Ahmed Afzaal: Teaching at Twilight
REVIEW: Teaching at Twilight: The Meaning of Education in the Age of Collapse (Cascade Books, 2023)
David R. Weiss – February 16, 2024
What does it mean to come, slowly … reluctantly … irrepressibly to the conclusion that higher education today at its best, at its most “successful,” is in reality equipping students to ably accelerate the collapse of planetary systems and human civilization? For Ahmed Afzaal, associate professor of religion at Concordia College (Moorhead, Minnesota), it’s meant reframing his whole understanding of the vocation of teaching—and issuing a call to his fellow faculty in higher education to do the same. Most significantly, to do so, not one by one, as individual teachers, but collectively, in a concerted effort to reshape education.
Afzaal is convinced that Collapse—“the ongoing and unstoppable unraveling of our global civilization due to ecological breakdowns” (1)—is underway. In response, in Teaching at Twilight: The Meaning of Education in the Age of Collapse, he argues that higher education must reimagine teaching for it to remain a meaningful vocation for those who carry it on—and for it to offer a meaningful education to students. Indeed, the stakes could not be higher, as he notes “the remote yet real possibility of human extinction later this century.” (1)
This sounds alarmist, but Afzaal’s writing conveys high regard for the academy, honest respect for his peers, and deep care for students. He expressly sets aside the objective tone of standard academic discourse to press his case with humanity and humility … while sounding an alarm long, long overdue. The text includes regular “Reflection” pauses. These sidebars allow Afzaal to honor the uniqueness of this book: it sets the vocation of teaching within the larger existential question of civilization’s demise. He wants—needs—access to his readers’ hearts as well as their minds.
Teaching at Twilight unfolds in four parts.
Part I, “A Time Like No Other,” describes the Predicament we face today: the “fundamental dysfunction” of civilization. In short, while we’ve found ways to immeasurably improve our lives in the relative short term (decades, generations, centuries) those very same improvements have been consistently (and immeasurably) undermining the viability of our planet in the long term. That Predicament has found its current expression in “industrial capitalism with continuous economic growth, coupled with a culture and lifestyle whose prime directive is ever-increasing consumption.” (20) It’s a system that demands constant growth to remain “healthy,” but constant growth on a finite planet is unnatural, unhealthy, and finally inevitably fatal.
In Part II, “A Crisis of Meaning,” Afzaal explores the vocation of teaching, the deep meaning it holds for those who find great joy in nurturing the minds of others. Persuaded as he is that the world today’s college students will grow into over the next thirty years (yes, his timeframe for Collapse is that short—and realistically so) is going to look nothing like the world of the past thirty years, he believes education ought to prepare them for tomorrow’s world rather than yesterday’s. (Education has already aimed to prepare students for “tomorrow,” but until now, tomorrow has always presumed progress; no more.) The “crisis of meaning” in this section’s title is the moral injury teachers will increasingly “endure [as] an unceasing assault on our conscience” as they come to recognize the extent to which the present educational system is housed inside industrial capitalism and is designed to serve this “omnicidal maniac” as it assaults the planet. (87)
Part III, “A Learning Journey,” first lays out why, even for scholars, it can be hard to acknowledge truths so challenging as Collapse and suggests some ways that scholars can instead strengthen their capacity to encounter Collapse. Then, in six short chapters (133-181) Afzaal offers a concise and devastating account of Collapse. In very accessible language he explains how we’ve reached a point where Earth is in danger of “flipping” into a new state “no longer compatible with complex societies … or with life as we know it.” Afzaal adds immediately, “the optimist in me wants to believe that civilization in its present form will fall apart well before we reach that point” [of undermining life altogether]. (170) This is bitter medicine, indeed.
Finally, in Part IV, “A Way Forward,” Afzaal explains why he believes educators (rather than administrators) need to take the lead on changing how education happens. Although administrators have the power of their positions, the very power and position of being administrators compromise their ability to drive change far enough or fast enough. Faculty, however, have their first loyalties to the truth of scholarship (which affirms Collapse) and the wellbeing of their students (who deserve an education that prepares them for Collapse). Hence his clarion call to leverage those loyalties alongside academic freedom to drive conversations that drive transformation in education.
A few specific insights merit special mention.
In Part II Afzaal offers an extended, insightful discussion of practical versus substantive rationality as forces shaping human culture and the role of our left/right brain hemispheres in how we attend to the world (91-107). Here he draws on the work of psychiatrist, neuroscience researcher, and philosopher Iain McGilchrist (The Master and His Emissary, 2009; The Matter of Things, 2021). He suggests that practical rationality (short-term problem solving) governed by the left hemisphere (geared to power, control, and manipulating things) has gained ascendency over substantive rationality (the carrier of values and wisdom) and the right hemisphere (which considers the world via relationships).
The “goal” isn’t to pit one hemisphere against the other (they’re both necessary), but, per McGilchrist, the right brain is the seat of wisdom while the left the expert at efficiency. The right hemisphere “deserves” to be the “Master” and the left the “Servant.” Unfortunately, perhaps dating back to the birth of patriarchy, but surely with unfettered frenzy under industrial capitalism, the left hemisphere and practical rationality have run amok, showing off their brilliance and innovation … while burning up the planet. In light of this, Afzaal calls for education that rebalances the hemispheric partnership—not because it will forestall Collapse, but it may produce students better able to navigate Collapse as it engulfs then.
Afzaal is adamant BOTH in acknowledging the impossibility of averting Collapse AND in declaring this does not mean giving up. He believes there is much that education can still offer to promote “a softer landing.” To begin, he says we need to teach a more complete/complex understanding of our predicament—that it is so much more than “mere” climate change. It is, ultimately, the whole range of natural and social systems being strained beyond breaking by the global capitalist system. It is the entire thrust of human civilization in this moment that threatens to annihilate us. And it would require literacy in systems thinking and multi-disciplinary collaboration to really teach this.
Afzaal concludes that we need to ground our motivation elsewhere than success. We need to act out of loyalty to our values … even if our efforts face, as they may well, impossible odds. Education cannot bestow magical powers to undo immeasurable damage to the planet, but it can—and it ought—bequeath a sense of awe before the natural world. Such awe will immerse us in mourning. Striking that for Afzaal, Teaching in Twilight means not only offering a stark intellectual understanding of Collapse but also inviting students to feel fully the cost of Collapse in beauty and in life. Finally, education can—and ought—ground the nobility of human character in embracing life-honoring values as ends in themselves. This is Frankl’s notion of “the last of the human freedoms.” (212) In the face of Collapse, we can model—and teach—the choice to be human.
Teaching at Twilight is an understated marvel simply in that it says the quiet part out loud (and without shouting): Collapse is upon us. Because it’s posed as an invitation to begin an urgent conversation, its closing ideas remain underdeveloped but suggestive. Afzaal presents a compelling call for his fellow faculty to join him in breaking silence around Collapse, choosing integrity, honesty, action, and the pursuit of meaning as their compass points. The full fruit of Twilight will only ripen as collegial conversations occur. But Afzaal has broken the ground and scattered good seed.
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David Weiss is a theologian, writer, poet and hymnist, “writing into the whirlwind” of contemporary challenges, joys, and sorrows around climate crisis, sexuality, justice, peace, and family. Reach him at drw59mn@gmail.com. Read more at www.davidrweiss.com where he blogs under the theme, “Full Frontal Faith: Erring on the Edge of Honest.” Support him in Writing into the Whirlwind at www.patreon.com/fullfrontalfaith.








