Elon will learn that speech is never free

We see the cost of our words in our daily lives.

Cameron Wiltshire-Plant

Cameron is a curate in Leicestershire

Elon Musk, wearing a t-shirt slouches forward, holding a mic, while sitting on a stage chair.

Musk, not talking.

Wcamp9, CC BY 4.0, via Wikimedia Commons.

Nigel Farage presumably still believes Elon Musk a ‘hero’ for reintroducing absolutely free speech on X- despite the Billionaire concurrently suggesting that Farage isn’t cut out to lead the UK’s Reform party. If he is truly committed to the free speech cause, Nigel should welcome this verbal attack from Musk as proof that he can take what he often gives out.

This turn of events demonstrates free speech to be a misnomer. Whatever we say - and do - is never free, and always has a price to pay. Farage and Reform ended up paying the embarrassing cost of Musk’s pointed comments this time round, bemused by the volte-face from the man who was in talks to donate to Reform just weeks ago.

We see the cost of our words in our daily lives. Saying ‘sorry’ costs us our pride, saying ‘thank you’ costs us our independence, saying ‘I forgive you’ costs us our chance at revenge, giving a compliment costs us a battle with our own insecurities, and so on. And these are positive words- the verbal price is plainer to see when we have caused hurt, upset, or distress. I am grieved often by a thoughtless or hurtful comment given or received.

The impact of Musk’s words on Farage is clear to see, but there is also an impact on Musk’s inner life. This is the hidden cost of negative speech; the speaker poisons themselves with the negativity they are channelling in what they say. A Hebrew proverb states that ‘death and life are in the power of the tongue, and those who love it will eat its fruits.’ Continuous negative speech will twist a person entirely in on themselves, slowly reducing any capacity to love or bear goodness. Eventually the tongue dictates the whole person; what victimising speech comes out is the sum total of the defiled heart that propels it. There is little ability to pull back- what was once a conscious choice to engage in vitriol has become the unconscious reflex of a vitriolic heart.

Advocates of uncensored speech are usually trying to say something society does not generally accept, and therefore often something extremist. Recognising there is great cost to hurtful speech both to the speaker and the target might encourage those tempted to vent their deepest fears in the form of insult to consider again the power of the tongue.

Questioning Farage’s politics may not be an extremist thought, but we must pay attention to the fact that the ‘hero’ of free speech, Musk, appears to have fallen out with Farage because of their differing opinions on Tommy Robinson, the extremist whom Musk has continued to platform and refused to censor. Farage has distanced himself from Robinson and seemingly incurred Musk’s wrath. Furthermore, Musk’s vile comments over the weekend about Keir Starmer and Jess Phillips demonstrates that repeated insults curate a dark heart.

Perhaps we should not be surprised that Musk seems to be on a concurrent campaign to disrupt democracy as he tries to advocate a total absence of censorship. The role of democracy is to protect minorities; the reason we trust elected officials to vote laws in for us is to protect those unlike us from mob rule. In our society, our elected officials should be protecting the migrants, refugees, ethnic minorities, criminals, the disabled, those unable to work, and any others who are ripe for victimisation by wider society.

These protections, the rule of law, and the court system, means we can live together without our basest human instincts for violence ruling our better judgements. Ours is a society built on biblical principles, and the care for the foreigner and the poor is found continuously from cover to cover of that book. Not only does democracy offer a system of government that offers the protection of the law, but it also incorporates universally just principles with regards protecting minorities.

This is the reason that free speech is curbed to an extent in Britain by the ability to prosecute hate speech. Our elected officials have decided that the cost of some speech is too high to pay. This is not a totalitarian imposition, but a recognition that in an internet age, hateful opinions spread too quickly and too visibly to be tolerated.

In order to attempt to curate a society of gentler and healthier hearts, we should turn to the teacher whose words operated exclusively in grace and truth. Jesus recognised that speech was not free, saying on one occasion that each person would have to account for their careless words before God on the day of judgement. Deeper than even the consequences for our own selves and the recipients in the immediate moment, this eternal cost should remind us of the responsibility to use our words wisely and to deal in truth, encouragement, and wise critique.

All our words have tariffs - Jesus’ earthly life was full of negative reactions to his speaking the truth. And yet, for ourselves, for our societies, and for those who need protection from hatred: we must think twice before we speak. For our words cost more than we will know in this life.

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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.