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Digital

6 July 2023

6 min read

Letter from a digital nomad

The real gift of the digital tools we now have access to is to make the world both bigger and smaller at the same time, writes Lianne Howard-Dace.

Lianne Howard-Dace

Lianne Howard-Dace is a writer and trainer, with a background in church and community fundraising.

Photo by Chenspec on Pixabay.

The air in the carriage is still and stifling. I’m sat near the border of Romania and Bulgaria, waiting for the Poliția to return my passport, and I tot up that I’ve spent over 100 hours on trains in the last two months. But, despite my large suitcase and brightly coloured bum-bag, I’m not strictly on holiday. I am – for now at least – a digital nomad.

Even before Covid-19 hit, the number of people combining work and travel in this way was growing. The increasing openness to remote working which the pandemic catalysed means this has only continued to explode.

Some countries, like Portugal and Italy, are even trying to incentivise people to work there to aid their economies, or repopulate declining areas.

Exactly what constitutes being a digital nomad is a little fluid, but essentially it is working remotely, in different places, for a prolonged period of time. You could certainly be a digital nomad moving around your home country, but there is a strong trend of people exploring places where their salary goes further.

If you’re stuck renting and you work remotely anyway, why not add some adventure to the mix?

It’s not hard to see why nearly half the people pursuing this lifestyle are in their 30s. Many of us have not been able to “settle down” in the ways we anticipated growing up. If you’re stuck renting and you work remotely anyway, why not add some adventure to the mix?

Often, this means rocking up to a new city for a month or two, maybe as long as a year. Having bought a three-month interrail pass on a bit of a whim, I’ve taken a slightly different approach. Having already established myself in a new city a couple of years ago, I wasn’t looking to do that over again. But, working on the road is allowing me to scratch the wanderlust itch without eating into my savings.

Making the most of my all-inclusive travel, I’m spending the week in one city and moving on to another for the weekend. I’ve been blessed to experience some of the best art, culture and food that Europe has to offer. Galleries in Dresden, a piano trio in Venice, and pierogies in Warsaw have been just a few of the highlights.

I have also had to hold onto my job, of course, and getting used to balancing work and sightseeing was a steep learning curve for the first couple of weeks. My employer has not only allowed, but encouraged, me to make the most of their flexible working policy. This has made keeping the FOMO at bay easier, as I can always take a break to visit a gallery or museum and work into the evening if needed. Taking a late dinner is so much more continental anyway…

The “digital” bit of being a digital nomad isn’t confined to remote working either. Having the timetable of every train route in Europe, a map of the world and a translator at my fingertips offers more than just convenience. As a woman travelling alone, I feel much safer knowing that the possibility of getting lost and not being able to communicate with anyone is reduced.

Just as much as the breath-taking scenery and legendary landmarks, it’s been these little moments... which have really made this trip.

Showing an Austrian man in the laundrette how the camera feature on Google Translate turned the washing machine instructions into English in front of our eyes was a really fun moment. In fact, just as much as the breath-taking scenery and legendary landmarks, it’s been these little moments (you might call them casual magic) which have really made this trip. Like noticing that I’m one of five women on the train to Oslo who are knitting or crocheting, or watching a man in Bratislava cycle across a park with a giant bundle of modelling balloons strapped to his back.

Some people were surprised I was undertaking such a long trip alone, but it suits me. Compared to the 2021 lockdown - which happened to be my first experience of living alone - this is a doddle.

I’ve also been helped by the fact that a few friends and family have taken my trip as an excuse for a break, so I’ll have had company for four of the thirteen weeks I’m away. As a bonus, I randomly bumped into a couple I know from London whilst walking over a bridge in Budapest and joined them for an impromptu beer.

I’ve become very content dining alone. It’s nice to feel comfortable in your own skin like that, and it’s helped me get a lot more reading done as well! There have been other unexpected benefits of moving around so much. Oddly, for someone with hoarding tendencies, I take pride in being a light packer. I’ve really enjoyed the simplicity of living with a smaller amount of stuff and finally understand the power of “a place for everything and everything in its place”.

In my “normal” life I am terrible for procrastinating with life admin and leaving things until they become stressful. On the road I can’t do that. I have to book the next train or place to stay. I have to tidy up because I need to be out of my room. I’ve learned that I thrive with this blend of structure and change, though I’m yet to figure out how on earth to translate that when I get back.

I’ve also tried to keep a stricter morning routine than usual. I’ve started most days with a few pages of journaling and the daily reflection on the Pray As You Go app. It’s working well to have that consistent touchpoint, whether I’m waking up in a quirky studio apartment or on a busy sleeper train.

I’ve visited a lot of cathedrals and churches on this trip, as these are amongst the significant landmarks in many European cities. Sometimes this is a purely touristic experience; if a church is teeming with people chatting and taking selfies I might take in the artistry of the building, but find it harder to connect on a spiritual level. But many times an atmosphere of reverence is maintained. There will be a quiet sense of shared wonder. I’ll find myself slipping into a pew, meditating on the imagery around me, having a little chat with God and generally enjoying being out of the hustle and bustle of the city for a short while.

On Sundays, I’ve sought out an English-speaking church where possible. Maintaining some of the rhythms and rituals from my everyday life helps me to feel grounded. If I couldn’t listen to podcasts, or write, or crochet I suspect I would feel more disoriented whilst moving about so much. And if I didn’t go to church for the whole three months, I think I would feel out of sorts. Untethered, perhaps. In the twelve years or so I’ve been a Christian, I’ve grown used to that weekly gathering punctuating my week, giving me space to connect to God and others and allowing me time to reflect.

Joining a service has also given me a different window into some of the cities I’ve visited. I loved hearing that the church in Prague were having their annual book sale, singing with a visiting choir in Berlin and learning about the grant the church in Bucharest have received to support refugees in their city.

I am part of a worldwide movement... I can learn from others and find kinship wherever I am.

The American student handing me the order of service, the Indian priest leading the service, the Australian retiree reading the bible passage for the day; they all remind me that I am part of a worldwide movement. That I can learn from others and find kinship wherever I am. And, when it hasn’t worked logistically to attend a local service, I’ve watched one on YouTube from my church back in Brighton. I’ve been able to both find a sense of connection in a new place and stay connected to my home community. Maybe that’s the real gift of the digital tools we now have access to; they make the world both bigger and smaller at the same time.

Now, I’ve got my passport back and in six hours or so I will be in Sofia, something like city 20 of 27. In a few days I’ll take an overnight train to my furthest destination, Istanbul. I’ll be right on the precipice of where East meets West, having taken in the Alps, the Baltic Sea and the banks of the Danube along the way. Not a bad way to make a living.

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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.