"Highly educated young people are tutored, taught and monitored in all aspects of their lives, except the most important, which is character building. When it comes to this, most universities leave them alone"

David Brooks draws attention to an overlooked aspect of modern higher education: the cultivation of character. Young people today are often surrounded by a robust support network that guides them through academics, extracurriculars, and even emotional wellness. Every step of their intellectual and personal development is managed, measured, and optimized. Universities offer mentorship programs, career counseling, study strategies, and resources for almost every conceivable challenge. Despite this comprehensive framework, Brooks argues, a vital element is often neglected, character building.

Character, in this context, refers to the inner qualities that govern one’s sense of integrity, responsibility, compassion, and ethical judgment. These are not easily quantifiable or teachable in the conventional classroom setting. While universities can teach critical thinking and professional skills, the ongoing work of forging a strong moral compass is given little formal attention. Students, despite being “tutored, taught and monitored” in so many areas, are largely left to navigate fundamental questions of right and wrong, meaning, and purpose on their own.

Such neglect may leave students ill-prepared to handle the ambiguities and pressures of adult life outside the university's structured environment. When confronted with ethical dilemmas or the deeper challenges of personal identity, many may find themselves without the inner resources required. Brooks’s observation points to a gap in higher education: the lack of deliberate, communal involvement in helping students form their core values and virtues. Without guidance in these areas, young people may achieve academic or professional distinction but struggle to lead meaningful lives or contribute fully to their communities.

This critique is not meant to diminish the value of academic achievement, but rather to call attention to the broader mission of education. Institutions must consider how to nurture not just knowledgeable professionals, but also responsible, principled citizens.