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In a New York Times opinion piece last fall, David Blight, the eminent historian of race, asserts that institutions like Yale need a reckoning.
I wholeheartedly agree. As someone who witnessed Yale’s dynamism in the 1970s, I worry that today’s Yale isn’t living up to its vast financial power and historical promise.
The reckoning that Yale and its peers need involves something more than admissions or administrative reform—it’s a question of purpose, values and legacy. Now is the time for Yale and its sister institutions to recalibrate their focus, realigning resources with the values and issues that define this era.
As Yale considers its path forward, it must remember that a true reckoning involves not only recognizing where it has fallen short but also committing to a purpose that transcends exclusivity. Yale has the power—and the responsibility—to leverage its wealth and history to do much more to inspire a new era of intellectual discovery, cultural understanding and social justice.
A meaningful reckoning for Yale and its peer campuses means embracing a mission rooted not only in research, but in public service, artistic and intellectual vigor and societal relevance. They should strive to shape a future in which the education they offer is not only a privilege but a responsibility.
Yale’s future lies not in preserving tradition and prestige for their own sake, but in realigning its priorities, rediscovering its moral purpose and inspiring other institutions to follow suit.
If institutions like Yale are to undertake a serious reckoning, their first step must be a candid acknowledgment of their problems. This requires asking difficult questions and facing up to realities that are often glossed over or downplayed.
Elite universities like Yale, with their vast endowments and substantial influence, have the power to shape not only their own futures but also broader educational and cultural standards. For them to lead by example, they need to engage in honest introspection.
They might begin by examining whether the root issues lie in access and admissions practices and their failure to expand in line with population growth.
Administrative growth is another area that requires reconsideration. Over recent decades, the administrative side of many elite universities has swollen significantly, with a large share of resources being allocated to bureaucratic positions rather than direct educational purposes. A reckoning here would mean critically assessing whether the university’s resources are truly directed toward advancing its educational mission rather than supporting a bloated bureaucracy.
A deeper examination of priorities might also reveal troubling misalignments. The university might question why a disproportionate share of its graduates enter high-earning career paths in finance, consulting and tech and whether this detracts from its mission to cultivate well-rounded individuals who contribute to society in varied ways.
Another potential issue is campus culture and the ideological climate. Has the university fostered an environment where certain perspectives are either favored or discouraged? This imbalance can create a campus atmosphere that feels stifling rather than open to debate and intellectual diversity. In a reckoning, universities would need to ask whether they are fostering an environment where students can genuinely explore, challenge and refine their ideas.
The professoriate is a further area for reflection. Is faculty research productivity commensurate with their incredibly light teaching loads? Are faculty members sidestepping responsibilities like advising and mentoring, leaving students feeling unsupported in their academic and personal development? Are some faculty members using their positions primarily as bully pulpits for their personal views, rather than as opportunities to foster critical thinking, discouraging open debate and inhibiting students’ ability to express and defend their own opinions?
A reckoning would involve holding faculty to higher standards of engagement and accountability, ensuring that students receive the guidance and intellectual challenge they deserve.
If Yale and similar elite institutions are to remain relevant and impactful, they must address these internal challenges head-on. By engaging in this reckoning with honesty and a willingness to make substantive changes, these universities can recalibrate their missions and serve as true exemplars of education, accessibility and social responsibility.
As one reader observed, “I understand the ‘we need to change’ part of the argument. I didn’t really see the ‘to what’ part.”
So, what should Yale—and its peer institutions—strive for in this reckoning?
When I began my doctoral studies at Yale in 1973, its endowment was $517 million. Today, that figure has swelled to $40.7 billion—a 78-fold increase.
Yet, despite this growth, can we still say that Yale stands as the nation’s crucible for intellectual and artistic innovation? Regrettably, I believe it does not.
In the 1970s, Yale radiated intellectual vitality. Its law school led in critical legal studies and public interest law, challenging paradigms and inspiring reform-minded lawyers. Literature programs explored critical theory, shaping frameworks that transformed literary studies.
The history department placed slavery at the center of American—and world—history, reshaping how we understand race and oppression.
The psychology department, with luminaries like Stanley Milgram, pioneered studies on authority, conformity and moral responsibility. And in political science, Robert Dahl redefined our understanding of power dynamics and pluralism in democracy.
Today, Yale’s influence as the center of the intellectual universe has waned. While prominent voices like Akhil Amar, Samuel Moyn and Blight remain, the university feels more insular and less of the dynamic, outward-looking force it once was.
What can be done? Yale has the resources to foster a renaissance in the humanities, arts and social sciences. Instead of primarily attracting students with the allure of high-paying careers, Yale should renew its commitment to cultivating thinkers, artists and innovators who will shape culture and public life.
For instance, Yale could rethink its general education requirements, placing greater emphasis on moral philosophy and civic responsibility, perhaps adopting programs like Columbia’s Contemporary Civilization, Austin Community College’s Great Questions curriculum or Purdue’s Cornerstone program—along with a community engagement and public service requirement.
Yale and its peers should look beyond reputation and privilege and find new ways to serve a more just and inclusive society. This isn’t just about accountability; it’s about rethinking their purpose and social role. They might take inspiration from Bard College, which, despite an endowment only 3 percent of Yale’s, has established a multistate network of high school and early-college programs; precollege bridge initiatives for talented, underserved students; specialized advising; and scholarships aimed at equity and inclusion.
Yale’s endowment, vast as it is, could also create several multidisciplinary curricular pathways that integrate insights from the arts, humanities and social and natural sciences that study key issues of our time. Here are a few possibilities:
- Global Migration and Identity Studies: This pathway would explore migration from historical, political, cultural and economic perspectives. It would address causes such as economic inequality, climate change and political conflict, examining how migration reshapes identities and social dynamics. Relevant fields could include history, sociology, anthropology, political science and law, along with language and literature studies focusing on migration narratives and diasporic cultures.
- Legacies of Colonialism and Slavery: Focused on the historical and ongoing impacts of colonialism and slavery, this pathway would link history, sociology, African, Asian, Latin American and Indigenous studies, anthropology, and law. Students would examine the economic, political and cultural legacies of these systems, analyzing their influence on contemporary social structures and racial dynamics. Community-based projects and partnerships could promote dialogue, reconciliation and justice.
- Environmental Sustainability and Ethics: Addressing climate change, resource management and environmental ethics, this pathway would combine environmental science, economics, political science, public policy and philosophy. Students would explore the scientific and social underpinnings of environmental challenges, with a focus on sustainability practices and ethical considerations in policy and industry.
- Global Health and Social Justice: Bridging public health, biology, anthropology, sociology and policy studies, this pathway would explore health disparities, infectious diseases, health-care access and the social determinants of health. Students would examine the intersection of economic inequality, environmental factors and social justice in shaping health outcomes, engaging with case studies like pandemics and healthcare reform.
- Technology, Ethics and Society: Focusing on the societal impacts of rapid technological change, this pathway would blend computer science, philosophy, sociology and law. Topics could include AI ethics, data privacy, digital divides and the future of work, encouraging students to critically assess the ethical implications of technology and responsible innovation.
- Intersectional Studies of Gender, Race and Identity: This pathway would explore the intersections of gender, race and other identities by combining gender studies, sociology, anthropology, literature and psychology. It would examine how identities intersect with power and privilege, analyzing the impact of patriarchy and racial hierarchy on modern social dynamics and personal identities.
- Ethics and Discourse in Modern Democracies: Designed to address civil discourse, political polarization and democratic erosion, this pathway would draw from philosophy, communication studies, political science, law and history. Courses would examine the ethical foundations of democracy, freedom of speech, misinformation and media literacy, equipping students to engage constructively in political and civic life.
- Global Justice and International Relations: This pathway would focus on international conflict, economic inequality, human rights and peace-building by combining international relations, economics, history and law. Students would study the dynamics of global governance and development, preparing for careers in diplomacy, international NGOs or global policy.
- Arts, Culture and Society: As part of this reckoning, Yale has the opportunity to strengthen its role in advancing the arts, not merely as a discipline but as a vital lens for understanding and shaping human experience. Combining fields such as art history, creative writing, performance studies, cultural studies and digital media, this pathway could examine the role of the arts in fostering empathy, challenging norms and imagining alternative futures. Courses might address topics like the impact of digital technologies on creativity, the arts’ response to social injustices and the influence of global cultures on artistic forms.
Institutions like Yale, with their extensive resources and influence, must ask how they can serve the broader educational ecosystem in transformative ways. While Yale has taken positive steps, such as the Yale–New Haven Teachers Institute and the Yale National Initiative to support public school teaching, it could and should do more.
Following Bard College’s lead, Yale might consider establishing early-college high schools, bridge programs and weekend academies, either independently or in partnership with other universities, to reach a broader population of students.
Yale’s intellectual and artistic life is vibrant, yet its benefits are often confined to its own community. Expanding public access to Yale’s rich array of lectures, performances, exhibits and other cultural events—through community partnerships, live-streaming and free public lecture series—would make these resources available to a much wider audience. In doing so, Yale could reaffirm its role as a steward of knowledge and culture, meaningfully contributing to public intellectual life.
Yale could also better support graduate students and junior faculty from underresourced institutions through a range of programs designed to share resources, foster professional growth and build scholarly networks.
An expanded visiting scholars program could provide short-term research residencies specifically for graduate students and junior faculty from underresourced institutions. These residencies, lasting from a few weeks to a full semester, would offer access to Yale’s libraries, archives and research facilities, enabling participants to advance their research, collaborate with Yale faculty and benefit from Yale’s extensive resources.
Collaborative research workshops could bring together these scholars with Yale faculty and peers, focusing on specific themes or disciplines. Scholars could present works in progress, receive constructive feedback and engage in critical dialogues with experts. By centering these workshops on collaboration and mentorship, Yale would create a supportive environment where participants can refine their ideas and build connections that enhance their careers.
A mentorship program could match Yale faculty and advanced graduate students with scholars from underresourced institutions for both virtual and in-person mentoring. This guidance would cover topics like research design, publishing, grant writing and the academic job market, creating mutually beneficial relationships that support development and foster connections across institutions.
An annual research symposium for graduate students and junior faculty from underresourced institutions could include paper presentations, panel discussions and poster sessions, allowing participants to showcase their work, gain visibility and receive professional feedback.
Yale could also increase funding and administrative support for collaborative research projects between its faculty and those at underresourced institutions. These collaborations could lead to co-authored papers, shared grant applications or joint conference presentations and travel support could facilitate face-to-face meetings, building strong partnerships that bridge institutional divides.
Finally, a scholarly exchange network could connect faculty members across institutions, facilitating in-person and virtual exchanges for guest lectures, seminars and workshops. Such a network would promote the free exchange of ideas, resources and expertise.
While some of these initiatives exist in nascent forms, an expanded commitment would foster a culture of inclusivity and engagement, strengthening the educational ecosystem and ensuring that knowledge and opportunity flow freely across institutional boundaries.
Yale’s reckoning must be more than a nod to change; it should be a bold recommitment to its legacy as a leader in intellectual discovery, social responsibility and cultural innovation. This is a defining moment for Yale to consider not just what it wants to change, but what it wants to stand for in the years ahead.
This call for renewal at Yale is, in many ways, a call for all of higher education to realign its priorities and rediscover its moral purpose. Institutions of every kind—public, private, elite and accessible—must confront the widening gap between their founding missions and current realities. This requires reshaping curricula to address today’s most urgent issues, reimagining pedagogy to foster critical engagement and transforming the faculty role from passive expertise to mentorship that sparks curiosity, resilience and depth of thought.
A truly transformational education must place the arts and humanities at its core. These fields are not peripheral; they provide the cultural, ethical and philosophical grounding essential for grappling with complex human questions, cultivating empathy and understanding the human condition. They nurture not only critical thinking but also creativity, imagination and moral insight—qualities essential for leading in a world defined by rapid change and ethical complexity. Higher education must elevate these disciplines, making them central to the development of thoughtful, well-rounded citizens.
Reimagining the university as an integrated, collaborative environment—rather than a collection of isolated disciplines—challenges the traditional academic model. Faculty should not act as independent contractors narrowly focused on their specialties but as collaborators who break down silos and engage in interdisciplinary work that bridges fields. This shift fosters a culture where knowledge flows freely across disciplines, creating richer intellectual discourse and more holistic understanding.
This ideal university would be a true utopian space—dedicated to knowledge, creativity and innovation, where intellect and artistic expression hold equal value. Students and faculty would tackle complex issues from multiple perspectives—scientific, ethical, artistic and philosophical—enhancing their intellectual growth through diverse approaches and rigorous exploration.
In this environment, difficult dialogues would be encouraged, not avoided. Faculty, students and visiting scholars would engage in discussions that confront society’s most challenging issues—race, inequality, environmental sustainability, human rights and technological ethics. These dialogues would extend beyond classrooms into public forums, workshops and interdisciplinary courses, fostering a culture of open inquiry and mutual respect.
At the center of this reimagined university would be a vibrant life of the mind, with intellectual rigor and artistic vitality interwoven. The arts—visual, performing, literary and digital—would be as integral to the campus as labs or libraries, informing scholarship, offering fresh perspectives and helping students connect emotionally and intuitively with complex issues.
Such a university would develop individuals who are not only knowledgeable but also empathetic, creative and ethically grounded. By placing intellectual exploration and artistic dynamism at its center, this model would cultivate citizens prepared to make meaningful contributions to society. It would be a place where knowledge and wisdom are intertwined, where learning is a dynamic, shared journey rather than a solitary pursuit. In this way, the university becomes a true community of thinkers, creators and visionaries working toward a better future.
Higher education as a whole must envision itself not as an isolated ivory tower but as a vital part of the public sphere—a space that shapes not only future professionals but also engaged citizens equipped to address global complexities. This transformation calls for a unified vision that values intellectual courage, ethical inquiry and a steadfast commitment to justice, sustainability and cultural understanding.
This reckoning is more than a response to demands for change; it is a profound opportunity to reinvigorate higher education’s commitment to the common good, ensuring that students at all institutions, regardless of background, are empowered to lead lives of purpose, integrity and impact. By embracing this mission, colleges and universities can renew their relevance in society, helping to build a world shaped by insight, compassion and a deep sense of shared responsibility.
