‘The silent stars go by’, mocking the Middle East peace process

Where are today’s witnesses to peace in the Holy Lands?

George Pitcher

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

Dots of light, caused by missles, fall across a night sky above the city

Iranian missiles above Jerusalem.

BBC News.

The evil shooting stars of ballistic weaponry over Jerusalem would have been clearly visible from Bethlehem, just to the south of the capital in the occupied West Bank, last Monday evening.

“Above thy deep and dreamless sleep/ the silent stars go by” goes the children’s Christmas carol. Nothing deep and dreamless about sleep in the little town of Bethlehem just now. Those deadly Iranian-dispatched stars were silent enough, until their alignment with Israeli ones in the Iron Dome. Then “Whump!” as each star collapsed, leaving a black hole in the night sky.

How depressing that these shining stars of violence and hatred should hang in the same sky that, it is said, hosted the star to mark the birthplace of the Prince of Peace. Depressing but not surprising. The Christ child grew up to foretell to Jerusalem that “the days will come upon you, when your enemies will set up a barricade around you and surround you and hem you in on every side and tear you down to the ground, you and your children within you.”

He predicted his own death in Jerusalem. And, for sure, the Christ is still being crucified there, every time a man, woman or child loses their life to that violence and hatred, there or in the surrounding region.

Where are wiser counsels this week, witnesses to peace in the Holy Lands? The legend has it that magi followed the messianic star to the stable. Who looks to these different stars in the night sky this week and asks what they mean?

Iran’s hardliners, under Ayatollah Ali Khamenei, can’t countenance a dove with an olive twig.

It’s a bit of a stretch to apply the status of magus to Masoud Pezeshkian, Iran’s new reformist president who had just been sworn in when he watched the rockets launched. His only similarity with the magi may be that he watched those travelling stars in the sky from an eastern perspective.

But Pezeshkian has, at least, tried to talk of the possibility of peace, among a Middle-Eastern cast who can only speak of war. He arrived back in Iran from the UN general assembly, where he had declared that Iran is “ready to lay down its arms if Israel lays down its arms.” He added: “We want to live in peace.”

Even if it’s not the wolf living with the lamb, or the leopard lying down with the kid, it does at least envisage a time when an Israeli wolf may lie down with the Iranian leopard. But Iran’s hardliners, under Ayatollah Ali Khamenei, can’t countenance a dove with an olive twig. They’re consumed with vengeance for Israel’s killing of their putative military leader, Hezbollah’s Hassan Nasrallah, in Lebanon. And death must always be followed by more death in this scenario.

Followers of the Nazarene into Jerusalem committed to something very different, a defeat of death as a weapon of despair. Two millennia later, we might expect leaders of a western world founded on the principles of those first followers to speak to peace as the overriding priority for the lands from which their religion derives.

To draw the West into a war with Iran in defence of Israel. A re-elected president Donald Trump would be a useful dupe for this ploy...

Not a bit of it. Peace in the Holy Lands doesn’t even sound like a strategic aim for the West anymore. On the invasion of Iraq in 2003, the US Army general David Petraeus asked: “Tell me how this ends?” No such foresight today. The all-consuming desire seems solely to show that we’re on Israel’s side, come what may.

President Joe Biden responded to Iran’s aerial attack by saying that the US is “fully, fully, fully supportive of Israel”. For his part, prime minister Keir Starmer declared that “Britain stands full square” with Israel and supports its “reasonable demand for the security of its people.” Admirable sentiments, but they don’t point to peace any time soon, so long as they encourage Israel (or anyone else) to escalate conflict.

In some quarters, this is held to be deliberate Israeli policy: To draw the West into a war with Iran in defence of Israel. A re-elected president Donald Trump would be a useful dupe for this ploy, abetted in part by the more extreme ends of the US Christian Right, for whom Israel must be protected at all costs as the locus for the second coming of the Christ. So, war with Iran is Armageddon, the great conflict of the End Times.

These are truly terrifying prospects. For the time being, it’s possibly enough to note that the president of Iran speaks more about peace than the West currently does. Given that the West is supposed to represent the legacy virtues of Christendom, that is in turn alarming.

That Bethlehem carol goes on to note “How silently, how silently, the wondrous gift is given.” As we raise our eyes to the fearsome lights in the night sky over Israel, we might wonder whether, when it comes to peace, silence from Christian nations is really enough.

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.