The harsh reminder of our common humanity

Iran’s latest sanctions on protestors are a harsh reminder of the importance of diversity, solidarity and our common humanity, writes Krish Kandiah.

Krish Kandiah

Krish is a social entrepreneur partnering across civil society, faith communities, government and philanthropy. He founded The Sanctuary Foundation.

A protester holds a red placard bearing the name and image of Mahsa Amini

It has been a year since the widespread protests across Iran sparked by the death of Mahsa Amini. The courageous 22-year-old was killed in prison for refusing to wear the hijab headscarf. To mark the anniversary of her death the Iranian government issued new legislation increasing the punishment to women who are deemed “inappropriately dressed” from a previous punishment of 10 days in prison to a maximum 10-year incarceration sentence.

According to the World Economic Forum, Iran is ranked 140 out of 144 countries in the area of gender equality. Iran’s current leadership suppresses not just the clothing of women but their voices, skills, perspectives and decisions too. Women choosing to forego the hijab had previously been a way to peacefully push back on the inequality they are facing. This symbolism of resistance is now not only forbidden, but criminal. Even business owners who serve women who are not wearing the hijab are liable for prosecution under the new laws.

As a father of three daughters, I find Iran’s new laws deeply disturbing. I cannot even imagine the desperation of Amjad Amini, Mahsa’s father, who this week was put in prison in an attempt to short-circuit any protests of his daughter’s death. He faces not just the trauma of the state murder of his daughter, the risk to his own life and the inability to grieve in peace, but also the devastating consequence of her death on 49 million other women in Iran with the tightening of the very laws his daughter was protesting against.

It could learn a lot from Jesus who went out of his way to welcome those that others looked down on.

As a Christian I find these oppressive laws deeply troubling too. One of the most revolutionary marks of the Christian faith is that it recognises the absolute equality and intrinsic value of all human beings. No matter what our age or race or gender or sexuality or nationality or ability or immigration status or political persuasion or faith, all are made in the image of God. I believe it is therefore an essential element of my faith to speak up for the rights of my fellow human beings, particularly when they are being marginalised, tyrannised, dehumanised or disempowered.

This means the oppression of Muslim women in the Middle East matters to me. Although we come from different cultures, live on different continents and hold different views about God and how to worship him, I believe we are connected by our common humanity.

Sadly, our common humanity is not always recognised either by Christians or those outside of the church. The church in the UK has too often been guilty as charged for misogynist, homophobic and racist attitudes. It could learn a lot from Jesus who went out of his way to welcome those that others looked down on. He was not afraid to face criticism for spending time with those the religious folk of the time had traditionally mistreated. It is time for the church to follow his example and take a lead in treating everyone with compassion and in standing up for the basic human rights of women, those in the LGBT community, and those from other countries.

Our common humanity is becoming overlooked too in our polarised world as it further divides over identity politics. There is a developing norm to focus less on the things that unite us and more on what differentiates us. Our latest culture wars are pitting women’s rights against trans rights, telling us that the rights of black people are opposed to the rights of white people, or that the rights of immigrants are at odds with the rights of settled passport-holders. But that is not the way things have to be or should be.

I believe that the opposite is true: that the world can be better for all of us, that there is strength in solidarity, that diversity is genuinely good for everyone.

This is why I recently turned up at a campaign calling for the rights of Afghan women and girls to be respected, why I publicly advocate for refugees and care-experienced young people, and why I insisted on greater representation of the LGBT community in my work with government. This is why I offer race and faith literacy training to government bodies, churches and businesses. This is why I have opened up my home to foster children and refugee families. This is why I set up my charity, Sanctuary Foundation, to advocate for those who do not feel safe in their own country. This is why I call the church to action and compassion for all whose rights have been taken away or are being eroded. This is why, in as far as it depends on me, I will champion equality for all.

And this is why I will continue to be calling on the government to open safe and legal routes for all those who are being oppressed and persecuted in the countries where they live. I would like the government to offer our country as sanctuary to women from Iran whose lives are endangered, whose human rights are being denied. I would like our country to offer asylum and hospitality to those who have had to flee Iran after daring to challenge the brutality of the current regime. I would like our churches to lead the way in warmly welcoming all those from Iran and anywhere else who have never experienced unconditional love and acceptance.

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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.