We’re ignoring Nigeria's hellish underbelly

Why the West averts its gaze from anti-Christian violence there.

Chris Wadibia

Chris Wadibia is an academic advising on faith-based challenges. His research includes political Pentecostalism, global Christianity, and development.

A burnt out motor cycle and car stand amid charred debris in a dusty compound.

Burned vehicles after Good Friday raid on April 7, 2023, in Ngban, Benue state, Nigeria.

Justice, Development, and Peace Commission.

Moments ago a Christian was killed in Nigeria—again. For the 100 million Christians living in Nigeria, news of brutal murders of their fellow worshippers has become commonplace. Every day 14 Christians in Nigeria die because of their faith. Nigeria is a land of extreme paradoxes known for many things. It’s one of the world’s leading oil producers. It’s home to the globally popular Afrobeats music scene. Its distinguished citizens include director-general of the World Trade Organisation Ngozi Okonjo-Iweala, president of the African Development Bank Akinwumi Adesina, Deputy Secretary-General of the United Nations Amina Mohammed, and former president of the International Criminal Court Chile Eboe-Osuji, just to name a few. Its global diaspora of 17 million consists of Nigerians working in positions of power in virtually every industry imaginable. From banking, finance, and tech to professional sports, higher education, healthcare, culinary arts, and consulting, there is not a single major industry in the world whose list of leaders does not include a Nigerian name.

But just as every coin has two sides, so does Nigeria. Nigeria's story is incomplete without explaining its hellish underbelly. Well over 60 per cent of Nigeria's population, or at least 133 million of its citizens, live in a state of multidimensional poverty. The vast oil wealth generated by its oil industry only benefits a minuscule sliver of its elephantine population.

Nigeria is the global leader in anti-Christian violence. Since 2009, over 52,000 Christians have been killed in Nigeria by Islamist extremists. In the last 15 years, over 18,000 churches and 2,200 schools in Nigeria have been set on fire. Open Doors, a charity whose mission focuses on providing support to persecuted Christians globally, estimates that 90 per cent of murders targeting Christians across the world in 2022 took place in Nigeria. Islamist extremists killed at least 145 Nigerian Catholic priests in 2022 alone.

Anti-Christian violence is evil just like antisemitic and Islamophobic violence are both evil.

For people enjoying religious freedom in Europe and the United States, violence against Christians feels like a thing of the past. The concept of anti-Christian violence in the West triggers thoughts of Europe's religious wars in the 16th, 17th, and early 18th centuries, or The Troubles between Protestants and Catholics in Northern Ireland in the 20th century.

However, the scale of anti-Christian violence in Nigeria puts it in a league of its own. In the West we take for granted the freedom of religion because we have had it for so long. It is human nature to take for granted the aspects of life we have grown most accustomed to. Ongoing war between Israel and Hamas has reignited in Western public debate the pervasive, threatening existence of antisemitism and Islamophobia in Western societies.

But why has the consistent, monstrously murderous Christophobia in Nigeria that has unfolded in the last two decades not cemented its place within Western public discourse? Do Christians in the West only demand action when White Christians get murdered? Are 52,000 brutal, gory killings of Black Christian bodies in Sub-Saharan Africa not sufficient reason for the powers that be in global Christian society to mobilise their vast political, military, and economic resources to intervene, protect, and bring peace?

Christians running for their lives in Nigeria are as much part of the bride of Christ as Southern Baptists sipping sweet tea in Alabama on a Sunday afternoon.

Violence against Christians is not a thing of the past. It is as real a phenomenon today as it has ever been. Few states in the Majority World have developed for themselves a reputation for institutional ineptitude and malfeasance more so than Nigeria. Solutions for ending Nigeria's anti-Christian violence will not come from the Nigerian state. Instead, they must come from the religious sector, civil society, foreign governments, and private actors. Anti-Christian violence in Nigeria is not motivated solely by extremist Islamist zealotry, albeit the influence of this element certainly plays a part. Poverty, competition for scarce resources, and relative deprivation along with educational underdevelopment and political profiteering on the heel of Christophobia are collectively responsible for these violent acts.

In Christian theology, Jesus Christ has a bride; this bride is the church, or all who believe in Christ and follow his teachings. Christians running for their lives in Nigeria are as much part of the bride of Christ as Southern Baptists sipping sweet tea in Alabama on a Sunday afternoon, Anglicans enjoying a Sunday roast, or Pentecostals in São Paolo playing football on the beach after a midweek worship service. The killing of one Christian in Nigeria is an assault on the 2.4 billion Christians living across the world. Christ has only one bride, and He lovingly cares for each member of His bride equally, overwhelmingly, and powerfully.

Anti-Christian violence is evil just like anti-semitic and Islamophobic violence are both evil. Western media’s reluctance to report about these murders and offer platforms to activists, clerics, and stakeholders whose voices can help galvanise support for ending this violence cannot be separated from irreducibly influential Western religious gazes that dehumanise and deprioritise the lives, experiences, and sufferings of non-White Christians globally. Until anti-Christian violence in Nigeria comes to an end, the collective dignity of Christians worldwide will remain tainted by a scourge those with power are too apathetic to eradicate.

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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.