When to stand up in an increasingly insecure world

When war is ‘othering’ by other means, the brutal realities of our world can be overwhelming. Ziya Meral contemplates what it means to take a stand.

Ziya Meral

Dr Ziya Meral is a researcher, advisor and programmes director specialising on global trends shaping defence and security, politics and foreign policies. He is a Senior Associate Fellow of the Royal United Services Institute.

Recently, I found myself sitting quietly at a cathedral buzzing with tourists, reflecting on demanding global developments and uttering a few words of prayers, not for world peace, but for guidance on how I should live my own life amidst all these.

Today’s world is a brutal reminder of timeless truths about the human condition, about continuum of violence and aggression in human affairs, about exclusion and marginalisation of the ‘other’ amidst economic downturns, about how fragile peace and prosperity are, and how the future might not always be better than the past.

There is a bitter realisation that there is no clear end ahead of us in the near future to this war of choice by Russia.

As I write these lines, Russian forces continue their brutal invasion of Ukraine, killing tens of thousands, forcing millions out of their homes, destroying town after town, and intentionally pursuing a scourge earth policy to destroy the habitability of towns and cities and sustainability of life. Ukrainians continue to bravely advance their counter offensive to push Russian forces as much as possible, while NATO leaders gear up for a summit in Lithuania in July, which will assess and discuss future support to Ukraine. There is a bitter realisation that there is no clear end ahead of us in the near future to this war of choice by Russia. Some sort of ‘frozen’ peace might be achieved by stopping or reducing violence, but no matter what Ukraine needs our prolonged support to ensure it does not face yet another wave of invasion a few years down the line. This is why even President Macron, who has been cynical about NATO, is now talking about Ukraine’s membership to the alliance as lesser of all of the risks ahead of us.

We have entered a new era, that is not simply just about Ukraine. For the last decade we have seen a major shift in global affairs as not only world’s two major powers, US and China, increasingly saw each other as a competitor and threat against national interests, a long list of medium-sized powers actively used force in invading other countries, or pursuing proxy wars and meddling into politics of other countries. From cyberwarfare to a new era of espionage to attempts at influencing other nations and altering trajectories of their politics, investments into a new generation of nuclear weapons and increasing of nuclear stocks to major investments into defence, most states in the world are gearing towards a decade of instability ahead of us.

Thus, it is not surprising that Sweden and Finland gave up historic policies of neutrality and decided to join NATO, or that Japan is pursuing a historic investment into its defence in a break away from its historic stand, or that China is going to double (or more) its nuclear stocks by 2030, or that even France is about to undertake a historic level of investment in its defence. The list goes on. All of these happen within a context of genuine existential risks to our existence. Like climate change, there are the domino effects of conflicts into our lives from faraway places. From energy prices, to food shortages, to disruption of trade and electronic parts, to new technologies like AI raising all sorts of ethical and practical questions and risks. There are hundreds of millions of human beings living in geographies and countries that are not able to care, provide and protect and give them a sustainable and meaningful life. Irregular migration, named ‘illegal’ in today’s tabloid language, is only increasing across the world, with only a small percentage ever making it to UK or Europe. Human beings do not simply leave their lives behind and take clear risks if they do not feel they have to.

We are far from being the first-generation processing news of wars and conflicts.

All of these are overwhelming realities, ones that we cannot simply ignore. It is normal for us to feel guilty as our daily lives continue in relative peace and property compared to millions of others out there, and it is normal for us to feel helpless and at times despair about all these developments that are clearly out of anyone’s control.

But as I sat there in the cathedral, I could not help but think that this is not the first time the world has gone through such a convergence of insecurities, and unlikely to be the last time, and that we are far from being the first-generation processing news of wars and conflicts and seeing nations take aggressive postures against one another. I thought about so many heroic figures across history that stood up for truth, for peace, for reconciliation, for justice in such moments and so many heroes that gave their lives to defend us against those seeking to harm us. Their legacies remind us that we all have a decision to make, a stand to take and a role to play in such historic moments. On my part, I am all aware of my limitations, and at times feeble attempts to be part of conversations that point towards solutions. I am also all aware of the deep darkness out there, but also as a Christian, a gentle hope that lies within it. The light shines into the darkness, and the darkness has not overcome it. The promise I find in the figure of Christ on the Cross is not an escape to another world, but embracing of the only one we have here and now, in prayer that all of our efforts could together amount to something much bigger than we realise. As TS Eliot put it, for us there is only trying, the rest is not our business!

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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.