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Looking upon Labour’s "loveless landslide"

What watching a night that changed the country tells us about its mood.
A poltiical pudit opines in a TV studio while his colleague leans in and listens.
The Two Ronnies.

I very much like Mr. Vine, but he is like a Gremlin: you must follow the rules and not give him caffeine or sugar on Election Night. 

What on earth has happened to Aunty!? One of the few things that has united people from the left and right (at least according to my social media) is just how mediocre the election coverage was. The evening started badly for the Beeb when they let Channel 4 distract viewers a full 15mins early. This was to allow Not Going Out to complete its important work of informing and educating the populace. 

As a result, I found myself glued to Channel 4 for most of the night, intermittently flicking back to the National Broadcaster for bouts of genuine bewilderment. In a Channel 4 lull I made the jump only to have every sense immediately assaulted by migraine inducing swingometer graphics (it was synaesthesia inducing…I could practically taste the rapid mix of red, yellow, and blue). This neurological bombardment intensified with the commentary of Jeremy Vine. I very much like Mr. Vine, but he is like a Gremlin: you must follow the rules and not give him caffeine or sugar on Election Night. His high-octane performance drove me to the limit immediately. 

Regular further jumps gave me glimpses into the bizarre: a journalist standing outside of Rishi Sunak’s blacked-out home telling us the lights weren’t on, telling Steve Baker to his face that he was going to lose his seat, having an interview with Jacob Rees-Mogg where he looked like a hostage reading out demands…it really was dreadful! 

Stewart was reinforced by Channel 4 Political Editor Gary Gibbon. With a soft yet authoritative voice, and the appearance of a cheeky Beano character fifty years on. 

I stuck to Channel 4 as my safe space. They very much cornered the market for coverage by bagging both The Rest is Politics and the Gogglebox cast, as well as producing regularly mismatched line-ups of former MPs to pass comment. I must assume this was intentional, but even if not, it meant comedy gold. The scene opened with Emily Maitlis and Krishnan Guru-Murthy talking over each other in a stumbling staccato, while Kwasi Kwartang looked unbelievably uncomfortable sandwiched in between Harriet Harmen and Nadine Dorries (in various shades of pink).  

There were many other talking heads throughout the night, who each brought some magic to the night: Nadim Zahawi (looking like a cross between a wise owl and a Bond villain), Carol Vorderman (who might have started celebrating rather early), Sir Alan Duncan (looking like a wine merchant holidaying on the Amalfi Coast). Mhari Black brought a rather refreshing bluntness to proceedings. 

The standout stars, however, were Mr. Stewart and Mr. Campbell. They brought the Centrist-Dads-disagreeing-agreeably energy that has seen their podcast top the charts. They played off each other with precision and genuine affection, and a fair bit of humour. Campbell would get into a mild row, and then Stewart would jump in with careful analysis that tried to look at the broader political landscape. Dorries proved the perfect foil to Campbell - speaking in accusatory non-sequiturs, rhapsodically musing on the ‘virtues’ of Boris Johnson, weaving nonsense narratives that wouldn’t even make it into one of her novels. Campbell would retort in a tone that was at once bewildered, bored, and bristling. Stewart would valiantly intervene to find the calmer waters of consensus, and the whole cycle would repeat. Kwarteng looked increasingly uncomfortable until he just upped and vanished - perhaps from the embarrassment of being in the same party as Dorries. 

In his attempt to be serious and measured, Stewart was reinforced by Channel 4 Political Editor Gary Gibbon. With a soft yet authoritative voice, and the appearance of a cheeky Beano character fifty years on, he gave the careful analysis of the polls and the turnout, which Stewart would then run with in broader political perorations. The two hosts would often chip-in (quite chippily, actually), rarely able to sublimate their obvious and banterous contempt for some of the more egregious spin. 

Meanwhile, Harriet Harmon looked cross.

A sense of angry Labour malaise was one of the leitmotifs of the night...  there was a noticeable lack of celebration. No smiles. No D:Ream soundtrack. No positivity

This struck me as odd. Just before the show it had been announced that she was to be elevated to the Lords. This honour appeared to give her no joy. Harmen brought every answer back to how dreadful the Tories were, until Kwarteng tried to make a joke out of it to cut the tension: ‘You won, alright!?’ Every successful Labour candidate who was interviewed focused their responses on excoriating the legacy of the Tories, as if they were still in campaign mode. At times it got rather uncomfortable. Every time Rachel Reeves let a grin slip through, she seemed to feel the need to overcorrect by attacking her fallen foes even more harshly. On one of my disastrous forays back to the BBC I was greeted with Wes Streeting being positively thuggish in his language. It wasn’t until Sir Keir gave his victory speech that any Labour figures seemed to feel like they could actually appreciate their victory. 

A sense of angry Labour malaise was one of the leitmotifs of the night. From the moment the Labour Landslide was announced there was a noticeable lack of celebration. No smiles. No D:Ream soundtrack. No positivity. Perhaps it was because they all recognised the truth, succinctly put by Gibbon when giving his immediate reflections on the Exit Poll Result: ‘That looks like love…but that is a loveless landslide.’ Voter turnout was low. The Labour Party went backwards in its vote in many areas - sometimes due to Reform, sometimes due to Gaza protests. This was epitomised by Jess Phillip’s wafer-thin majority. The always pugilistic Phillips had to give both barrels in her speech to those who had campaigned against her, who continued to attempt to drown her out.  

The Labour Party’s massive majority seems to be built on sand, and Zahawi was quick to point out that sand can easily shift. Labour are the beneficiaries of our winner-takes-all electoral system (a system I very much support), and so were continually reminded of the fact that Starmer is no Blair and ’24 is no ’97. The landslide will give some cheer to those who desperately wanted to see the back of the Tories. But it belies the reality that with both the Greens and Reform having four MPs, a number of Labour MPs being defeated by Independents, and decreased majorities in safe-seats up and down the country, we are not a nation united around the charisma of our new Dear Leader. 

Stewart and Campbell continually try to draw the conversation away from the tittle-tattle of what this might mean for Labour infighting and the Farage fulminations we can now expect to see in Parliament, to the broader and deeper questions for the very health of our democracy…but the pull of gossip is sometimes too great for Maitlis and Guru-Murthy. 

None of this is helped by Dorries. 

A big victory, but one which indicates no national unity or confidence. A defeated government that was tearing itself apart long before the loss. Low turnout and lower trust.

From the get-go Maitlis and Guru-Murthy tried to inject intrigue into proceedings; a tough ask when the result was the confirmation of what looked like a foregone conclusion from the moment the election was called. They did their best, and got some sparks from Dorries and Campbell - a Stannis Baratheon-esque grammatical correction (‘fewer’) had me roaring with laughter - but all-in-all I was uneasy. Not quite bored, but not entirely excited and hopeful. Around 3am I fell asleep in my seat. I was awoken at 6am to my children bursting into the living room. I valiantly attempted to continue to watch the coverage while feeding banana-porridge to my son, head tilted in the strain of hearing the telly over the roar of the world’s loudest washing machine. I turned back to my son, admitting auricular defeat. There is no porridge in his belly; plenty all over his face and in his hair.  

At 7am I was banished to the bedroom by my exasperated and long-suffering wife - it has become clear that I am not giving my all to childcare. I saw the gracelessness of Liz Truss arriving late and then refusing to give a concession speech. I saw Stewart play the silent Scottish assassin, gently pressing Stephen Flynn to admit that perhaps the SNP’s losses have something to do with their mismanagement with the Caledonian public realm. Rishi Sunak suggested the election was about tax, and everyone groaned in disbelief - he really doesn’t have any political instincts. 

I never recaptured the magic of the first couple of hours, probably because there wasn’t any. From 10pm onwards there was an underlying sense of disappointment and despair. A big victory, but one which indicates no national unity or confidence. A defeated government that was tearing itself apart long before the loss. Low turnout and lower trust. I am not surprised by this. “O put not your trust in princes, nor in any child of man: for there is no help in them.” This is the warning of the Psalmist. I have already written, a number of times, about my own disgruntlement at the political process, and my doubt that it will be easily remedied.  

But watching the coverage - the baffling BBC, the political Two Ronnies that are Stewart and Campbell, the remarkable hat worn by the returning officer in Blyth - I was fortified by remembering that while the Psalmist is correct, St Paul nevertheless gave us clear advice and instruction: “I exhort therefore, that, first of all, supplications, prayers, intercessions, and giving of thanks, be made for all men; for kings, and for all that are in authority; that we may lead a quiet and peaceable life in all godliness and honesty.” 

I shall pray for Sir Keir, for the new government, for all newly elected MPs.  

They need it. 

More importantly, we need it.

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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.