Article
Awe and wonder
Christmas culture
Culture
Music
7 min read

If you think Christmas is ‘right’ you’ve got it wrong

Contrasting cathedral Christmases conjure world-changing subversion.
A carol singer looks down while candles flicker.
Coventry Cathedral.

Christmas.  

The very word is loaded with associations and memories and history and meaning. Just looking at it written down conjures up years of my childhood and particular feelings and impressions and smells. And for good or ill, it seems that that’s the case for most people. Ask any group of individuals for the three words that represent Christmas to them, and you’ll end up with myriad different answers – and an argument about why each person is right and everyone else is wrong! 

Interestingly though, Christmas has changed in meaning for me in recent years. Ever since Covid in fact – that weird, strange, historic, awful-in-many-ways-but-unexpectedly-good-in-others period, that already feels like quite a long time ago. Christmas had one significance before it and another afterwards, and the latter is actually much more important.  

It was a place that stamped it into my mind; two very different experiences of it, with the second one over-writing and enriching the first. It was Coventry Cathedral.  

So. Every year for the 20 years before Covid, we went to the cathedral on Christmas Eve for an afternoon service called The Road to Bethlehem. My husband had been going nearly all his life, having been a chorister there from the age of seven. We gathered with a big group of friends and acquaintances into an enormous rag-tag choir, first for a rehearsal in the undercroft beneath the cathedral before going upstairs to join the equally enormous orchestra for a bit more practice before the service itself. Everyone was in Christmas jumpers and antlers and sparkly earrings, and the conductors of both choir and orchestra had to stand on boxes so we could see them and they could see each other. It was the only time each year that all the singers and players came together, many of them teenagers home from uni, and the whole atmosphere was buzzy and excited.  

In addition to all the hundreds of musicians, gradually then the congregation began to pour in – masses and masses of children among them, nearly all dressed up in nativity costumes. There were crowds of shepherds and angels, hordes of wise men, smatterings of Marys and Josephs and a good crop of baby Jesuses, along with Batman and Spiderman and plenty of princesses who came along for the ride. And all of them during the service moved round the cathedral, from Nazareth at the start, via the nasty innkeeper who told them to clear off, no room in the inn (aka the Lady Chapel), to the hills full of sheep behind the altar, and fetched up in the stable down by the font at the end – with the choir and orchestra belting out appropriate carols at each stage. It was absolute mayhem, with babies yelling and small shepherds whacking each other with light sabres and our friend Mark – a professional tenor – singing sublimely overhead as Angel Gabriel. The cathedral was packed to groaning and at the close, when everyone was asked to light the candles they’d been holding throughout, it was also filled with light and heat and noise as everyone bellowed ‘Oh Come All ye Faithful’ at full volume, the trumpets and tubas giving it large and the kettledrums and cymbals thundering and crashing. It was exhausting, but so wonderful. 

And then, 2020. 

We didn’t think we’d get to the cathedral at all that year, but the decision was made to hold mini carol services – five of them – across two weekends, sung by small groups from the cathedral’s own choirs, with congregations being admitted by ticket to sit in household clumps, face masks on and no joining in please. It was dark when we got there, and raining, and the streets in Coventry were empty. The people attending the service, not many of them, were stretched in a silent line outside the doors, big gaps between them, masks on, no talking. Inside too, the lighting was low and chairs stood in lonely islands of two, empty acres of space between them (though my husband did firmly go and get a third chair so he and I and our daughter could sit together). I didn’t realise that the lady who let us in was someone I’ve sung with for years – her hair had grown and I couldn’t see her face or hear her voice properly, and when a small choir of girls filed silently in followed by the director of music looking extremely severe, I found it difficult not to cry. In fact for a considerable part of the service I did cry, which was such a pain as it misted up my glasses and I couldn’t wipe my eyes or nose because of the wretched mask.  

But something interesting happened as I sat there struggling with all of this. Because, I think, of the quietness and the emptiness, I started to notice the cathedral itself – to feel its presence around me, to see its bones. There is an enormous tapestry there behind the altar, a vast portrait of Christ – strange and distorted and Picasso-like, full of symbols and odd colours – and it is very cleverly lit so that nearly all of it is in shadow except for Christ’s face, with piercing eyes that seem to look directly at you wherever you stand. In front of it are flights of highly stylised wooden doves fixed to the tops of the choir stalls, silhouetted against the tapestry as sharp crisscross shapes. There were lines and lines of tea lights on the ground along the steps, around the base of the pulpit, across the altar rail – like twinkling necklaces of light, reflected in the polished stone floor and casting strange upward shadows on the faces of the choir. And not singing and not joining in the spoken stuff meant I really began to listen – to the quietness of the building, to the sounds from the city outside, to my daughter breathing next to me, to the words of carols I know so well that I stopped hearing them years ago. It was like a sort of warmth creeping over me – I could almost feel it coming up from the floor and gradually making me feel better.  

One of the canons gave the address. She looked as if she had been crying herself. ‘It’s not right, is it!’ she cried passionately. ‘That we’re separated from the people we love, that so many are afraid, or sick, that millions have lost livelihoods and now fear for the future, that our young people are missing out on friendships and education, that there’ll be empty places at so many tables.’ But, she went on to say, Christmas has never been ‘right’, not from the beginning. ‘Think of Mary’, she said. ‘So young and so vulnerable – having to give birth to her first child without her mother and aunties, not even with a proper roof over her head or a bed to rest on. Just a pile of straw and a man who wasn’t sure he even wanted to be with her at that point.’ I thought of my colleague, about to have her first baby, with her birth plan and her ‘nesting’ and her husband spending half the night wrestling with the new pram – so loved and precious, not lonely or homeless or disgraced.  

‘And what about the shepherds?’ the canon continued. ‘Outcasts, forgotten ones, the lowliest of lowlies, poorest of the poor – but it was they who the angels visited. And it was only common sense that took the Wise Men to Herod’s palace. They were seeking a king after all… but they couldn’t have been more wrong, could they!’  

Christmas is always all wrong, in other words. It’s meant to be. It’s meant to subvert the order of things, to teach us new lessons, to get us to think differently. So in many ways, the horrible upside-down 2020 Christmas with the world in disarray was just like the first one. And as with that one, there was light and wonder to be found, which darkness has never quenched yet. 

It doesn’t matter, I don’t think, whether you believe or don’t believe in the existence of God: the fact is that the nativity is an extraordinary story that has guided millions of people for centuries, and inspired and comforted and influenced them in all kinds of ways. Even by itself, that is amazing. And the miserableness of Covid and upset and disruption and spoilt plans were – weirdly – the reason that I heard the story differently that year.  

It is all right for things to be all wrong.  

And because of hearing it like this, I have found that it’s given me a new kind of resilience – a higher capacity for tolerating wrongness; a cheerfulness that is not entirely centred in everything being fine and everyone behaving beautifully. Which, let’s face it, is just as well… and probably the very best gift that Christmas can give to anyone. 

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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.