Civic Disorientation from Losing Western History

A sustained curricular shift away from canonical Western‑civilization courses toward global history can produce measurable civic and moral disorientation among students, weakening shared civic narratives and the socialization functions of higher education. The change interacts with administrative practices (pandemic governance, symbolic gestures, admissions protocols) to alter who gets admitted and what citizens learn about institutional continuity. — If curriculum choices systematically reshape citizens’ shared understandings, they have deep implications for social cohesion, political persuasion, and the design of university policy and admissions criteria.