Teachers as intellectuals
By Dr Shahid Siddiqui
‘THERE have been no major revolutions in modern history without intellectuals; conversely there has been no major counterrevolutionary movement without intellectuals.’ —Edward Said
What makes an intellectual? Can teachers be considered as intellectuals? What role can they play to bring a change in society?
These are some relevant questions to be discussed in the fast-changing national and international scenarios. A number of scholars, including Antonio Gramsci, Julien Benda, Edward Said and Ali Shariati, have tried to define the nature, status and role of intellectuals in society.
It was Gramsci who first focused on the significant role of intellectuals and devoted a chapter for this discussion in his book The Prison Notebooks which is an early critique of the notion of hegemony. Gramsci considers everybody an intellectual but there is a section of people who, because of their social status, are able to perform their role. He divides intellectuals into two groups: the traditional intellectuals and the organic intellectuals.
Teachers, like priests, are included in the group of traditional intellectuals. Contrary to traditional intellectuals are organic intellectuals who work for the interests of different classes and enterprises. Gramsci considers social space as an important factor for intellectuals. This social status gives them an opportunity to bring a change in society by improving the existing social conditions.Ali Shariati defines an intellectual as one “who is conscious of his ‘humanistic status’ in a specific social and historical time and space”. This notion of an intellectual is closer to that of Gramsci who suggests that anybody has the potential to become an intellectual. Ali Shariati, who himself was a university teacher, believes that a teacher is potentially an intellectual who can have an impact on the thought patterns of the young generation and contribute towards social improvement. Edward Said in his book Representations of the Intellectuals refers to Julien Benda, widely known for his book The Betrayal of the Intellectuals, “who believes in a tiny band of super-gifted and morally endowed philosopher-kings who constitute the human conscience”. This view of intellectuals is narrow and skewed towards morality. In his definition, the role of intellectuals appears to be more abstract and idealistic. This notion of intellectuals entails a readiness for all kinds of sacrifices including crucifixion.
A point common to these scholars is their own practice as intellectuals. Gramsci, whose brilliance could have qualified him for any lucrative job, opted to be a journalist simply because working as one would give him more space to work and have an impact on minds. Because of his provocative political writings, he was sent to jail for 10 years where he breathed his last.Edward Said, a university professor, led a very active life as a teacher and intellectual, challenging a number of prevailing stereotypes and inviting scathing criticism in return. His book Orientalism critically analyses and challenges the artificially created basis of ‘positional superiority’. His allegiance to the Palestinian cause brought him criticism from different quarters but he paid the price for the sake of his ideals.
Ali Shariati, who hailed from Iran, influenced a large number of students. He was such a popular teacher that his classes ran into hundreds of students. His popularity was a source of disturbance for Iran’s dictatorial forces under the Shah. Finally prevented from teaching, he left for London where he was found dead in his flat in mysterious circumstances.
Paulo Freire, a Brazilian educationist and activist, considered teaching a political act. He challenged the ‘banking concept of knowledge’ and advocated the need of critical pedagogy. He not only professed the ideas of critical pedagogy but in fact practised critical literacy with the aim of improving the fate of the masses. Freire was also imprisoned by the government for his ideas. These are some contemporary examples of intellectuals who had an interest in education and who sought to practise their ideas and paid a price for them.
Is teaching a political act as claimed by Freire? Should teachers be striving for a change in society? There has been a growing realisation that education, like knowledge, is directly linked to power, and teachers, as central actors in the process of education, are involved in a political act. Education cannot be confined to neutral and objective conditions. Edward Said rightly suggests that, “Politics is everywhere; there can be no escape into the realms of pure art and thought or, for that matter, into the realms of disinterested objectivity or transcendental theory.”
The contemporary scenario of education, largely controlled by corporate organisations, in a direct or indirect manner, would promote a neutral, value-free, and apolitical version of education where the teachers’ role is reduced to that of a mechanical worker’s. Ironically, intellect and intellectuals, by default, are associated with the dominant paradigm of the West. The need for local intellectuals is to understand their own people, milieu, and culture, and to be seen to practise what they profess. Importing foreign educational theories and trying to implant them in local conditions without any sensitivity towards the indigenous environment cannot improve social conditions.
Ali Shariati emphasises this indigenous perspective by suggesting, “A real intellectual is one who knows his society, is aware of its problems, can determine its fate, is knowledgeable about its past and who can decide about himself.” To bring a qualitative social change into our society we need teachers who can think out of the box, believe in education as a transforming force, and, again, practise what they profess. Given the neo-liberal version of education this role is becoming extremely challenging.
The writer is director of the Centre for Humanities and Social Sciences at the Lahore School of Economics and the author of Rethinking Education in Pakistan.
Email:shahidksiddiqui@yahoo.com


‘We are all Hamas now’
By Ben Lynfield
EVEN if Israel wins on the battlefield or in the diplomatic corridors it is already paying the price of its Gaza onslaught in intensified hatred in the hearts of its Palestinian neighbours in the West Bank. The campaign also appears to be increasing public scepticism about the Palestinian Authority President Mahmoud Abbas’s chosen path of negotiations as the way to establish an independent state alongside Israel.
The diplomacy championed by Mr Abbas has for years been difficult to sell to Palestinians because it has brought little or no relief from occupation or improvement in their daily lives, only the expansion of Israeli settlements. This existing frustration — which helped Hamas defeat Mr Abbas’s Fatah movement in the 2006 elections — is now combined with popular anger and dismay at the carnage among fellow Palestinians in Gaza.
Palestinian Authority security forces are keeping a tight lid on protests, preventing confrontations with Israeli troops and arresting anyone raising Hamas banners at rallies. But displays of identification with the beleaguered Gazans are everywhere. Nine-year-old green-kerchiefed Girl Scouts, their foreheads marked with the word Gaza in red ink, were among those who marched through the main al-Manara square in a protest. They held up pictures of bandaged toddlers, and dozens of demonstrators chanted, “With blood and spirit, we will redeem you, O Gaza”.
Leaders of Fatah, which lost control of Gaza to Hamas fighters in June 2007, are torn between their own hopes that Hamas, which they view as a usurper and agent of the Muslim Brotherhood in Egypt and Jordan, is defeated, and the people’s anger over the Israeli campaign. There is a great deal at stake for them. “If Hamas is victorious and the Israelis raise the white flag there will be a problem in the West Bank, more people will support Hamas, and the Arab regimes will have problems too,” said Ziad Abu Ein, the deputy minister of prisoner affairs and a veteran of 13 years in Israeli prisons.
Bassem Khoury, the president of the Palestinian Federation of Industries, launched the PA-supported National Palestinian Campaign to Relieve Gaza by holding up a picture from the al-Ayyam daily newspaper showing the head of a Palestinian girl buried in the rubble of an Israeli attack. “This is unbelievable,” he said. “How will this help the Israelis? It only generates more recruits for Hamas.”
Unlike the people, who seem less concerned as yet with apportioning Palestinian blame, some Fatah leaders are calling for national unity with accusing Hamas of causing the suffering in Gaza. Tawfik al-Tirawi, an adviser to Mr Abbas and a former security chief, said: “The political leadership that miscalculated has brought catastrophe on itself and its people.”
Palestinians in the West Bank have their own long-standing grievances against Israel: the ongoing occupation, checkpoints Israel says are needed for security but that hamper their movement, often humiliate them and paralyse economic life, the expropriation of Palestinian land, and the threat of Israeli army incursion or arrest. The images from Gaza are being layered onto a collective memory of being expelled at Israel’s creation in 1948.
— © The Independent


