Last Christmas in Bethlehem

With its Christmas displays cancelled, Bethlehem resident Christy Anastas writes about a bleak future for its Christian Palestinian community.

Christy Anastas

Christy Anastas is a Bethlehem resident. She is a Palestinian advocate for nonviolent ways of mediating a more stable Middle East.

A church gable featuring a cross, a Madonna and angel Christmas decorations.

2017 Christmas decorations on the Church of the Nativity, Bethlehem

Jana Humeedat, CC BY-SA 4.0, via Wikimedia Commons

Religious minority groups, like Christians, represent about one per cent of the overall Palestinian population. We feel stuck between a rock and a hard place in this conflict. As a consequence of this war, many of us are already planning to emigrate once the opportunity arises. If this happens, Bethlehem will virtually become a non-Christian city. This would be a sad outcome given it was the birthplace of Jesus Christ and that in the early 1900s the Christian population used to be just under 85 per cent. Now Bethlehem's population is approximately five per cent Christian. After this war we fear that these statistics would decrease even more. The main source of income of the city heavily relies on tourism, with almost 70 per cent of Bethlehem’s GDP due to religious pilgrims from all over the world visiting Jesus Christ’s birthplace, especially during Christmas.

This is the first year for decades, when all Christmas festive displays have been cancelled in Bethlehem. This decision taken by Bethlehem municipality and the Palestinian church is a sobering and poignant one and comes with a financial heavy price paid by locals. Such traditions have been kept for decades, even during the second Intifada, so that between 2000 to 2005 a Christmas tree in Manager Square was still displayed each year. Even the Covid-19 pandemic did not stop Bethlehem from decorating the entire city. However, today many Palestinian Christians are not in a festive mood. The Israel-Hamas war is in its second month and has already a higher death toll than during the whole of five years of the second Intifada.

A ceasefire is what Palestinian Christians will be praying for during this Christmas, alongside praying against the perpetual cycles of death, violence, and destruction.

In my opinion it feels fitting to stand in solidarity with those who mourn, inspired by Paul’s letter to the Romans encouraging Christians to “Rejoice with those who rejoice; mourn with those who mourn”. During such devastating circumstances of the civilians in Gaza, Palestinian Christians are heartbroken at the enormity of lives lost and the desperate conditions experienced especially by children. The desire to celebrate the birth of the most important child in Christianity’s history is dimmed by the death toll of children in Gaza during this war. An ancient biblical proverb offers a powerful depiction of what it would be like for us Christians to celebrate Christmas as usual. It would have felt “like one who takes away a garment on a cold day, or like vinegar poured on a wound, is one who sings songs to a heavy heart.”

However, the announcement of the cancellation issued by the head of Bethlehem municipality, was made exclusively in honour of Palestinian “martyrs”, in Gaza and the West Bank. This disappointing statement distorts the church’s role in the region as a peace builder and the bridge amongst different communities and ethnicities. In fact, it is an utterly missed opportunity for the church to demonstration its ethics and values in the region, especially when confronted with losses of lives across all ethnicities and religions. A more inclusive nuanced statement that could have honoured the suffering of all, could have been worded along the lines of offering tributes to the devastating losses of lives in the Israel-Hamas war since the 7th of October, without any discrimination or prejudice. That old proverb continues to say, “if your enemy is hungry, give him food to eat; if he is thirsty, give him water to drink.”

The exclusivity of the statement's approach made by the churches was a lost opportunity to express a more authentic side of Christianity to the world revealed from its birthplace. It could have counteracted the way the church was portrayed in Europe during the Holocaust. It could have been the chance to respond in a less indifferent manner to the plights of the Jewish people in the region, rather than reiterate a similar stance of the European churches during World War II.

A ceasefire is what Palestinian Christians will be praying for during this Christmas, alongside praying against the perpetual cycles of death, violence, and destruction, inspired by what our brothers and sisters in Gaza have conveyed to us in private communication. Christians in Gaza are pleading for peace and stating that as a community, they oppose violence. The zero-sum approach towards this war has made it difficult for us Christians to be true to our faith without being condemned or oppressed for it. When we call for a ceasefire, we are accused of supporting terrorism and denying Israel’s right to self-defence. However, when we want to acknowledge the suffering of the Israeli side during the 7th of October, we are deemed to be traitors. Our objective isn’t to attempt to prevent Israel from defending itself; rather, to suggest that the consequences of inflicting violence and bloodshed in retaliation could reinforce a stronger hold for violence and extremism in the region.

Therefore, most Palestinian Christians do not feel they have the freedom to stand for their beliefs and the churches in the region are not portraying the best paradigm. In my opinion, this is one of the main factors behind the drastic decline of the Christian population generally especially in Bethlehem. It is also why they no longer hold as much power as they used to in influencing the culture and mindsets in the area. Their roles became more politicised which has gradually led them to neglect standing up for truth until it has become too dangerous to even express it. This could well lead to a reality where this would be the last Christmas in Bethlehem for a majority of Christian families.

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Education

Leading

26 July 2024

5 min read

Why I teach over my students’ heads

Successful teaching is a work of empathy that stretches the mind.

James K.A. Smith

James is a philosopher, cultural critic and author.

A blackboard covered in chalk writing and highlights.

James's chalkboard.

I’ve been teaching college students for almost 30 years now. As much as I grumble during grading season, it is a pretty incredible way to make a living. I remain grateful.

I am not the most creative pedagogue. My preference is still chalk, but I can live with a whiteboard (multiple colors of chalk or markers are a must). Over the course of 100 minutes, various worlds emerge that I couldn’t have anticipated before I walked into class that morning. (I take photos of what emerges so I can remember how to examine the students later.) I think there is something important about students seeing ideas—and their connections—unfold in “real time,” so to speak.

I’ve never created a PowerPoint slide for a class. I put few things on Moodle, and only because my university requires it. I’ve heard people who use “clickers” in class and I have no idea what they mean. I find myself skeptical whenever administrators talk about “high impact” teaching practices (listening to lectures produced the likes of Hegel and Hannah Arendt; what have our bright shiny pedagogical tricks produced?). I am old and curmudgeonly about such “progress.”

But I care deeply about teaching and learning. I still get butterflies before every single class. I think (hope!) that’s because I have a sense of what’s at stake in this vocation.

I am probably most myself in a classroom. As much as I love research, and imagine myself a writer, the exploratory work of teaching is a crucial laboratory for both. I love making ideas come alive for students—especially when students are awakened by such reflection and grappling with challenging texts. You see the gears grinding. You see the brow furrowing. Every once in a while, you sense the reticence and resistance to an insight that unsettles prior biases or assumptions; but the resistance is a sign of getting it. And then you see the light dawn. I’m a sucker for that spectacle.

This is how the hunger sets in. If you can invite a student to care about the questions, to grasp their import, and experience the unique joy of joining the conversation that is philosophy.

Successful teaching is, fundamentally, a work of empathy. As a teacher, you have to try to remember your way back into not knowing what you now take for granted. You have to re-enter a student’s puzzlement, or even apathy, to try to catalyze questions and curiosity. Because I teach philosophy, my aim is nothing less than existential engagement. I’m not trying to teach them how to write code or design a bridge; I’m trying to get them to envision a different way to live. But, for me, it’s impossible to separate the philosophical project from the history of philosophy: to do philosophy is to join the long conversation that is the history of philosophy. So we are always wresting with challenging, unfamiliar texts that arrive from other times that might as well be other planets for students in the twenty-first century.

So successful teaching requires a beginner’s mindset on the part of the teacher, a charitable capacity to remember what ignorance (in the technical sense) feels like. To do so without condescension is absolutely crucial if teaching is going to be an art of invitation rather than an act of alienation. (The latter, I fear, is more common than we might guess.)

Such empathy means meeting students where they are. But successful teaching is also about stretching students’ minds and imaginations into new territory and unfamiliar habits of mind. This is where I find myself especially skeptical of pedagogical developments that, to my eyes, run the risk of infantilizing college students. (I remember a workshop in which a “pedagogical expert” explained that the short attention span of students required changing the PowerPoint slide every 8 seconds. This does not sound like a recipe for making students more human, I confess.)

That’s why I am unapologetic about trying to teach over my students’ heads. I don’t mean, of course, that I’m satisfied with spouting lectures that elude their comprehension. That would violate the fundamental rule of empathy. But such empathy—meeting students where they are—is not mutually exclusive with also inviting them into intellectual worlds and conversations where they won’t comprehend everything.

This is how the hunger sets in. If you can invite a student to care about the questions, to grasp their import, and experience the unique joy of joining the conversation that is philosophy, then part of the thrill, I think, is being admitted into a world where you don’t “get” everything.

This gambit—every once in a while, talking about ideas and thinkers as if students should know them—is, I maintain, still an act of empathy.

When I’m teaching, I think of this in a couple of ways. At the same time that I am trying to make core ideas and concepts accessible and understandable, I don’t regret talking about attendant ideas and concepts that will, to this point, still elude students. For the sharpest students, this registers as something to learn, something to be curious about. Or sometimes when we’re focused on, say, Pascal or Hegel, I’ll plant little verbal footnotes—tiny digressions about how Hannah Arendt engaged their work in the 20th century, or how O.K. Bouwsma’s reading of Anselm is akin to something we’re talking about. The vast majority of students won’t be familiar with either, but it’s another indicator of how big and rich and complicated the intellectual cosmos of philosophy is. For some of these students (not all, certainly), this becomes tantalizing: they want to become the kind of people for whom a vast constellation of ideas and thinkers are as familiar and present as their friends and cousins. This becomes a hunger to belong to such a world, to join such a conversation.

This gambit—every once in a while, talking about ideas and thinkers as if students should know them—is, I maintain, still an act of empathy. To both meet students where they are and, at the same time, teach “over their heads,” is an invitation to stretch into new terrain and thereby swell the soul into the fullness for which it was made. The things that skitter just over their heads won’t be on the exam, of course; but I’m hoping they’ll chase some of them for a lifetime to come.

This article was originally published on James K A Smith’s Substack Quid Amo.