Article
Attention
Culture
Fashion
5 min read

Here’s to the Met Gala, and to those who weren’t there

We’re teaching ourselves that if we’re void of attention, we’re void of significance.

Belle is the staff writer at Seen & Unseen and co-host of its Re-enchanting podcast.

A celebrity wears a highly stylised cuboid suit to the Met Gala.
Janelle Monáe directs her attention.
Instagram.com/janellemonae/

The Met Gala happened on Monday; a menu of celebrities was offered up to us, each one posing on the steps of the Metropolitan Museum of Art in the heart of New York City, decorated from head-to-toe, like an army of art exhibitions that had come to life. 

What happens as soon as these finely clad celebrities make their way into the museum? Nobody outside of the room knows. And, Anna Wintour, the brains behind the entire operation, goes to infamous lengths to keep it that way. But everything that happens in the moments before they walk through those iconic doors is a carefully curated display, designed for our eyes to feast on. They’re counting on us to look their way, to stare, to soak it all in.  

It poses the question: if a Met Gala happens and nobody is around to see it, does it really take place? I think I can hazard a guess at what Anna Wintour’s answer would be.  

Our attention is the currency of the entire event; every celebrity is vying for it. And it’s not enough to have a little share of it, the prize is to have the most. At the very least, you need to earn enough attention to ensure that your presence at the event is memorialised. It’s interesting, it’s like an incredibly opulent version of teenagers writing that ‘so and so was here’ on all their school desks. The craving seems to be the same, we want our presence in a specific time and place to be noted and remembered. The school pupil’s tool of choice is a marker pen; the celebrities deploy their outfits.  

Can’t walk in the outfit? Doesn’t matter.  

Can’t sit? Doesn’t matter.  

Can’t breathe? Doesn’t matter.  

The clothes aren’t made to be in, they’re made to be seen in - there’s a difference. 

I sort of like the Met Gala, you know. I’m drawn in by how otherworldly it feels, how its opulence is not quite off-putting enough for us to ignore it. Publicly, we’ll roll our eyes. Privately, though, we’ll flick through who Vogue thinks looked the best (and – more importantly - the worst). The whole event knows it’s ridiculous and, in return, we seem to be pretty forgiving of it. It’s silly – they know it, we know it. The dynamic works. 

Success is being seen. It’s being documented, being observed, being celebrated. 

This year, I noticed a slight slant to the reporting of the event. My social media feeds seemed to be brimming with two lists they wanted me to pour over: those who were there and, more notably, those who were not there.  

I’ve been so struck with how odd this is. Again and again, I was being offered names of celebrities who were not in attendance. Publications and influencers were lamenting the absence of Emma Stone, sneering at the Blake Lively shaped gap in the attendee-list, and insisting that poor old Meghan Markle must have been barred from the proceedings.  

In truth, we have no idea why any given person was or was not at this year’s Gala. The speculation is a waste of time – but it does act as a doorway into understanding our perception of success. 

I think it can be boiled down to this: success is being seen. 

It’s being documented, being observed, being celebrated. 

Success is being there. And so, it’s unfathomable to us that anyone would want to be anywhere other than where the eyes of the world are directed. Our value diminishes the longer we dwell in obscurity, anonymity is nothing short of self-sabotage. That’s what we’re subliminally telling each other.  

I know that this is what we think because it’s what I think. I find the evidence of my hypothesis within myself.  

A need to be seen is written into the rock of my being. In 2021, I felt as though I had been snapped in half – my fear of obscurity exposed - by Michaela Coel’s Emmys acceptance speech. She had just won a prize for I May Destroy You, a limited series that she both wrote and starred in. Clinging shakily to her piece of paper, Michaela implores anyone listening to ‘disappear’.  

She says,  

‘In a world that entices us to browse through the lives of others to help us better determine how we feel about ourselves, and to in turn feel the need to be constantly visible, for visibility these days seems to somehow equate to success—do not be afraid to disappear. From it. From us. For a while. And see what comes to you in the silence.’ 

This droplet of wisdom stopped me in my tracks. 

Maybe our metrics of success are a little wonky, our understanding of significance is malfunctioning. I think Michaela’s right, we know too much and see too much. Furthermore, we’re much too known and much too seen. We’re on display. Endlessly. And it’s not good for our souls. We’re teaching ourselves that if we’re void of attention, we’re void of significance.  

And that’s a problem. 

I’ve actually taken Michaela’s advice. I’ve taken to disappearing every now and again – I hate it, I fear it, I fight it with all my might - but I know that it’s a medicine I need to take. It reminds my soul that if I fell in the woods and nobody was around to hear it, I would still have made a sound.  

An unperceived existence still counts. We need to remind ourselves of that, and sharp-ish. Only then will we stop deifying attention and vilifying anonymity.  

And so, with all of that in mind, here’s to the Met Gala – the most prestigious event in fashion. And here’s to the people who weren’t at it. Wherever the appreciative eyes of the world are, may we all find the courage to be elsewhere.   

Celebrate our 2nd birthday!

Since Spring 2023, our readers have enjoyed over 1,000 articles. All for free. 
This is made possible through the generosity of our amazing community of supporters.

If you enjoy Seen & Unseen, would you consider making a gift towards our work?

Do so by joining Behind The Seen. Alongside other benefits, you’ll receive an extra fortnightly email from me sharing my reading and reflections on the ideas that are shaping our times.

Graham Tomlin
Editor-in-Chief

Article
Comment
Education
Leading
5 min read

Why I teach over my students’ heads

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