We Didn’t Book Tickets for That Drama.
Or Did We?

A month has passed since the special issue of English “Lessons on Terrorism” came out. Last week we were taught one of those lessons in practice. An unforeseen event in the form of fifty armed-to-the-teeth terrorists in the centre of Moscow befell us like an “unexpected snowfall” in December.

This horrible event entered our life by force, ruined our everyday routine, and locked us to our TVs. One of our editors, who lives in Dubrovka street just opposite the building of the Theatrical Centre, became an involuntary witness of the events. We all became spectators of the drama. And, as usually happens with the audience in a theatre, we had no opportunity to influence the denouement. This was probably the strongest and most difficult feeling during those days – the absolute inability to do something to help.

It’s over now – at least this act of the drama. Thank God, many have survived. We will probably never know the exact number of those who haven’t. “Might have been worse!” – is a poor consolation. “Should never happen again!” – is a good slogan, but quite ungrounded.

Continuing the analogy with the theatre, we are now in a kind of intermission, discussing the act we’ve just seen, and making predictions about the next one. The main difference is that we have no chance to leave the theatre, even if we don’t like the play. That is how spectators become hostages.

This is probably one of those drastic but essential lessons we should learn now.

How did it happen to us? How did we come to this inability? How did we learn to be so passive, unthinking, inexpressive?

Different generations have different underlying foundations. Our parents, who lived through Stalin’s times, have an unconscious fear of not being passive and obedient. Then our generation was brought up with a firm belief that we are just small screws in some big machine, and nothing depends on our will or principles. Our children and students think that it is the price of the ticket that really matters.

The question is: where can we all find the strength and courage to overcome such different causes which lead to such a common effect? I believe the only possible answer is: in our hearts and minds.

Surely we can again find refuge in our “noble” impulse for just another “witch hunting”. Who is to blame? They should be called to account! We can demand retribution. Or we can close our eyes tight (this time more tight, please). The best spectator is a blind spectator. And don’t bother with tightening the nuts – they will do it for you. But if we take the liberty of thinking it over, of getting over this widespread amnesia, we will likely realise the difference between a reluctant participant and a sharer.

I wonder what your first thought was when you got that issue on terrorism. Was it: “Here it is at last! I have been in need of this material for almost a year. Now I can use it to answer my students’ questions.” Or was it: “What? Sixteen pages on terrorism? It’s too much. There is no such topic in our syllabus. Where and why should I find the time to use it my classroom?” I wonder how many of you have had discussions on terrorism in your classroom. It depends…

I think it’s not only your positions and attitudes that matter; it’s as well the results of our work. We take this responsibility.

I got a dreadful feeling on one of those awful, sleepless nights. If we had done that special issue earlier, and better, or in some other way? If it had happened so that several hundred people in Russia, while looking it through, got (just accidentally at the same time) a thought like this: “Oh! It all is happening somewhere so far away from me. Why should I be concerned?” If the total value of energy of that thought had become the last straw which brought us all to the very brink? I know there are no answers to the Past Conditionals. I am afraid we won’t get another type of Conditionals as long as we are sitting in the hall being passive spectators. Our apathy and impotence are equally profitable for our enemies and our leaders. And even if we can see no way to change our own attitudes and behaviour – let’s at least give this chance to our young. We, the teachers, have more opportunities to do this. We are not able to give them ready-to-use formulas – there are none (even the chemical formula of that murderous gas may stay unknown). But we can make the first move, encourage their thinking, help them find their bearings amidst the whirlwind of the contradictory revelations of politicians, journalists, former hostages, etc.

Of course, many would prefer having only those safe, familiar, “dear to our hearts” topics (such as “My Family”, “My Favourite Writer”, “My Hobby”) in the school syllabus. But life writes its own scenario, and dictates its own curriculum. Our students should be prepared for this. They will have to pass much more dramatic tests than those final school exams so much-discussed now. And it’s our duty to get them ready. We shouldn’t let them go into this big hall, named the world, to take the seats after us or around us.

Because all the seats in this hall might be mine-strewn.

By Alyona Gromushkina
30.10.02