Essay
Comment
Gaza
Israel
Middle East
War & peace
8 min read

A peacemaker’s guide to keeping hope alive

Amid continuing despair around the Israel-Hamas war, former diplomat Todd Deatherage shares the practices of the peacemaker.

Todd  is the Executive Director and Co-Founder of Telos Group. It forms communities of American peacemakers across lines of difference and conflict, including Israel/Palestine. 

Two people down a table turn and listen to someone closer talk, against a wall mural.
Reconciliation event, Northern Ireland.
Telos Group.

The world seems enveloped in darkness right now. The list of things that hide and extinguish the light is long, but for many of us it is the ongoing war in the Middle East that casts shadows of gloom and foreboding over our days and sometimes our sleepless nights.  

As I write, Palestinian men, women and children in Gaza continue to die daily from unrelenting bombardment. Treatable injuries and illnesses are now fatal. Many lack access to food and clean water. About 134 Israelis remain in captivity. The West Bank teeters on the brink as ideological settlers pursue an agenda of harassment and displacement of Palestinian villagers. 

Israelis and Palestinians remain deeply traumatized people and are transferring their untransformed traumas onto each other in endless cycles of conflict that are brutal to both, though glaringly asymmetrical. The rest of the world cheers and rationalizes and mourns and protests and marches and divides itself as the body count in Gaza soars.  

‘Hope is not the same thing as optimism, hope is not a feeling. Hope is what you do.’ 

Mitri Raheb

Even for those of us watching from a distance, despair is unavoidable, and in many ways, the only rational response. Who dares speak of hope amidst such horror?  And yet, without hope we are all lost. Hope is essential for life and flourishing--a life devoid of it is only existence. But how do we face such a brutal reality and look to the future with any sense of a better one? Is it even possible?   

Hope is possible, even in such a time as this, but only if we define it correctly. The Palestinian theologian Mitri Raheb says that hope is not the same thing as optimism, hope is not a feeling. Hope is what you do.  We push back against violence, hatred and fear by living and acting in hopeful ways. Daily acts of resistance against injustice and brutality protect and nurture our humanity and open up space for our own transformation. As we allow ourselves to be transformed we can be better agents of healing in the world around us. Hope is what you do.  It is an active, intentional, clear-eyed yet generous way of living in the world.  

The physicist Niels Bohr said the opposite of a fact is a falsehood but the opposite of a truth may be another profound truth. 

And it’s important to connect hope and action in a moment like this in particular because the horror we’re witnessing has a context. This is not a natural disaster.  We're not where we are simply because bad things happen, but because we brought ourselves here.  Because too many have believed the lie that freedom and security come through violence, and that equality and peace can come via ideologies of exclusion and religious or ethnic superiority.  We have accepted the fiction that our lives are not interrelated with those of our neighbors.  And we have imagined that inequitable systems of subjugation and control can be sustained forever.  

And so we keep hope alive by embracing the truth and grounding ourselves in the conviction that the death and destruction of this war will only lead to more of the same. Our words and our actions in this moment can be demonstrations of hope when they are rooted in a steely conviction that the horror of October 7th did not make Palestinians freer, and nothing that’s happened since is making Israel, or any of us, safer. This is how we got into this, not how we get out of it.  Violence begets violence begets violence.  We act in hope by calling for a ceasefire and the release of hostages. And ultimately we set our sights on a new reality in which Palestinians and Israelis can enjoy freedom, dignity and security in equal measure.   

  

Here are some practices of the peacemaker that not only represent acts of hope but that open the possibility to bring about change in us and change in the world. 

Listen to understand. Many of us live within the sound of only one narrative of the shared reality of Israelis and Palestinians.  Listening to understand those whose stories are new to us is a first step in nurturing the empathy that will allow us to see the humanity of all.  

Listening to those with whom we disagree, not to combat or argue, but to truly understand has the potential to sharpen what we know and believe even as it holds open the possibility of lowering the temperature between us and the person being seen and heard. And this may expose that behind our disagreement may be something deeper.  (Hint: It’s often fear.)   

Learn to hold experiences in tension. The physicist Niels Bohr said the opposite of a fact is a falsehood but the opposite of a truth may be another profound truth.  Palestinians and Israelis each have their own connections to the same piece of land, their unique histories and experiences, and any honest peacemaking effort great or small has to hold these experiences in tension, not as equally true, but as the things that must be understood and dealt with in any effort at conflict resolution. 

Peacemakers know the importance of centering the voices of those most vulnerable. In this case, that has to begin today with the millions of displaced Palestinian civilians in Gaza, the families of the hostages, the Israelis who’ve fled their homes in the south and north of their country, and the Palestinians trapped and apprehensive in the West Bank fearing all this is coming their way.  

Peacemakers also acknowledge that each of us has agency.  We may think our influence is small, but we have communities and circles of friends, we have elected leaders who are meant to be responsive to our concerns.  There are always things we can do, and the cumulative effect of many small actions can bring change.  

At a time of such horror and atrocity, casting blame is an easy and natural response.  But what can’t be overlooked for those who want to create hope is the necessity of doing the honest work of self-interrogation. The persistence of antisemitism for centuries and its alarming rise in the present, coupled with the growth of anti-Arab and Islamophobic sentiments, force us each not only to examine our internal biases and those that exist within our own communities, but also to confront them.  Credible voices from within our communities are needed, to borrow from Jesus of Nazareth, to point out the proverbial logs in our own eyes so that we might see more clearly to help our neighbor remove the splinters from theirs.  

Part of the work of self-interrogation is also to own our complicity in creating the conditions we see today.  For too long our governments in the West have acted as if the blockade of Gaza was somehow sustainable, and that Israel can perpetually occupy the West Bank with no political horizon for a better reality.  And in recent years, the Americans have pursued a fiction that Arab-Israeli normalization could proceed with abandon while the Palestinians fall ever deeper into Israeli control and their own internal political dysfunction.   

The fact that we are a party to this conflict---our implication in it--- also creates the opportunity and the imperative to transform our involvement into morally grounded policies and interventions that create greater space for the work of peacemaking and conflict resolution. Which leads us to advocacy as an essential practice of peacemaking  

He told us the peacemakers are blessed. His universal invitation to live as his ambassadors of reconciliation and healing still echoes down through the centuries as a calling the world so desperately needs. 

  

In the West, as an atrocity of historic proportions is being perpetrated right now, in real time, in our lifetime, we have to call on our leaders to end the ruination of Gaza. To work to return the hostages. To truly commit our governments to cease being peacetalkers and to become peacemakers. To use our influence to create the conditions for true security, honored dignity and freedom for Palestinians and Israelis alike, in equal measure.  To support diplomatic initiatives, political arrangements and grass roots efforts that are all oriented toward their mutual flourishing,  

For people of Christian faith, these dark days have now taken us into our season of Advent.  The American Episcopal theologian Fleming Rutledge says “Advent always begins in the dark.” But it ends with the arrival of God in our midst, God with those in the ravaged kibbutzim of southern Israel.  God with those in the bombed out wreckage of the cities and refugee camps of Gaza. And God with those cowering in fear in their homes in Bethlehem, the very place where the Christian story begins.  In a normal year we sing, some years deeply from our hearts and our sadness, 'O Come O Come, Emmanuel, and rescue us'.  This year that cry is nearly guttural for many of us. But it is a cry rooted in a belief that God has not forsaken us in our hatreds and our violence and our inhumanity.  He is a God of transformation and invites us to join him in the work of healing and repair. Jesus came to make the world more merciful and just, to teach us to love our enemies, and to show us how to care for the weak and the vulnerable. He told us the peacemakers are blessed. His universal invitation to live as his ambassadors of reconciliation and healing still echoes down through the centuries as a calling the world so desperately needs.  This Advent, let us live as agents of hope as we work for a future in Israel/Palestine---and in our own communities-- in which all can flourish in justice, security, freedom and dignity.   

  

Article
Character
Comment
Education
Fun & play
5 min read

Is your child school ready?

What really matters as a child develops
A teacher looks on as a young child concentrates on writing.
Department for Education.

In the coming weeks, those little critters will start to emerge, easily identified by their autumn plumage of coloured sweatshirts and oversized backpacks. Anxious parents and caregivers can be spotted, shepherding their young along paths and pavements, casting worried glances left and right at the pelican crossings. Listen carefully and you may hear the squeak of uncomfortable new shoes and juveniles complaining about the wearing of a coat, as adults of the species re-establish social bonds with cries of, “Back to school already, I can’t believe how fast it’s gone!”   

As they congregate upon the tarmac staging ground, some will be taking part in this ritual for the very first time. Neophytes who have maintained social bonds throughout the pre-school years might be seen to greet their fellows cordially, “Did you have a good summer? Can Flo make it to Izzy’s party?” Others will stand alone, scanning the playground for a half-remembered face from the bygone days of antenatal classes. That was only five years ago, but it feels like a millennium. The faces are changed; everyone looks more…tired. 

The world has been turned upside down in those past five years. It’s been said so often that it is almost trite, but nonetheless true: nothing prepares you for becoming a parent. In the UK, new parents increasingly raise their children without the immediate support of extended family, coupled with the tyrannous expectation that one will retain one’s employment rank and contribution to the labour market alongside this new and 24/7 full time job of looking after baby. The Key Performance Indicators of parenting are ambitious. Deliverables for the first five years include toilet training, instilling speech and language skills, establishing basic recognition of 26 alphabetical characters (including the child’s ability to recognise the alphabetical sequence that spells their own name) and ensuring the recognition of and (ideally) ability to correctly sequence numbers 1 to 20.  If your child can do all of this by the age of 5, whilst also learning not to punch, kick or bite other children, not to eat food off the ground, and not to stick rocks up their nose, then congratulations! Your child is school ready

It may comfort some readers to know that very few 5-year-olds manage to hit absolutely all of these milestones. As the education secretary, Bridget Phillipson, commented recently – parenting is too hard. She is working to establish a new iteration of Labour’s ‘Sure Start’ programme (rebranded as ‘Family Hubs’) to offer parents more support in the community. As part of her rationale she states, “When one in four children are leaving primary school without having reached a good level of reading, then something’s gone seriously wrong in those early years that has to go beyond the school gate.”  

Whilst I’m keen to see more support for new families – I’m intrigued by this particular rationale for it. Ability to read well by a certain age seems an unlikely metric by which to measure whether a child has had a positive experience of childhood; it appears indicative of what autism-researcher Anne McGuire calls “The normative time of childhood,” in which the success is measured against an imagined future of economically productive years. By this metric, if a child learns to read at a prodigiously young age this is taken as an indicator that they will enter the workforce with greater velocity than their peers, essentially that they will have “more future-yet-to-be-realized” than those around them. McGuire writes, “In a neoliberal regime where ‘time is money’, the child is figured as ‘time-rich’ and so represents a good investment opportunity indeed.”  

McGuire’s analysis is piercingly accurate of how we often talk about our children, despite knowing all too well that it represents a fallacy. There are multitudinous stories of adults who have gone on to make staggering contributions to human flourishing, despite being placed (literally or figuratively) under the dunce’s cap at school. But even without focusing on those who go on to excel, those who attract fame, fortune, or both, we don’t have to look far to find cause to re-evaluate what it means for a child to be school ready.  

My son’s year group recently finished their own primary school journey, and a quick glance through some of the leavers’ books reveals that children are very good at valuing each other for what is here in the present, without recourse to an imagined economic future. As children wrote goodbye messages for each other they said things like,

“Thank you for always having such good ideas for games to play.”

“You helped me on my first day when I got lost.”

“You’re a great house captain and you always help the teacher.”

No one was particularly keen to predict fame and fortune for the future of their friends, and there was an understandable indifference towards academic milestones. As a literary corpus, the leavers’ books were testament to the old adage that people will not remember you for what you say or do but will remember you for how you make them feel.  

One the subject of childhood, Jesus once said something that defies easy explanation. He was out, teaching in the open air, surrounded by crowds of adults including important religious leaders and wealthy individuals who wanted to ask complex and deep theological questions, but in the midst of it all there were parents bringing their children, elbowing their way to the front of the crowd to ask Jesus to pray for their little ones. When some of Jesus’ followers tried to usher the children away, Jesus said, “Let the little children come to me, and do not hinder them, for the kingdom of heaven belongs to such as these.” The precise meaning of this utterance has eluded thinkers and theologians for centuries – what exactly is it about childhood that Jesus was alluding to?  

I wonder if it is something about the capacity of children to live in the immediate, and therefore to value what really matters – justice, kindness and friendship. In primary school, yes it helps in some ways for children to arrive aged 5 with a certain command of the alphabet and the ability to finish the day wearing the same set of underwear that they arrived in. But perhaps what matters more is children arriving ready to enter the fray of friendships – being kind, being helpers, having the self-confidence to know that they have something to give to the learning community that they are joining, whatever their learning speed might be. Such things are gloriously untethered to economic potential or a future-yet-to-be-realized, but they are closely tethered to a child’s understanding of themselves as a valuable and important person. If Labour’s intention to offer new parents more help in the community goes some way towards communicating to our pre-school children that they have that have – and will always have – value, regardless of what they will or won’t attain to academically or economically, then it will help many more children reach the milestone of being school ready.  

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