The moral sugar high of the protest vote

We shouldn’t give politicians bloody noses over insurmountable single issues.

Yaroslav Walker

Yaroslav is Vicar of Christ Church, Hampstead.

A winning candidate at an election address the audience from a lectern while the loosing candidates look on

The victorious candidate at the Rochdale by-election.

A cat was elected as a Member of Parliament. A cat. George Galloway - former Labour party MP and Rula Lenska’s former cat - has been elected as Member of Parliament for Rochdale. The unique circumstances of the by-election make this a less surprising result than one might think. The Labour Party disowned their candidate, the Tory Party hardly contested the seat, and the sheer number of inappropriate independents meant that a split-vote victory for Galloway was entirely foreseeable. One must also note Galloway’s many skills: as a campaigner, an orator, and a dirty-tactic by-election gadfly.

So…Rula Lenska’s cat did the unimaginable and won a seat in Parliament. How did the cat do this? He convinced people that they could vote for him to protest the current Parliamentary position on the Israel-Gaza War. In his victory speech, Galloway gave an ominous warning: “Keir Starmer…this is for Gaza.” He went on to intimate that his victory was due to the high proportion of Muslim voters in Rochdale; their disgust at the Labour Party’s response to the Israeli invasion of Gaza morphing into a wish to give Keir Starmer (‘one cheek of the same backside’ - Rishi Sunak being the other cheek) a bloody-nose. He warned that Starmer “…will pay a high price for…enabling, encouraging, and covering for the catastrophe presently going on in occupied Palestine, in the Gaza strip.”

My fellow voters are intelligent enough to recognise that the single addition of George Galloway to the green benches will do almost nothing to affect change. They have voted so, the general consensus goes, simply to register their fury at the plight of ‘fellow Muslims’. I simply want to respond with a question. Is this moral?

People vote for all sorts of reasons. If we believe political scientists and pollsters, voters might care about many things, but will end up voting on the basis of one thing. Normally the economy. One’s own economic interest is a perfectly rational reason to vote for one party’s promises than another. There is a potential immediate impact on our lives and those of our family and friends. But Gaza?

Sociologists have spilt a tremendous amount of ink describing how human communities tend towards ‘tribal’ affection. We tend to feel more connected to those who are like us - in terms of geographic location, in terms of obvious racial characteristics, in terms of language and culture, of course religion. The notion that the Gazan War is a war on Muslims would be a natural driver for the Muslim community of Rochdale to vote ‘for’ their fellow Muslims.

On the other hand, in the world of modern ethics there has been a move to recognise that such tribal allegiance is ultimately meaningless - a call to see all human beings as equally worthy of our care and attention, especially irrespective of geography. Peter Singer famously presented the thought experiment of a drowning child - if we are willing to get our shoes wet and muddy to save a drowning child we walk by a shallow pond, why aren’t we willing to give up some of our wealth to alleviate the war-stricken poverty of a Gazan child many miles away?

The people of Rochdale must vote as their conscience requires. I simply worry that their conscience has taken on an impossible burden of care that they will struggle to sustain.

The words of Jesus seem to support such an ethic, which is always global in its vision. We are not only to love our neighbour as ourselves, we are to go out into all the world, evangelising the nations. From its beginning the Christian faith has preached that loving our neighbour means loving everyone. Everyone is a beloved child of God. Everyone is our neighbour. Surely a vote for Galloway, a vote of rage against the occupation of Gaza, is fundamentally moral - either on grounds of tribe, or rejection of tribe. Surely its Christian!

I’m not so sure.

I’m not so sure we fallen humans actually have the capacity to ‘care’ about the horrors that go on many, many miles away. Jesus tells us to love our neighbour as ourselves, but we barely have the emotional energy to love ourselves. We live in a society of such activity and distraction - with a seemingly concomitant rise in the incidence of hopelessness and depression - that I don’t think we can really give our moral and emotional energy to an event as distant and overwhelming as the plight of Gazan civilians. We can barely give it to our families. We can barely give it to ourselves. C S Lewis once wrote that the best way of eradicating suffering was people working away quietly at limited objectives: “I think the art of life consists in tackling each immediate evil as well as we can.”

Jesus was the ultimate localist - God became incarnate as a unique individual, of a particular tribe, of a particular nation, in a particular time and place. Jesus taught an ethic of universal love and dignity and respect, but lived out in specific acts of service. He didn’t wash the feet of all Jerusalem - just his disciples. He didn’t heal all disease everywhere and forever - but he did restore sight to the few blind people he met. St Paul wrote individual letters to individual communities. Yes, he asked them to pray for him and each other, but otherwise told them to focus on their immediate needs and charity and holiness. The popularity of Jordan Peterson is largely based on the achievability of his slightly nebulous self-help worldview: make YOUR bed, keep YOUR back straight, look after YOUR family. Improve yourself first if you want to even begin improving the world. You’ll probably never manage to improve more than your village…maybe only your own household. That might be enough.

I don’t judge those who voted for Galloway as a Gaza-conflict protest. A new campaign, ‘The Muslim Vote’, has emerged to persuade Muslim voters to lend their support to candidates who commit to ‘Peace in Palestine’ – ceasefire, sanction Israel, and a state for the Palestinians. It is becoming clear that what appears to have happened in Rochdale may well happen in constituencies up and down the country. The idea of the ‘Muslim vote’, which Galloway was able to turn into electoral victory, is being given form and force. It is emotive and persuasive, and may well convince people who have no link to Gaza other than their Muslim faith. It is entirely possible that some of the voters have family and friends trapped in the siege. I empathise with their vote and weep for their sorrow.

I don’t judge those who voted for Galloway as a Gaza-conflict protest. I do, however, worry that many have taken upon themselves a fundamentally unwieldy ethic. Galloway is not a one-man parliamentary wrecking ball - whatever he says. The position of the Government will not be changed by his election. The resolve of the Israeli military is unlikely to be dinted by the UK Government, no matter what resolutions the House of Commons passes. The people of Rochdale must vote as their conscience requires. I simply worry that their conscience has taken on an impossible burden of care that they will struggle to sustain. Perhaps they would be more fulfilled and more effective if they cast their vote on the basis of what could be achieved for them in their community, in the immediate future.

We must pray for the people of Gaza, and we must not cease praying; but I would suggest that we must vote in the interests of the people of our own place, our own constituency. Giving the Labour Party a bloody nose over Gaza might be an immediate moral-sugar-high. Electing an MP who will actually work for the needs of the community in their particularity will certainly be less instantaneously thrilling - but maybe it is more moral.

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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.