Celibacy, the Pope and the dating app

There’s a desperate need for a new sexual revolution.

David Bennett

David is a postdoctoral research fellow at Oxford University’s Theology and Religion faculty.

An advert on a Underground platform shows a person next to the slogna: Thou shalt not give up on dating and become a nun.

Bumble's controversial ad campaign.

Recent news has sparked a furore over celibacy, and, as I will explain, the need for a new sexual revolution. Feminist theologian, Sarah Coakley, points to in her book, The New Asceticism, points to why we need this new sexual revolution

“the problem with desire is that it has become so heavily sexualised in the modern, post-Freudian period as to render its connection with other desires (including desire for God) obscure and puzzling.”

A glance at the media on both sides of the Atlantic provides evidence. Senator Tim Scott’s singleness is derided on the US news cycle, and London Underground adverts for dating app Bumble undermined the choice to be a nun or make a vow of celibacy.

For decades, the bowdlerised notion that Freud saw celibacy as a form of suppression, has created a deeply damaging myth that if you are not having sex, you are not just repressed, you are not even human. In its inaner, but still hurtful forms, if you are celibate, you are not trustworthy, a repressed pervert, or worse, worthy of being socially excluded. Of course, bad celibacy has had terrible results in and outside the Church, but so has bad marriage, and yet we do not treat the married or marriage this way.

You would expect to turn to the Roman Catholic, Anglican or mainline churches for a nuanced and profound contradiction to a culture obsessed with what they see merely as a ‘lack of sex.’ Instead, the Pope was recently reported to have made the comment that there was already too much “frociaggine” in some seminaries. The Italian word roughly translates as “faggotness”. Matteo Bruni, the director of the Vatican’s press office stated: “As he [the Pope] has stated on more than one occasion, ‘In the Church there is room for everyone, everyone! Nobody is useless or superfluous, there is room for everyone, just the way we are.’”

“The Pope never meant to offend or to use homophobic language, and apologises to everyone who felt offended [or] hurt by the use of a word,” Mr Bruni concluded in the Vatican statement.

The Pope has made other comments about celibacy, dissuading gay people from entering the priesthood just on the basis of sexual orientation. It is hard to argue that this is anything but discrimination. If the Pope wanted LGBTQI+ people to inhabit a traditional ethic, then provide a way constructively for them to do so.

This billboard ad reveals a culture which is erotically moribund and which has lost the fact that love is inevitably sacrificial in nature.

Now to turn to the dating app world, Bumble, aware of the new rise of singleness and celibacy (around 51 per cent of the American population is single), particularly among young women, struck out against this choice with controversial adverts.

This billboard ad reveals a culture that is erotically moribund and which has lost the fact that love is inevitably sacrificial in nature. My heart sank as I saw this billboard on the Underground. As someone who wrote their doctorate on celibacy, and has chosen to be dedicated to a love greater than sex and marriage, and who chose to be consecrated and vowed to celibacy, I felt angry at the notion that my choice, and that of millions of people, was derided as fanciful. This felt like another chip off the liberal project that I want to believe in of true diversity of opinion, and a shared city and society.

However, the value of sacrificial love at the bedrock of late modern and post-secular society was revealed as still as powerful as ever with Bumble receiving a wide response of outrage, and the marketing manager responsible being subsequently fired.

If we are to love someone, we must learn to deny choices and narrow our field of volition where we choose them over other pressing concerns.

In reading this I felt that some justice had been served. I could not escape the words of Pope Benedict XVI : “When Jesus speaks in his parables of the shepherd who goes after the lost sheep, of the woman who looks for the lost coin, of the father who goes to meet and embrace his prodigal son, these are no mere words: they constitute an explanation of his very being and activity. His death on the Cross is the culmination of that turning of God against himself in which he gives himself in order to raise man up and save him. This is love in its most radical form.”

For a moment, this radical love reflected in a healthy, non-repressive celibacy, which gives itself up for God and the other, and marriage as its sacrificial counter-part, was vindicated and, for a moment, was given the value it deserves, and which Bumble, and even at times, that God’s own church, have betrayed.

If we are to love someone, we must learn to deny choices and narrow our field of volition where we choose them over other pressing concerns. Such a view of love has been lost both inside and outside the Church.

Only a new asceticism, as Sarah Coakley avers, can purify “desire in the crucible of divine love, paradoxically imparting true freedom through the narrowing of choices.”

The fact we have gained such an impoverished ascetical or moral imagination for our loves does not bode well for how not just single people, but all people can flourish. A life of flourishing which does not involve sexual acts or in which a love beyond sex can be expressed in friendship speaks to a hope beyond sex and marriage, without which the human heart will remain restless and unsatisfied.

As Pope Benedict XVI states in his essay, Deus Caritas Est: “God is the absolute and ultimate source of all being; but this universal principle of creation—the Logos, primordial reason—is at the same time a lover with all the passion of a true love. Eros is thus supremely ennobled, yet at the same time it is so purified as to become one with agape.” Our society, from Pope Francis all the way to Bumble needs a new sexual revolution, which sees that sex is a clue to this deeper love of God for which we were created and which beckons us as with a faithfulness and passion no other lover can provide.

Article

Comment

Education

Leading

26 July 2024

5 min read

Why I teach over my students’ heads

Successful teaching is a work of empathy that stretches the mind.

James K.A. Smith

James is a philosopher, cultural critic and author.

A blackboard covered in chalk writing and highlights.

James's chalkboard.

I’ve been teaching college students for almost 30 years now. As much as I grumble during grading season, it is a pretty incredible way to make a living. I remain grateful.

I am not the most creative pedagogue. My preference is still chalk, but I can live with a whiteboard (multiple colors of chalk or markers are a must). Over the course of 100 minutes, various worlds emerge that I couldn’t have anticipated before I walked into class that morning. (I take photos of what emerges so I can remember how to examine the students later.) I think there is something important about students seeing ideas—and their connections—unfold in “real time,” so to speak.

I’ve never created a PowerPoint slide for a class. I put few things on Moodle, and only because my university requires it. I’ve heard people who use “clickers” in class and I have no idea what they mean. I find myself skeptical whenever administrators talk about “high impact” teaching practices (listening to lectures produced the likes of Hegel and Hannah Arendt; what have our bright shiny pedagogical tricks produced?). I am old and curmudgeonly about such “progress.”

But I care deeply about teaching and learning. I still get butterflies before every single class. I think (hope!) that’s because I have a sense of what’s at stake in this vocation.

I am probably most myself in a classroom. As much as I love research, and imagine myself a writer, the exploratory work of teaching is a crucial laboratory for both. I love making ideas come alive for students—especially when students are awakened by such reflection and grappling with challenging texts. You see the gears grinding. You see the brow furrowing. Every once in a while, you sense the reticence and resistance to an insight that unsettles prior biases or assumptions; but the resistance is a sign of getting it. And then you see the light dawn. I’m a sucker for that spectacle.

This is how the hunger sets in. If you can invite a student to care about the questions, to grasp their import, and experience the unique joy of joining the conversation that is philosophy.

Successful teaching is, fundamentally, a work of empathy. As a teacher, you have to try to remember your way back into not knowing what you now take for granted. You have to re-enter a student’s puzzlement, or even apathy, to try to catalyze questions and curiosity. Because I teach philosophy, my aim is nothing less than existential engagement. I’m not trying to teach them how to write code or design a bridge; I’m trying to get them to envision a different way to live. But, for me, it’s impossible to separate the philosophical project from the history of philosophy: to do philosophy is to join the long conversation that is the history of philosophy. So we are always wresting with challenging, unfamiliar texts that arrive from other times that might as well be other planets for students in the twenty-first century.

So successful teaching requires a beginner’s mindset on the part of the teacher, a charitable capacity to remember what ignorance (in the technical sense) feels like. To do so without condescension is absolutely crucial if teaching is going to be an art of invitation rather than an act of alienation. (The latter, I fear, is more common than we might guess.)

Such empathy means meeting students where they are. But successful teaching is also about stretching students’ minds and imaginations into new territory and unfamiliar habits of mind. This is where I find myself especially skeptical of pedagogical developments that, to my eyes, run the risk of infantilizing college students. (I remember a workshop in which a “pedagogical expert” explained that the short attention span of students required changing the PowerPoint slide every 8 seconds. This does not sound like a recipe for making students more human, I confess.)

That’s why I am unapologetic about trying to teach over my students’ heads. I don’t mean, of course, that I’m satisfied with spouting lectures that elude their comprehension. That would violate the fundamental rule of empathy. But such empathy—meeting students where they are—is not mutually exclusive with also inviting them into intellectual worlds and conversations where they won’t comprehend everything.

This is how the hunger sets in. If you can invite a student to care about the questions, to grasp their import, and experience the unique joy of joining the conversation that is philosophy, then part of the thrill, I think, is being admitted into a world where you don’t “get” everything.

This gambit—every once in a while, talking about ideas and thinkers as if students should know them—is, I maintain, still an act of empathy.

When I’m teaching, I think of this in a couple of ways. At the same time that I am trying to make core ideas and concepts accessible and understandable, I don’t regret talking about attendant ideas and concepts that will, to this point, still elude students. For the sharpest students, this registers as something to learn, something to be curious about. Or sometimes when we’re focused on, say, Pascal or Hegel, I’ll plant little verbal footnotes—tiny digressions about how Hannah Arendt engaged their work in the 20th century, or how O.K. Bouwsma’s reading of Anselm is akin to something we’re talking about. The vast majority of students won’t be familiar with either, but it’s another indicator of how big and rich and complicated the intellectual cosmos of philosophy is. For some of these students (not all, certainly), this becomes tantalizing: they want to become the kind of people for whom a vast constellation of ideas and thinkers are as familiar and present as their friends and cousins. This becomes a hunger to belong to such a world, to join such a conversation.

This gambit—every once in a while, talking about ideas and thinkers as if students should know them—is, I maintain, still an act of empathy. To both meet students where they are and, at the same time, teach “over their heads,” is an invitation to stretch into new terrain and thereby swell the soul into the fullness for which it was made. The things that skitter just over their heads won’t be on the exam, of course; but I’m hoping they’ll chase some of them for a lifetime to come.

This article was originally published on James K A Smith’s Substack Quid Amo.