Always under pressure

Now condemned, the latest incidents of church burning in Pakistan are indicative of a continuing deeper pressure Christian communities face.

Belle Tindall

Belle is the staff writer at Seen & Unseen and co-host of its Re-enchanting podcast.

A crowd of people inspect fire damaged debris outside a burnt-out church.

The aftermath of a mob attack that burnt-out a church in Jaranwala, Pakistan.

Tearfund.

The pressure is once again rising for the four million Christians living in Pakistan.

Earlier this month a crowd of thousands angrily descended upon the city of Jaranwala in North-Eastern Punjab, an area with a notably high population of Christian residents. The mob set fire to (at least) four churches, burned Bibles in the streets, vandalised a cemetery, and looted numerous homes believed to be owned by Christian families. Social media and news outlets are brimming with videos of these attacks taking place in broad daylight; people can be heard cheering and chanting as churches are set alight, while police officers seemingly stand by and watch the chaos unfold.

These attacks were triggered by allegations that two Christians in Jaranwala had set fire to a Qur’an, thus breaking Pakistan’s strict blasphemy laws and insulting Islam. There is little evidence to suggest that this crime was committed by Christians, only that burnt and vandalised pages of the Qur’an were found scattered near this Christian community. Although the allegations therefore remain heavily disputed, the consequences that the Christian community have suffered have been severe.

Despite this being one of the most destructive incidents in the country’s history, there are thankfully no reports of injuries or fatalities, as it is reported that the Christian residents were forewarned and therefore able to evacuate their homes in time. Nevertheless, the damage done to the community in Jaranwala is profound. Both Christians and Muslims alike have widely and vehemently condemned the violence directed at the Christian community in Pakistan, with Muslim leaders refusing to allow such violence to be carried out in the name of Islam.

The depths of distress

The Right Reverend Azad Marshall, Bishop of a neighbouring city, has responded, stating that the Christian community throughout Pakistan are ‘traumatised’, ‘deeply pained’ and ‘distressed’. Bishop Azas has therefore called for ‘justice and action’ and an assurance that ‘our (Christian) lives are valuable in our own homeland’. Bishop Azad’s words imply that, perhaps unsurprisingly, the pain and devastation caused to the Christian community is multifaceted.

The first layer of distress is the most obvious: the practical implications of these attacks continue to face this community and are a source of ongoing distress. Whole families are sleeping on the streets, their homes no longer safe, surrounded by the rubble of their beloved churches and the ash of their burnt Bibles. In response to the mass destruction, over one hundred men who are thought to have been involved in carrying out and/or inciting the riots have been arrested and detained. What’s more, the Pakistani government have handed out $6,800 as compensation to each Christian household affected, this is reported to be over one hundred Christian families in total.

And yet, the words pouring out from Christians in Pakistan, so often echoing the words of Bishop Azad, speak of another level of pain and distress. This pain is pertaining to the lack of safety and value they experience in their own home as a result of their Christian identity. Such damage is not so easily compensated.

Continual and extreme persecution

Pakistan is a majority Muslim country, with the four million Christians making up just 1.9 per cent of the population. According to the charity Open Doors, which monitors such incidents and who have placed Pakistan in eighth place on their World Watch List, the persecution that Christians face as a minority people group in the country is both continual and extreme. As well as the one-off incidents, such as the deadly attack of a church in 2017, which killed at least nine individuals, Christians in the country are subject to ‘a silent epidemic of kidnappings, forced marriages and forced conversion of Christian girls and women’.

The Prime Minister has attempted to quell the deepest fears being vocalised by Pakistani Christians by vowing that his government will work to ensure their safety as a minority group. However, what is being highlighted in Pakistan is how a Christian identity can place on in the epicentre of political tension. We’re reminded once again that religious persecution can, and does, ensure that people feel unsafe and undervalued, unwelcome in their home countries. What is it like to live under the pressure of political extremists stirring up hatred toward you as a result of your beliefs? What must it feel like to feel such a tension in the country you call home? This is a daily reality for not only the 2 million Christians living in Pakistan, but the 360 million Christians who are living in persecution worldwide.

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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.