Article
Comment
Freedom of Belief
Middle East
Politics
6 min read

Bring on the noise: what Trump can do to help the persecuted in Iran and China

Dealing with the dictators in Iran and China needs noisy advocates.

Steve is news director of Article 18, a human rights organisation documenting Christian persecution in Iran.

A fisheye view of a large debating chamber in the round.
The Human Rights Council meets in Geneva.

Pope Francis hosted a delegation from the Islamic Republic of Iran late last year for an event purportedly related to “interfaith dialogue”. 

It wasn’t the first meeting of its kind, and on the face of it at least, there isn’t a lot wrong with the idea. While Iran’s relationship with most Western nations could be described as “strained” at best, the Holy See has taken a different approach, maintaining diplomatic relations with Iran for the past 70 years, including the 45 years since the establishment of the Islamic Republic.  

And it has borne some fruit, helping to secure the release of a few prisoners of conscience, such as Rev Mehdi Dibaj, a Christian convert who once faced the death sentence for his “apostasy”. 

But it has also opened up the Church to accusations of kowtowing to dictators and enabling regimes such as the ayatollahs’ to present themselves in a more favourable light through the high-profile photo opportunities presented by events such as the recent “dialogue” in Rome. 

And it is an opportunity you can be sure the Islamic Republic was not going to pass up, with its state media unsurprisingly happy to misquote the Pope by claiming he had “stressed how Christian minorities in Iran are allowed to freely meet together and worship in churches across the country, without restriction”. 

In actual fact, what the Pope really said was that “freedom of religion [is not] limited to the expression of worship; it also entails complete freedom in the matter of one’s own beliefs and religious practice”. 

So, slightly different. But, no matter, you can be sure that the vast majority of the over 90,000 viewers of Press TV’s account of the event won’t have been bothered to check the accuracy of the claim, and therefore may reasonably have gone away believing that Christians truly are entirely free to worship in Iran. 

Another organisation representing Christians, The World Evangelical Alliance (WEA), faced similar criticism last year when it accepted the invitation to take part in a Human Rights Council event organised by the Islamic Republic of Iran, under the deliberately misleading title, “The Role of Religions in Promoting Human Rights”. 

The WEA was accused of “legitimising” Iran and even “seeming to support its propaganda as a purported defender of human rights”. 

Iran will send another delegation to the Human Rights Council next week for its Universal Periodic Review (UPR), an occasion that has the potential, at least, to be quite significant, being the only UN mechanism with which the regime truly engages.  

Unlike the mandates of fact-finding mission and Special Rapporteur on human rights in Iran, which Iran and its allies regularly decry as “politicised” and “selective”, the UPR is lauded even by Iran as the true and proper place for constructive criticism, as every single country undergoes the review - not only pariahs. 

Several side events will be put on in conjunction with Iran’s UPR, on various themes including the situation of Iran’s Christian minority. But while the WEA last year hosted a similar event on the margins of the Human Rights Council, on this occasion it has declined the opportunity, preferring the path of “quiet diplomacy” and “dialogue” over public criticism. 

Which, again, at least on the face of it, seems reasonable enough. As has been seen with the Vatican, such an approach can undoubtedly bear fruit. But it is not guaranteed.  

On the other side of the debate, you have the human rights organisations who publicly call out Iran for each violation, highlighting individual cases with the hope of embarrassing Iran into change. For as much as Iran is a pariah, it still attaches some importance to its reputation on the world stage.  

And again, such an approach has at times proved successful, as was seen in September with the early release from prison of two Iranian Christians who had been serving 10-year sentences due to their participation in house-churches, and whose cases had been included in a joint submission ahead of Iran's UPR. 

But even this approach is not without its pitfalls. While there may be relief from accusations of kowtowing to dictators, there is also the distinct possibility that the pariah state in question may just stick its fingers in its ears and do what it wants anyway, such as in October when the Islamic Republic executed a German-Iranian political prisoner, Jamshid Sharmahd, despite years of vocal advocacy. 

Advocacy certainly isn’t an exact science, at least when the experiment in question involves an unpredictable regime like the one in Tehran. Both quiet diplomacy and noisy advocacy can clearly work, but in neither case can it be guaranteed when the individual tasked with selecting their response to the advocacy is the Supreme Leader of Iran. 

Surely the only way to ensure real change would be to make it too costly for the dictators to deal with their persecuted minorities in such a brutal fashion.  

Western nations have a similar quandary to religious or human rights organisations. To what degree, if any, should Western governments prioritise human rights concerns over economic or political gains?  

It has been suggested many times that Western nations are more concerned with oil or gas supplies, or other economic incentives, than truly seeking justice for victims of rights abuses. 

When, for example, Keir Starmer speaks of wanting to have a “respectful” relationship with China, while engaging “honestly and frankly” on human rights concerns, what does that actually mean in practice?  

The reality is that a behind-closed-doors discussion about a human rights infringement is unlikely to hold much sway if the violator does not share the belief that any violation has been committed, or even believes the victim to have been deserving of the treatment they received. 

Whether it’s China’s targeting of the Uyghurs, or Iran’s crackdown on the Baha’is or Christian converts, one can be fairly certain that neither the Chinese nor Iranian regime feels the slightest remorse about its chosen approach. 

Perhaps little could demonstrate this more than the mistreatment that continued to be handed out to Rev Mehdi Dibaj after the advocacy win of his release from prison. Just five months later, he was murdered anyway, one of three church leaders killed extrajudicially in the months after his release had been secured, including Rev Dibaj’s friend and chief advocate, Haik Hovsepian.  

So is it really realistic to expect that just because we say we are concerned about the Uyghurs, the Baha’is, or the Christians, there will be any change in approach? 

Surely the only way to ensure real change would be to make it too costly for the dictators to deal with their persecuted minorities in such a brutal fashion.  

As ever, actions really do speak louder than words. And this is why many Iranians are hopeful that with the return of the much-maligned Donald Trump, the “maximum pressure” policy towards the Islamic Republic will also return and, through it, real change may actually be achieved. 

There are many reasons, of course, to find fault with the incoming president, but when it comes to dealing with the dictators, at least, it could be argued that Trump has shown himself to have more common sense than most. The hope, as with the other approaches, is that it actually makes a tangible difference. 

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Article
Comment
Education
Leading
5 min read

Why I teach over my students’ heads

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