Column

Comment

Gaza

Israel

Middle East

22 October 2023

5 min read

What it really means to take a stand

George Pitcher explores the challenge in applying moral principle to the savage international crisis that is the Israel-Hamas war.

George Pitcher

George is a visiting fellow at the London School of Economics and an Anglican priest.

Two country leaders sit in chairs next to each other with their country's flags behind

President Biden meets Israel's Prime Minister.

The White House.

The first fortnight of the Israel/Gaza war has seen distinct phases in the West’s response. Initially, our leaders united in their resolution that Israel had a right to defend her borders. Of course she did – tell us something we don’t know.

The danger then arose, after they had projected her flag onto their government buildings and sent armaments to assist her, that we would look away as Gaza was flattened in reprisal for Hamas atrocities committed on Israeli soil.

We didn’t look away, thank God. The missile strike on the Gaza hospital (whoever caused it) marked the second phase of our horror at what was unfolding in a city under siege. It meant the US president Joe Biden arrived in Israel with a more conciliatory tone: “While you feel... rage, don’t be consumed by it.”

On his copycat visit, UK prime minister Rishi Sunak was more hawkish: “We will stand with you in solidarity… and we want you to win.” Well, not all of us, actually; he apparently hadn’t noticed, or chose to ignore, loud pro-Palestinian British demonstrators. Sunak’s foreign secretary, James Cleverly, evidently had noticed the humanitarian catastrophe unfolding in Gaza and urged “restraint”.

A scorched-earth policy in Gaza in reprisal for the massacre of families in Israel cannot be countenanced and we, in the West, should say so and, largely, are saying so.

Overall, in the past few days, Israel seemed to be grabbing global opprobrium from the jaws of western support. In a turbo-charged burst of whataboutery, Jewish commentators have been reminding us of the unspeakable horrors of the Hamas invasion that sparked the conflict.

Our respectable, mainstream media don’t need reminding. They repeat the details of Hamas’s crimes against humanity relentlessly as further harrowing details of them emerge. But the story has developed, if not moved on.

The consequent challenge is to apply moral principle to this savage international crisis. The criteria of Augustine’s “Just War” are a good place to start. One of the sanctions for waging such a war is that it is proportionate. A scorched-earth policy in Gaza in reprisal for the massacre of families in Israel cannot be countenanced and we, in the West, should say so and, largely, are saying so.

Biden said so in Israel. In doing so, he showed leadership in the best traditions of the West’s Judeo-Christian heritage. Graham Tomlin has spelt out here our urgent need for such leadership and it would be only faithful to meet that challenge.

To say we stand with Israel, as Sunak does, is an incomplete statement in this regard. It needs to be followed by vocalising what we stand for.

From a perspective of faith, the first thing to say, almost to get it out of the way, is that prayer is vital under these circumstances – it never changes an impassible God; it always, every time, changes us to be more effective agents in the world. What we call the Holy Spirit changes events through us. So our agency is as nothing if it remains unimplemented. The Christian voice needs to be articulated in action as well as word.

To say we stand with Israel, as Sunak does, is an incomplete statement in this regard. It needs to be followed by vocalising what we stand for. And, whatever that is, it can’t be the destruction of a people as the price of the defeat of its terrorist leadership.

If that were the case, the Allied advance on Berlin from the west at the end of the Second World War would have more closely resembled the horrific brutality of the Soviet advance from the east. There was a moral assumption on our part then that the German people were not to pay, beyond reparations, for the crimes of Nazism.

To apply similar moral principle to the current crisis, it’s absolutely right to defend Israel from Hamas, but it is right also to defend Palestinians from the crimes of Hamas. To fail to make such a distinction isn’t solely inhumane, it’s racist.

Gospel injunctions, in truth, can ring hollow in these circumstances. To suggest, on the Gaza border right now, that we should love our neighbours as ourselves would sound tin-eared and trite (yet it doesn’t make it any less true).

Nor is anyone likely to suggest that Israel turns its other cheek – the Christian cries out for justice as well. But we might be bold to say that the way to exact that justice is not an eye for an eye and a tooth for a tooth.

Challenges to a Christian response to the conflict are twofold. First, Christian witness is woefully diminished on the very ground on which Israeli military boots currently stand and where they are likely to march very soon.

It’s been a fluctuating historical demographic, but the Christian population across the holy lands of the Middle East has declined from about 20 per cent a century ago to just 5 per cent today. There is now less than 2 per cent of the population of Israel that is Christian. Gaza has been a hostile environment for Christians since the Hamas takeover in 2007; out of a population of 2 million, perhaps 1,000 are Christian.

This is not to suggest that Christian presence alone could change the course of Israel-Palestine armed conflicts. It didn’t prevent the Six-Day War in the 1960s, after all, when it was far larger, nor during intifadas since. But, as I have written before, the Christian quarters in Jerusalem have maintained an uneasy stability between Judaism and Islam and their decline has made the city more volatile. As a buffer to conflict, the Christian role is diminished.

The other complicating factor is Christian Zionism, a doctrine that holds that the founding of the state of Israel in 1948 is eschatological – that is, that the return of the Jewish people to the holy lands is a precursor to the “end times” and the second coming of Jesus Christ.

None of which is likely to comfort those suffering so dreadfully there. Perhaps, ultimately, we look for the holy voice in the wrong places. I don’t mean to misappropriate her faith or ethnicity, but I think of the traumatised young woman who survived the Hamas massacre at the Re’im Supernova music festival.

Asked on ITV News if she wanted revenge, she replied through her tears, quietly but firmly: “I don’t want revenge. I want peace.” There speaks the authentic voice of hope.

Article

Comment

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.