This month, Defense Secretary Pete Hegseth directed the Naval Academy to remove 381 books from its Nimitz Library as part of a broader initiative by the Donald Trump administration to eliminate materials related to diversity, equity, and inclusion (DEI) from federal institutions. Materials in the library’s collection deemed to promote DEI principles were judged to be inappropriate for midshipmen.

I have read 14 of the books and know many of the authors. In reviewing the titles removed, I noticed one book written by a professor of pastoral theology, care, and counseling that I know. He is James Newton Poling, and the book is titled “Deliver Us From Evil: Resisting Racial and Gender Oppression,” published in 1996. I used that book as a professor in my graduate courses.

Poling’s thesis is that Christian theology and pastoral care must confront and resist forms of racial and gender oppression. He contends that traditional theological frameworks often overlook or perpetuate injustices, thus raising the need to reflect critically and theologically on the experiences of marginalized peoples.

The book delves into the concept of evil, not as an abstraction, but as manifest in societal structures and relationships that dehumanize individuals. He notes the complicity of religious institutions in maintaining these structures and calls for a theology that actively engages in social justice.

A significant portion of the book explores the role of power in pastoral relationships, and Poling emphasizes the importance of recognizing and addressing power dynamics to prevent further harm, especially in contexts where clergy have authority over vulnerable individuals. He advocates for a pastoral practice that is self-aware, accountable and committed to the empowerment of those it serves.

I understand that the academy at Annapolis is not a seminary or a graduate school for the academic study of religion, but I’m left to wonder: Why should midshipmen not read this book?

Yes, it’s a book on pastoral care and theology, but reading between its lines one might perceive some political or ideological bias. Reading a book that is concerned with faith and reconciliation among different people might be prohibited out of fear of division or decreased cohesion. Even though it’s concerned with caring and healing, I suppose it could be a distraction from military priorities, and no doubt its orientation as a religion-and-psychology book might engender some psychological discomfort or promote empathic indoctrination.

And I suppose that non-Christians and persons uninterested in moral issues might be disturbed by exposure to ethical and religious themes. It’s conceivable that midshipmen should not read the book out of concerns over external political pressure and backlash.

But I also ask why midshipmen should read scholarly literature on race, gender and sexuality, and in particular, a work that is oriented by the spiritual concerns and the resources of a religious tradition, like Christianity.

I can think of several reasons why, and they are grounded not only in academic and moral considerations, but also, and more importantly, in military effectiveness, constitutional obligations and leadership development.

First, the U.S. military is one of the most diverse institutions in American society. Service members come from varied racial, ethnic, gender, religious, and sexual orientation backgrounds.

Future officers must be prepared and able to lead this diverse force with competence, fairness and empathy.

Second, modern military operations often involve interaction with civilians and forces in culturally diverse contexts around the world. Understanding social issues, including gender roles, racial and ethnic hierarchies, and sexuality norms, is critical for operational effectiveness.

Third, the U.S. military serves under civilian control and is tasked with defending the Constitution and the rights it guarantees. Well-educated officers are essential for upholding democratic principles. Studying race, gender, and sexuality encourages midshipmen to reflect on justice, civil rights, and the history of both advance and inequality in American society.

Fourth, despite progress, our military has faced persistent problems related to racial bias, sexual assault and homophobia. Educating midshipmen about these issues creates a healthier institutional culture in which future officers are enabled to recognize and counteract toxic behaviors before they take root in their units.

Fifth, service academies aim to develop leaders of character, not merely tacticians. Books that engage with race, gender, sexuality, and spirituality often raise complex moral questions that challenge students to think beyond binaries, stereotypes, and belief systems. Reading about inequality and historical injustices prompts midshipmen to consider their responsibilities as moral agents.

Sixth, the DOD officially upholds principles of equal opportunity and nondiscrimination.

Military education must reflect and reinforce these commitments. Readings in these areas signal institutional seriousness about the importance of diversity and inclusion to mission success, indicating that military leadership is accountable not only to combat readiness but also to constitutional and human rights norms.

Seventh, American society is increasingly aware of systemic injustice related to these demographic elements. As a prominent national institution, our military must align with evolving norms to maintain public credibility and support. Engaging with these topics fosters transparency and ensures that the officer corps remains connected to the society it serves rather than insulated from its realities.

As of this date, the Air Force Academy and Military Academy are reviewing their library holdings in light of the DOD and executive orders related to the elimination of DEI initiatives.

Douglas R. Sharp, Ph.D., is a retired professor of theology, religion and society who lives in Colorado Springs.