Dr. Chavis's Address in Cambridge and The Chavis Model for Global Curriculum Development
- drschindler4
- Aug 2
- 3 min read
Updated: 3 days ago
In late July, our Spill the Honey Chair, Dr. Benjamin F. Chavis, Jr., presented at lecture at the ISGAP Cambridge 26 Summer Institute for Curriculum Development in Critical Contemporary Antisemitism Studies
The central thesis of his lecture was that "the next generation of contemporary antisemitism studies must become a global interdisciplinary enterprise. It should integrate historical knowledge, ethical and theological literacy, legal analysis, democratic theory, digital and AI literacy, public policy, critical comparative studies, experiential education, and a sustained unapologetic Black–Jewish dialogue. The goal is not to construct a politically uniform curriculum. The goal is rather to develop an intellectually honest, credible and morally serious interdisciplinary field of study capable of educating leaders for democratic pluralism today and into the future."
Dr. Chavis identified the historical evolution of contemporary antisemitism studies from 1945 to today through the following four related time lined emphases:
The Post-Holocaust Foundation, 1945–1975
Institutionalization and Comparative Expansion, 1975–2001
Globalization, Digital Media, and Contested Definitions, 2001–2023
The Post–October 7 and Generative-AI Era, 2023–2026
He then proposed a new fifth stage labelled, "Toward a Fifth Generation of Antisemitism Studies" defined by six commitments: historical depth; global scope; interdisciplinary method; technological literacy; democratic and ethical formation; and sustained engagement with Black-Jewish lived experiences. This proposed fifth generation should remain capable of self-criticism.
Noting that "no single university can adequately address a phenomenon that crosses languages, legal systems, ethical traditions, media ecosystems, and national and international histories," Chavis proposed "A global academic consortium would connect institutions with different strengths: archival depth, Jewish and Israel studies, religious studies, computer science, human rights law, African and African American studies, media research, education, and public policy. The consortium should be a scholarly network rather than an ideological bloc."
Chavis laid out a new vision, "The Chavis Model for Global Curriculum Development" built on 8 mutually reinforcing pillars:
Historical literacy across ancient, medieval, modern, Holocaust, postwar, and contemporary periods.
Ethical and religious inquiry into covenant, human dignity, supersessionism, repentance, memory, justice, and reconciliation.
Digital and artificial-intelligence literacy, including provenance, synthetic media, algorithmic amplification, and responsible research use.
Comparative study of antisemitism, racism, xenophobia, religious hatred, and authoritarian conspiracy while preserving historical specificity.
Democratic citizenship, legal literacy, academic freedom, civil liberties, and institutional responsibility.
Black–Jewish dialogue as a field of historical inquiry and a practice of coalition building.
Experiential learning through archives, museums, oral history, community engagement, and public scholarship.
Global research collaboration through faculty exchanges, shared courses, multilingual resources, and student research networks.
Chavis summed up his message by laying out the mission for contemporary antisemitism studies.
The future of contemporary antisemitism studies is not finally about one discipline, one definition, one conflict, or one technology. It is about whether human beings will build institutions capable of preserving memory, pursuing truth, protecting dignity, and preparing future generations for responsible freedom. It is both our opportunity and responsibility to work together today to help shape a better future for humanity.
The university at its best is a community of conscience. It preserves evidence against denial, reason against propaganda, dialogue against polarization, and moral imagination against indifference. Its graduates will shape law, medicine, religion, science, media, government, business, and public culture. The quality of democratic life therefore depends in part upon what universities teach people to value as well as what they teach them to know.
My charge to the academy is clear: pursue truth with intellectual honesty; teach history with courage; use technology with wisdom; protect academic freedom with integrity; reject antisemitism, racism, and every form of demonization and dehumanization; and build partnerships across disciplines, nations, religions, and cultures."
Click below to read his paper, "The Future of Global University Curriculum Development in Contemporary Antisemitism Studies: Black–Jewish Solidarity, Artificial Intelligence, Democratic Leadership, and the Moral Responsibility of Higher Education," ISGAP Lecture at the University of Cambridge, ISGAP Cambridge 26 Summer Institute for Curriculum Development in Critical Contemporary Antisemitism Studies, July/August 2026.
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