Educational Institutions Should Engage More—Not Less—With China
The Moral Hazard of Dealing With China
Last month, Bethany Allen-Ebrahimian wrote that Western universities are confronting a growing moral hazard in China. As the Communist country becomes more and more locked down and carries out cultural genocide against ethnic minorities, she argued, American institutions and entities such as the Schwarzman Scholars program must grapple with the question of when engagement becomes complicity.
The search for knowledge requires engaging in principled disagreement and facing uncomfortable truths. The alternative—isolation bred by fear—is worse than uncomfortable; it is dangerous. Bethany Allen-Ebrahimian underestimates the value of an important part of the Schwarzman Scholars program: Students are engaged actors who value critical thinking, not merely empty vessels succumbing to Chinese propaganda. They have chosen to become Schwarzman Scholars to gather knowledge and perform acts of diplomacy.
When Stephen Schwarzman founded Schwarzman College, he sought to develop future global leaders, Schwarzman writes, “China is no longer an elective course for future generations; rather, it is core curriculum.”
