel’s destruction—than for Israel itself. This alarming statistic underscores the power of oversimplified narratives and misinformation in shaping young people’s views when they lack the critical-thinking skills to independently analyze complex historical and contemporary contexts.
To address these worrying trends, we must prioritize the teaching of critical-thinking skills much earlier—starting in primary and secondary education, well before students enter university. Curricula should be redesigned to emphasize sustained reading, deep reflection, and the careful evaluation of information sources, especially in an age when AI can easily generate realistic and deceptive content. Reaching this goal requires more than just new lesson plans—it demands intellectual honesty, a deep commitment to truth, and subject mastery from educators themselves. Teachers must be equipped and empowered to challenge oversimplified narratives, foster balanced and thoughtful classroom dialogue, and help students navigate complex issues with nuance and accuracy. Policymakers have a crucial role to play: they should require the integration of media literacy and logic-based reasoning into K–12 standards, giving students the tools to critically engage with both traditional and digital media. At the same time, they must invest in professional development programs that enhance teachers’ ability to detect and respond to misinformation effectively in the classroom.
Universities, in turn, must recommit to intellectual rigor, ensuring balanced, informed discussions about sensitive geopolitical topics, including fair representation of Israel’s democratic values, complex security realities, and historical pursuit of peace.
Only by fundamentally reforming education at all levels to prioritize critical thinking and nuanced understanding—and ensuring educators embody intellectual honesty and knowledge—can we adequately equip students to navigate the challenges of our current world. Without such reform, students will continue to fall prey to simplistic narratives, shallow media consumption, and dangerous ideological indoctrination—undermining the informed, peaceful, and meaningful dialogue essential for the future.
Eugene Brusilovskiy