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Politics

Trauma

War & peace

9 December 2024

6 min read

So, what are the prospects for peace and good will?

2025 will need the reconcilers, and their pain.

Emerson Csorba

Emerson Csorba works in deep tech, following experience in geopolitics and energy.

Two people down a table turn and listen to someone closer talk, against a wall mural.

Reconciliation event, Northern Ireland.

Telos Group.

As we approach 2025, a series of skirmishes are erupting that warn us of impending danger. In Syria, Turkish-backed rebel forces have overtaken Aleppo, taking advantage of Russia’s focus on Ukraine. Pro-Europe protestors in Georgia demonstrate at the country’s parliament in Tbilisi. And South Korea declares martial law in response to purported North Korean threats. President-elect Trump jokes – with much truth in jest – about Canada becoming the 51st state.

As the world awaits the inauguration of President-elect Trump on January 20, 2025, we are in an in-between state. But there is more feeling of foreboding than of future peace. A ceasefire has been agreed between Israel and Hezbollah, but with rocket fire continuing to be exchanged and Israel yet to respond to Iran’s October missile barrage while Iran pursues nuclear capability. In the United States, Ambassador to Japan Rahm Emmanuel warns of Chinese ambitions to take Taiwan not in 2027 – as commonly believed – but rather in 2025.

Even if only temporarily, there will be a pause in early 2025 from the conflicts we have been accustomed to over recent years. The inauguration of President-elected Trump will, in all likelihood, put an end to Russia’s war in Ukraine. Russian agreement for peace will be secured, however, only in exchange for Ukrainian territorial concessions. Israel will maintain a ceasefire with Hezbollah while American support helps to remove the remnants of Hamas in Gaza. With American backing, Israel and Saudi Arabia will restart the historic Abraham Accords process as we enter the Spring.

Yet this pause and these short-term successes will be ephemeral and deceiving, an interlude prior to the much greater threats in store. Antonio Gramsci’s ‘The old world is dying, and the new world struggles to be born: now is the time of monsters” is often quoted with a tinge of optimism, as if the monsters are here for a moment, but soon to be overcome. Unfortunately, the monsters of our times are well-entrenched, and they are gathering energy for their next acts. And they appear from all sides, as the lesser rather than greater aspects of men and women take centre stage in our politics, whether in the political West or Global East.

In this world of monsters, division and difference is the default approach to human relationships. We have become numb to these words, but what division and difference signify is a profound weakness in modern men and women bereft of love. Too many men and women prefer basking in their own and others’ flaws, to a striving to overcome these in favour of what we may individually and collectively achieve – if only we tried. We are living in a period of darkness seeking to dampen the light and diminish the spirit of those pursuing the good.

Division is easy. It is natural. It is emotional. Its focus is the lowest element of ourselves and of others. In comparison, togetherness is faith. It sees the hidden potential of another. Togetherness is unnatural. Togetherness flows from faith and is the unseen-become-reality. It recognises the seeds of good in another, understanding that each person is composed of many contrasting sides, some bad, some good, but the good the more powerful of the two. Togetherness is a choice. It is a choice to water the seeds of faith with patience, to see what these seeds might become with time, consistency, and effort (while maintaining balance of personal space and social connections, as both are vital for emotional wellbeing).

There is no bridging of divides, no reduction of division, no togetherness, without pain. This is a lesson for the world’s current and future reconcilers across all walks of life.

In an age of growing division and conflict, togetherness is barely visible. Yet reconciliation remains possible. In fact, it is precisely in these times, when the odds are against the peace of togetherness, that reconcilers in politics, business, academic, non-profit and community sectors are called to step forward with purpose. It is precisely when there is little faith or hope in the future that reconciliation – an act of love – is demanded.

Reconciliation is the restoration of a favourable relationship between oneself and others. It is achieved through sacrifice. The reconciler experiences pain in order to restore relationships. Reconciliation is built on love for other persons, in spite of their flaws and their continuous resistance, as well as their lack of faith, love and hope at many times. It requires a healthy self-love, in which we seek the fulfilment of our own good as a basis for doing so for others.

Next to love, the main ingredient of reconciliation is pain, because those who have become estranged fight, they resist, they go back on what they said they would do, they vacillate between good and evil, and they contest the reconciler. The reconciler will die, or come close to dying, at certain points in the reconciliation process. And yet the reconciler is raised following death, defeat only a stepping-stone to the triumph of togetherness.

The reconciler turns the pain involved in bringing together otherwise conflicting groups, peoples or nations into something much more positive. They internalise pain, incorporating it into their being. This is achieved through love, which enables patience, always seeing the bigger picture and the potential of people. Love is the basis for action to bring others together and keep them together, appealing to their better sides, despite the human tendency to corrupt the good.

People talk nowadays about the need to ‘bridge divides’ and that we are ‘better together.’ We need, for instance, to bridge divides between regions and capitals, such as between Alberta and Canada, or Québec and Canada in the Canadian context, or between the North East and London, or with Northern Irish reconciliation, in the United Kingdom. But these are easy things to say. More difficult is realising that the process of reconciliation is painful and that leaders seeking reconciliation – at local, regional or national levels – must first become experienced in suffering.

This experience can only be the result of a prior education in the value of pain, knowing that the joy of togetherness is most profound when preceded by a patient and humble suffering. There is no bridging of divides, no reduction of division, no togetherness, without pain. This is a lesson for the world’s current and future reconcilers across all walks of life, as we enter a world even more replete with conflict. And in reconciliation, it is always unclear what the outcome is going to be. A person’s efforts could be all for naught, faithful efforts then a matter of failure and bitterness, rather than of sweet accomplishment.

Anyone seeking reconciliation in a more dangerous world must first die to their previous lives of division. They must leave this self in the past, shedding it. They must become new persons, imbued with love, believing in human potential, who want others to succeed and who are ready to fight to achieve this success. But reconcilers must always fight with love as the foundation of their efforts, and with faith that they will win in their fight, that their efforts will be successful. This faith goes against what is seen – the odds are rarely if ever in reconcilers’ favour.

We need reconcilers in our day and age. These individuals are in short supply, but they are key to the futures of nations and to the health of our geopolitics. They are the politicians - elected and those behind the scenes - the businesspeople, and the local community leaders who can see the bigger picture and articulate it, keep focused on the potential of those around them, and bear the suffering involved in fulfilling potential.

The present wars and skirmishes as we enter 2025 will temporarily lessen. They will even pause. We should not be surprised when these re-emerge with more intensity over the next year. This is precisely when many will be called to strive for togetherness in the face of division, knowing that reconciliation is strength in the face of the reality of human weakness. Reconciliation is always a possibility.

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Article

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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.