Thoughts on International & Global Education
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Musings on Japanese and Ryukyu Budo
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International & Global Education
![]() Introduction: Friedrich Nietzsche’s quote, "Whoever fights monsters should see to it that in the process he does not become a monster. And if you gaze long enough into an abyss, the abyss will gaze back into you," encapsulates a profound warning about the potential dangers and opportunities inherent in engaging with contentious and intricate subjects. In the realm of education, where instructors often grapple with complex and controversial topics, this statement holds particular relevance. This post considers how Nietzsche's insight can inform effective teaching strategies, safeguarding educators and learners alike from the pitfalls of moral and intellectual entanglement. Maintaining Ethical Integrity: Nietzsche's admonition serves as a reminder to educators to uphold ethical integrity when navigating contentious issues. Of course, knowing whose ethics, whose morals and the social normative culture around which said ethics are presented as "neutral' is essentially if a teacher truly wishes to master their pedagogical craft. Such knowing will only come through informed, reflexive praxis - it cannot be assumed to 'just happen'. In teaching so-called 'controversial topics' such as climate change or ethical dilemmas in technology, instructors must strive to maintain objectivity and fairness. In an aged of domination both in terms of social and academic press by the US and to a lesser extent the Anglo-speaking world the work required to dig beyond the 'given truth' has never been more difficult or possible. For instance, when discussing opposing viewpoints on climate change, educators should ensure that they present a balanced portrayal of scientific evidence without succumbing to personal biases or ideological agendas. Too often such topics are approached form an emotionally grounded presentism which, while being one means of considering the issue, is by no means the only. Sadly, governments globally appear to be following such an agenda as we see the rise of populism both it is hard and soft version - the sad truth is we know where such policies lead us and the abyss into which they pushed us on multiple other occasions (Rawanda, Cambodia, Germany, Maoist China or Stalinist USSR are all examples from the 20th century while the Atlantic slave trade, the late policies of the Ching Dynasty and even the Bakumatsu period in Japan are reminders of the 19th century. Thankfully, there have been moments when street level populism lead to improved well-being for many but this process is by no means a linear one. By embodying Nietzsche's caution against becoming "monsters," educators can foster an environment of critical thinking and open dialogue, free from indoctrination or manipulation. First we must know who we are and what possible monsters may lie within. Only by facing such possibilities of self can teacher truly liberate themselves and their pedagogy. Preventing Moral Entanglement: Teaching complex topics often involves delving into moral and ethical dimensions that may challenge deeply held beliefs or values. Nietzsche's warning about staring into the abyss underscores the importance of being mindful against moral myopia. For example, when teaching contentious issues such as abortion or capital punishment, educators must tread with respecy to avoid imposing their moral values onto students. Instead, they should encourage students to critically evaluate diverse perspectives and develop their own ethical and moral frameworks based on reasoned analysis and empathy - too often I see students parroting their instructors ideals without actually ever having delved into the abyss of wrestled with the monster that such ethical issues demand. Afterall can you truly say you understand and know, if you have not walked in the shadows of that which you now claim to have a moral standing on? Of course, that is not to say we must DO, but rather we can CONCEPTUALISE this darkness Surely, through such mental exercises we can come close enough to the monster and the abyss without falling into its trap of becoming either? By heeding Nietzsche's caution and calling, educators can guide students through moral ambiguity without succumbing to moral absolutism or moral relativism or worse still moral laziness. Fostering Intellectual Empathy: One of the central themes in Nietzsche's quote is the notion of reciprocal engagement with the subject matter. In the context of education, this translates into fostering intellectual empathy – the ability to understand and empathise with diverse viewpoints, even those that may be diametrically opposed to one's own beliefs. For example, when teaching controversial topics such as immigration or religious fundamentalism, educators should create opportunities for students to engage in respectful and purposeful dialogue with peers holding contrasting perspectives: agreeing to disagree is an option, we seem to have forgotten. Likewise, I can respect your 'right' to an opinion, without accepting the 'opinion'. By encouraging students to "gaze into the abyss" of differing viewpoints, educators can cultivate critical thinking skills and promote mutual understanding in the face of complexity and ambiguity - surely this is the cornerstone of a democratic process of learning? Mitigating Emotional Distress: Engaging with complex and controversial topics can evoke strong emotional responses, ranging from anger and frustration to fear and anxiety. Nietzsche's warning about the abyss serves as a cautionary tale against allowing emotional distress to cloud one's judgement. In the realm of education, instructors must be mindful of the emotional well-being of their students, particularly when discussing sensitive issues such as racism or gender identity. By creating a supportive and inclusive learning environment, educators can help students navigate emotional challenges and foster resilience in the face of adversity. However, we can only create 'safish'places for any place which is absolutely 'safe' will always run the real risk of exclusion of discussion and growth pains. After, the most smooth lakes are also the most stagnant. Growth, by its very defintion is both painful and rewarding, often in equal measure. Conclusion: In conclusion, Nietzsche's statement offers invaluable insights for educators grappling with the complexities of teaching controversial topics. By maintaining ethical integrity, navigating moral entanglement, fostering intellectual experiential learning and some mitigating of distress, educators can navigate the abyss of contentious issues with wisdom and compassion. Ultimately, by heeding Nietzsche's cautionary tale, educators can empower students to confront complexity with courage and insight, ensuring that the pursuit of knowledge remains a transformative and enlightening journey for all involved. We should not fear the abyss but rather we should fear being told not to look into it. Okinawan and Japanese Budo
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James M. HatchInternational Educator who happens to be passionate about Chito Ryu Karate. Born in Ireland, educated in Canada, matured in Japan Archives
January 2025
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