How to shape peace today

On International Day of Peace, Christine Schliesser counts today’s conflicts, deliberately imagines peace, and recalls an old song.

Christine Schliesser

Christine Schliesser lectures in Theology and Ethics at Zurich University, and is a scientific collaborator with the Center for Faith & Society at Fribourg University.

a dirt barricade blocks a cross roads, behind which stands a roadside cross

A crossroads in Ukraine.

Jonny Gios on Unsplash.

One in four. This is the number of people living in conflict-affected areas on this planet. A record 100 million people have been forcibly displaced worldwide. Psychologists tell us that we can only process numbers in the two-digit realm in a meaningful way. Any number larger than that eclipses our capacities to attach a face, a story, an existence to that number. 100,000,000 is simply too large to picture. So imagine the entire UK population on the run, plus the population of Australia, plus that of Hongkong. In 2022, 16,988 civilians were killed in armed conflicts, which is a 53 per cent increase compared to the year before. And as you read these lines, there are 32 ongoing violent conflicts in the world, including drug wars, terrorist insurgencies, ethnic conflict, and civil wars.

Just as we are overwhelmed with trying to grasp the extent of violence, conflict and war, we are equally at loss with imagining peace. When in 1981 the United Nations General Assembly established the International Day of Peace (IDP), it was recognizing exactly this by emphasizing that “it is in the minds of men that the defences of peace must be constructed”. Constructing, envisioning, imagining. The tough world of realpolitik, however, seems to leave no place for such kind of romantic games of mind. Helmut Schmidt, former chancellor of Germany, made no attempt to hide his scorn for the imaginary, “Let him who has visions consult a doctor”. This shows a remarkable misconception of reality, however. French philosopher Henri Bergson points to the power of imagination, for to invent “gives being to what did not exist; it might never have happened”. Perceiving and transforming reality thus become mutually supportive forces. And the numbers above make it clear that peace is not the default option of reality, but needs to be envisioned. “Inventing peace”, as film director Wim Wenders calls this conscious effort.

Restoring momentum to the SDGs is a crucial sign of life for global cooperation – and for peace.

So peace begins in our minds, but it cannot remain there. Just as love yearns to be embodied, peace seeks concrete shape. And just as the shape of love is acts of kindness, the shape of peace is acts of justice. In the Jewish and Christian tradition, the term shalom is used to convey this kind of inclusive vision of peace and justice. This year’s International Day of Peace (IDP) coincides with the UN General Assembly. When conceived 78 years ago, a vital part of the United Nations’ raison d'être was the common vision for peace. The experiences of the horrors of two world wars totalling more than 76 million people dead – another one of these unfathomable numbers –united the nations of this world in their quest for peace. Yet the shape of peace is justice. So three years after the conception of the UN, the Universal Declaration of Human Rights was born, celebrating its 75th birthday this year.

As the world leaders currently convene for the UN General Assembly, however, the nations assembled there will be anything but united. The demand and supply of international collaboration seem grossly disproportionate as multiple challenges, including geopolitical, ecological and economic crises, eat away on multilateral ties. This year’s IDP also coincides with the Sustainable Development Goals (SDG) summit, marking the mid-point milestone of the goals.

Endorsed in 2015, the 17 SDGs unfold the vision of a better world, including the eradication of poverty, advancing education and gender equality and environmental stewardship. If justice is the currency of peace, it seems only appropriate that this year’s IDP’s theme is ‘Actions for Peace: Our Ambition for the #GlobalGoals’. “Peace is needed today more than ever”, says UN Secretary-General António Guterres. This, in turn, means that the vision spelt out by the SDGs is needed today more than ever. It is a misunderstanding to conceive of the SDGs as an add-on for better times. Rather, restoring momentum to the SDGs is, as Stewart Patrick and Minh-Thu Pham from the Carnegie Foundation point out, a crucial sign of life for global cooperation – and for peace, one may add.

To dispel the ever-prevalent “myth of redemptive violence” as the still predominant paradigm, we need exactly this kind of active imagination.

One would think that the scale of the challenges spelt out by the 17 SDGs requires the joint collaboration of all actors. Yet one factor that is strikingly absent in this equation is religion. This is all the more remarkable given the fact that 85 per cent of this planet’s population profess adherence to a faith tradition, according to the World Population Review 2022. This makes faith communities the largest transnational civil society actors. Now religion – every religion – is inherently ambivalent. But this means that each religion can not only be used to incite hatred and violence, but also contains potent resources for peace and reconciliation.

Many of the SDGs including peace, justice, equality and care of creation to name but a few align with core concerns of, for example, the Christian faith tradition. Just imagine the potential for transformational change towards peace and justice if faith-based actors worked together, among each other and with secular actors! To dispel the ever-prevalent “myth of redemptive violence” (Walter Wink) as the still predominant paradigm, we need exactly this kind of active imagination. Or as the poet of an ancient song once put it:

“Kindness and truth shall meet; justice and peace shall kiss”.

For more information on the role of religion in the SDGs, read the Open Access book series “Religion Matters. On the Significance of Religion for Global Issues” (Routledge), edited by Christine Schliesser et al.

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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.