The recent flare-up in Israel, explained by Massachusetts public school principal
The public high school for kids in our former suburb of Boston has a new principal (source):
The Lincoln-Sudbury Regional District has appointed Dr. Andrew Stephens as the new Superintendent/Principal of Schools. Stephens had been principal of Lexington high School since 2017.
Prior to that he spent 10 years as Principal of Duxbury High School and four years heading Hull High School. He began his career as a history teacher in Vermont before returning to Massachusetts, where he taught for three years at Newton North High School spent another three as an assistant housemaster. Stephens is a graduate of Colgate University, where he obtained a B.A. in history, and Johnson State College in Vermont, where he got his master’s degree in education. He also holds a Certificate of Advanced Educational Studies from Boston College and an Ed.D. from Northeastern.
Dr. Stephens applied all of the above education to an analysis of the flare-up in the war that Arabs declared 75 years ago, with an email to the students, taxpayers, and parents who enjoy life in means-tested public housing (they’re not “on welfare”, though they pay nothing for housing, health care, food, home broadband, and smartphone):
Dear [Lincoln-Sudbury] Students and Families:
I write tonight with a large measure of sadness over the events that occurred over the past few days and want to acknowledge the violent conflict occurring between Israel and Palestine. While the conflict seems very far away from LS, it is not. We have members of the LS Jewish and Muslim communities who are directly impacted by this conflict and its consequences both from an affinity standpoint, and from the fact that folks here may have family and friends who live in that area. It is important that we as a school and learning community are cognizant of this fact.
Given the news coverage and access we all have to images of the atrocities from the past weekend, there is an emotional impact on all of us, particularly with our young people and those with connections to the region where this conflict is occurring. It is essential that we as a learning community acknowledge what is happening and express empathy and kindness to one another, especially during times like this. It is essential that we all work to provide our students and staff with safe spaces at LS that bring life to our values that everyone belongs and that we will support those who need it.
To that end, it is likely that our students and staff have been following the events over the past few days and engaging in conversations about the causes and impact this conflict may have from a global and local standpoint. Here are some resources to help families navigate such conversations with our young people. At school, we want to support anyone impacted during this significant and impactful conflict and strongly urge students who are impacted by the recent events to access in-school supports from their counselor and/or any trusted adult.
These are difficult times in the world and I hope that you join me in sending thoughts and prayers to the Israelis and Palestinians who are living through this terrible conflict.
This is a strange thing for Dr. Stephens to be concerned about when one considers that both Lincoln and Sudbury are crammed with Climate Doomers (maybe this is why “These are difficult times in the world”?). If humanity is going extinct in the medium-term, what difference does it make if a small percentage of humans are killed via war?
The email gives full nationhood status to “Palestine”. Note also the assumptions that Muslims from, e.g., Pakistan or Indonesia, will be anti-Israel and pro-Hamas (“an affinity standpoint”) and that a public school counselor in Massachusetts will be able to “support” a Muslim student who is upset that some of those who carry guns on behalf of Hamas have been killed by the Zionist entity.
Apparently, some recipients complained about the above email. Part of a follow-up from Dr. Stephens:
The message was not clear with respect to the fact that the attacks on Israel over the past weekend were perpetrated by terrorists and resulted in violence and atrocities that have shocked the global community. These attacks, which do not represent the views of many Palestinians and Muslims, should be condemned and were impactful at a deeply personal level to many people in our school and community.
Note the inconsistency with the first message. If Palestine is a country and Hamas is the government of that country (with broader support than Joe Biden enjoys among Americans), why are the armed men directed by Hamas “terrorists”? Why aren’t they “soldiers”? In the first message, the assumption was that Muslim students at the school would naturally have “affinity” for Hamas. In the second message, it turns out that there are “many” Muslims (among 1.8 billion worldwide) who do not support Hamas.
When did school bureaucrats start having sufficient time to comment on climate change, shootings thousands of miles away, wars on the other side of the globe, etc.? Maybe it coincides with a reduced workload on the job due to an increase in the number of school employees per student? Example:
Finally, let’s have a look at the expert on events in what he refers to as the country of Palestine:
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