The ongoing conflict in Gaza has led to the near-total destruction of its educational infrastructure, severely impacting the academic community and raising profound ethical questions. Reports indicate that all universities in Gaza have been damaged or destroyed, leaving approximately 88,000 college students without access to higher education.
Additionally, around 625,000 primary and secondary students are unable to attend school due to the extensive damage to educational facilities.
The Palestinian Ministry of Education reports that thousands of students and hundreds of educational staff have been killed or injured since the onset of hostilities. The United Nations Office for the Coordination of Humanitarian Affairs (UNOCHA) estimates that 76% of Gaza’s schools require full reconstruction or major rehabilitation.
This devastation has prompted international condemnation, with scholars and human rights organizations describing the systematic targeting of educational institutions as “scholasticide.”
Amidst this crisis, voices from the Jewish community, including Holocaust survivors, have expressed deep concern over the parallels between their past suffering and the current plight of Palestinians in Gaza. Marione Ingram, an 88-year-old Holocaust survivor, drew comparisons between her experiences during World War II and the conditions faced by children in Gaza, stating, “I have experienced what the children in Gaza are experiencing now.”
In the shadow of history, where the horrors of the Nazi genocide against the Jews stand as a grim testament to human cruelty, a poignant question arises from the heart of Gaza. Dr. Gabor Maté, a survivor of the Holocaust recently voiced a powerful message on social media, drawing a heartrending parallel between his harrowing experiences and the plight of children in Gaza today. Similarly, over 300 survivors and descendants of Holocaust survivors have issued statements condemning the “genocide” of Palestinians in Gaza.
The irony is bitter and the historical parallels disturbing. How has a nation, formed in the aftermath of such profound suffering and injustice, been viewed as perpetuating similar hardships upon another? This question echoes in the corridors of Gaza’s universities, where scholars labor under the siege, their academic pursuits hampered by the blockade that restricts access to essential materials, technology, and international collaboration.
These reflections raise critical ethical questions: How can a nation that endured the horrors of the Holocaust engage in actions that inflict similar suffering on another population? The destruction of Gaza’s educational infrastructure not only violates international humanitarian laws but also threatens to create a “lost generation” devoid of educational opportunities and hope.
In response, international academic communities are mobilizing to support Gaza’s educators and students. Organizations like Academic Solidarity With Palestine have organized online courses for students in Gaza, with over 350 courses offered by more than 3,500 volunteer professors worldwide.
This situation raises fundamental questions about the cycles of history and the lessons we carry forward. As the Holocaust survivor Dr. Gabor Maté poignantly asked, “How can those who have suffered so much inflict pain on others?” His words are a solemn reminder of the need for empathy and justice in policy and practice, bridging the gulf between the past and the present in the quest for a future where education and peace flourish together.
As the world reflects on these questions, the plight of Gaza’s academics stands as a testament to both human resilience and the urgent need for a compassionate, comprehensive approach to international relations and human rights. Despite these efforts, the challenges remain immense, and the need for a concerted global response to rebuild Gaza’s educational sector is urgent.
