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Hwæt, Hrodulf readnosa hrandeor -- Næfde þæt nieten unsciende næsðyrlas! Glitenode and gladode godlice nosgrisele. Ða hofberendas mid huscwordum hine gehefigodon; Nolden þa geneatas Hrodulf næftig To gomene hraniscum geador ætsomne. Þa in Cristesmæsseæfne stormigum clommum, Halga Claus þæt gemunde to him maðelode: "Neahfreond nihteage nosubeorhtende! Min hroden hrædwæn gelæd ðu, Hrodulf!" Ða gelufodon hira laddeor þa lyftflogan -- Wæs glædnes and gliwdream; hornede sum gegieddode "Hwæt, Hrodulf readnosa hrandeor, Brad springð þin blæd: breme eart þu!"
"Go to Nineveh, that great city, and cry against it," God commands Jonah, explaining that the Assyrians must repent for their sins or face divinely-unleashed destruction. The task seems straightforward, yet Jonah balks. He tries to flee, first to sea and later to the desert. If Nineveh heeds his warnings and is spared, its citizens will later question whether the city was really ever in danger and assail Jonah for forcing them to make needless sacrifices. But if Nineveh ignores his exhortations and is destroyed, then Jonah has failed as a prophet. Either way he loses — that's the paradox of prophecy. And so he bolts, only to discover that God will not let him out of that bind. Jonah must be swallowed by a big fish before begrudgingly accepting his mission.
Jonah's quandary is routinely encountered by national leaders, especially during crises. Winston Churchill, for example, prophetically warned of the Nazi threat in the 1930s, but if he had convinced his countrymen to strike Germany pre-emptively, would he have been hailed for preventing World War II or condemned for initiating an unnecessary conflict? As president in 1945, Harry Truman predicted that Japan would never surrender and that a quarter of a million GIs would be killed invading it. And so he obliterated Hiroshima and Nagasaki, only to be vilified by many future historians. But what if the atomic bombs were never dropped and the Battle for Japan claimed countless casualties — would history have judged Truman more leniently?
Recent presidents, in particular, have struggled with such dilemmas while wrestling with the question of terror. Jimmy Carter failed to retaliate for the takeover the U.S. Embassy in Tehran, Ronald Reagan pulled the U.S. Marines out of Beirut in 1983 after Islamist bombers destroyed their headquarters, and Bill Clinton remained passive in the face of successive al Qaeda attacks. And yet, had these presidents gone to war, would Americans today credit them with averting a 9/11-type attack or would they have been denounced for overreacting? If American leaders had stood firmly earlier in Iran, Lebanon or Afghanistan, would U.S. troops today be battling in Iraq?
President Bush presents a striking example here. After 9/11, he cautioned that the United States would again be attacked unless it acted pre-emptively in Iraq. But while there is no way of knowing whether terrorists would have struck America if President Bush had refrained from invading Iraq, many Americans now denounce the president for initiating an avoidable, unwinnable war. This is the tragedy of leadership. Policy makers must decide between costly actions and inaction, the price of which, though potentially higher, will ultimately remain unknown — a truly Jonah-like dilemma.
Unlike presidents, of course, Jonah knew the outcome of his decision: A penitent Nineveh would not be destroyed by God. And yet he so feared the paradox of prophecy that he risked his life to escape it. In the end, the citizens of Nineveh repented and were saved — and the Book of Jonah was revered by Jews, Christians and Muslims.
America's leaders, by contrast, are unlikely to replicate Jonah's good fortune. They must decide whether to keep troops in Iraq, incurring untold losses of American lives and resources, or whether to withdraw and project an image of weakness to those who still seek to harm the U.S. If diplomatic efforts fail to deter Iran from enriching uranium, American policy makers will have to determine whether to stop the Islamic Republic by force or coexist with a highly unstable, nuclear-armed Middle East. They will be reproved for the actions they take to forestall catastrophe, but may receive no credit for averting cataclysms that never occur. For Mr. Bush and his successors, this will remain the tragic dilemma of leadership. It is an onus worth contemplating on this and every Yom Kippur.
E
ducation must be about the free flow of ideas in a community of learners and teachers. I find a system of rigid hierarchy, with students as the passive
recipients of knowledge, to be an ineffective, if not counter-productive, technique of instruction. As Yeats wrote, “Education is not the filling of a pail, but the lighting of a fire.” Yeats, like Paolo Freire, inspires my core philosophical belief about education, that simply providing knowledge without the tools to critically examine one’s self and one’s world does not fully develop the capacity of students to achieve all they are capable of. My ultimate goal for my students is a simple one. I hope that they will have the confidence, analytical tools, and awareness to become active participants in our society, and fully aware individuals, confident in their own identity.
As a teacher, I believe that my role is to facilitate student exploration of ideas without imposing my own opinions and values. Each student (and teacher) brings unique insight to literature, life, and the issues discussed in class, and a teacher who fails to allow the consideration of all ideas is not truly helping students develop into more critical thinkers; she is teaching them to accept, to acquiesce—and our society cannot afford to transform minds that are naturally inquisitive and critical into those that are staid and unmoving, or worse, easily swayed. Only open dialogue, in an environment that is safe for intellectual exploration, forces students to fully consider their values, their knowledge, and their place in the world. My role as a teacher is to create that atmosphere of respect and safety, develop a culture of discussion, and provide material that will lead to challenging and interesting discussion among the students. A classroom should be a place of laughter, occasional flashes of insight, and shared experience: a community of learners.
This approach does not absolve the teacher of the responsibility to provide meaningful content for the class. I believe that a discussion model mandates that the teacher constantly challenge her students with new and exciting ideas. I believe that the more I bring to a discussion or lecture, the more my students can learn and question. A classroom built on community is not one that lacks challenge or content; rather, it is one where the content has meaning, stimulating the desire of the students and teacher to learn and share more. Community, implemented as a core value, inspires both student and teacher to offer the best they can to the class.
Education must also challenge students. In my view, education is not about pushing students to their limits; it is about helping them realize that most of the limits they place on themselves are illusory. We humans have an almost infinite capacity to see what we can’t do; the role of a teacher must be to strip away those limits students impose upon themselves. I am deeply committed to rigor in the classroom, in writing, thinking, and discussing, because it is only when students accomplish things they never thought they could that they see truly what their possibilities are.
One final paragraph of advice: do not burn yourselves out. Be as I am – a reluctant enthusiast….a part-time crusader, a half-hearted fanatic. Save the other half of yourselves and your lives for pleasure and adventure. It is not enough to fight for the land; it is even more important to enjoy it. While you can. While it’s still here. So get out there and hunt and fish and mess around with your friends, ramble out yonder and explore the forests, climb the mountains, bag the peaks, run the rivers, breathe deep of that yet sweet and lucid air, sit quietly for a while and contemplate the precious stillness, the lovely, mysterious, and awesome space. Enjoy yourselves, keep your brain in your head and your head firmly attached to the body, the body active and alive, and I promise you this much; I promise you this one sweet victory over our enemies, over those desk-bound men and women with their hearts in a safe deposit box, and their eyes hypnotized by desk calculators. –Edward Abbey