Tag Archives: Paul F. Crawford

The Modern Muslim Memory of the Crusades

Above Image: Cover of issue 4 of the Islamic State’s glossy English language propaganda magazine. Many of its issues contain references to the crusades or explicit crusading rhetoric.


In 2015 I had the pleasure of co-editing (w/Alfred J. Andrea) the book Seven Myths of the Crusades (Hackett, 2015). It includes seven essays by prominent crusade historians dealing with various popular modern “myths” related to the medieval crusading movement. While recently preparing for an upcoming talk at Georgia Southern University, titled “The Modern Politics of Medieval Crusading,” I was carefully rereading the various chapters of Seven Myths, and thought it worthwhile to briefly highlight one of them here.

One of the historians who agreed to contribute to our project was the distinguished American medievalist Edward Peters, the former Henry Charles Lea Professor of History at the University of Pennsylvania (now Professor Emeritus). Over the course of his career, his work on medieval inquisitions has been highly influential and his translations of crusade texts have been used in college or university classrooms for nearly two decades. Consequently, when Ed agreed to contribute a chapter to Seven Myths, co-authored with his talented former doctoral student Mona Hammad (Associate Professor of Medieval History at the University of Jordan), Al and I were elated. The combination of the two authors was ideal in light of the topic they considered in their essay, titled “Islam and the Crusades: A Nine Hundred-Year-Long Grievance?”

The subject of their essay is a potentially controversial one, particularly as it argues that much of the Islamic world’s modern memory of the medieval crusades, a memory which frames the crusades as a largely unprovoked Christian attack on the Muslim world, serving as a constant source of division and mistrust today, was only developed in the 19th and 20th centuries during an age of western imperialism that influenced its construction.  Moreover, Ed and Mona’s essay emphasizes that it was essentially the modern imperialist west that taught the modern Muslim world to hate the crusades, as there had been relatively little concern about them expressed in texts by Muslim authors in the centuries prior.

Having a well known and highly respected medievalist like Ed, as well as Mona, who is fluent in Arabic and lives and works in Jordan, seemed like (and proved to be) an ideal pairing for the chapter. Anyone seriously interested in the topic should, of course, consult their work, but here I want to highlight only a few key parts of their otherwise much lengthier and more engaging essay. Continue reading

“Objectivity” and the Classroom: Ten Historians Respond

Above Image: Myself giving a lecture on the thorny topic of historic Bosnian and Serbian relations (Nov. 2015). Based on my past experiences with students, Jacksonville seems to have a large population of both Bosnian and Serbian immigrants, sometimes resulting in somewhat heated classroom discussions of related topics if not framed well from the outset.


I have seen many of my Facebook friends post stories about political or cultural bias on college campuses, sometimes expressing concern about what sort of education their children may be getting in the classroom, followed by expressions of lament for the high costs of college tuition on top of it. On rare occasions, I have also posted such stories and expressed similar incredulity, as in the case of a recent report about one university level U.S. history course that compared the “founding fathers” with the Westboro Baptist Church. When I did, it prompted a bit of a debate with one former academic, who defended the right of professors to use hyperbole to stir class discussion and thinking about historical events from different perspectives. I can appreciate the point more generally, yet in this particular case I see the rhetoric used (as reported) as too extreme, to the point of no longer really teaching “history” by modern professional standards. Yet, as I noted, some of my colleagues appear to disagree and have a more nuanced perspective.

As a result, I had been thinking about the topic of “objectivity” in the classroom when I came across a recently released statement by the American Historical Association issued in the wake of Donald Trump’s recent election victory. Consequently, I may have initially read it in a slightly different context than many of my fellow historians. It noted:

An unusually bitter and divisive election has been followed by continuing evidence of polarization to the point of harassment seldom seen in recent American history. The American Historical Association… condemns the language and harassment that have charred the American landscape in recent weeks. The AHA… [emphasizes] mutual respect and reasoned discourse—the ongoing conversation among historians holding diverse points of view and who learn from each other. A commitment to such discourse—balancing fair and honest criticism with inclusive practices and openness to different ideas—makes possible the fruitful exchange of views, opinions, and knowledge. The American Historical Association reaffirms its commitment to mutual respect, reasoned discourse, and appreciation for humanity in its full variety. We will strive to demonstrate these values in all aspects of practice, including in our roles as teachers, researchers, and citizens.

As I read these words, I wasn’t thinking so much about how historians dialogue with each other (which I can assure you is sometimes quite inflammatory), but with our students in the classroom, a captive audience, thinking these stated ideals would apply nicely there as well. The statement does, at the end, mention that these values should be demonstrated in our roles as teachers, after all, as well as more generally.

In response, I reached out to ten historians to see if they might offer some brief thoughts on the topic of “Objectivity in the Classroom.” To be clear, I fully realize that complete or “true” objectivity is not possible, but nevertheless there are things a professor can do to insure some degree of objectivity or neutrality (“as much as humanly possible”) in how they frame and discuss sensitive political, religious, or cultural topics in the classroom. It’s interesting to note that the AHA statement cited above nowhere uses the word “objectivity,” but does emphasize “mutual respect” and “reasoned discourse” in its place.

Consequently, I was curious to see how the other historians considered such issues.

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Crusade Historians and Karen Armstrong

Karen Armstrong is a former nun who writes broadly on political and religious issues including the crusades and Islam. As a well known critic of modern western attitudes towards Islam, Armstrong has often sought to draw attention to what she sees as historical injustices carried out by westerners in the East. She lists the crusades among these injustices. For example, in her work, Islam: A Short History, she writes:

It was, for example, during the Crusades, when it was Christians who had instigated a series of brutal holy wars against the Muslim world, that Islam was described by the learned scholar-monks of Europe as an inherently violent and intolerant faith, which had only been able to establish itself by the sword. The myth of the supposed fanatical intolerance of Islam has become one of the received ideas of the West. [pp. 179-180]

Of all of those currently writing on the crusades, her work is probably among the most popular and well known to the general public. In my case, I have had history students who have read her books in other settings come to me confused about apparent contradictions between what they were learning in my class and what they read in her book. I also once had a member of the general public, after reading a guest column I once wrote for the Florida Times Union, email me for the same reason, seeking clarification. The reason for these contradictions is because I have been trained as a medieval historian and work within the current dominant historiography of the crusades, much of which is decidedly at odds with some of the claims Armstrong makes in her works.

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