My conversation with... Michael Hastings

Re-Enchanting… Public Life. Belle Tindall reflects on what is (perhaps surprisingly) her favourite conversation so far.

Belle Tindall

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

A man in conversation laughs and throws his head back

Michael Hastings being interviewed at Lambeth Palace Library.

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This opening paragraph may well break every rule in the Podcast Hosting Handbook, but I’d like to offer some context for my conversation with Lord Michael Hastings by putting my cards on the table for a moment. If there’s one place where I, the co-host of the Re-Enchanting Podcast, have become disenchanted; it’s politics. It’s capitalism. It’s leadership. It’s public life.

It is for this reason that I am still surprised that our episode with Michael has become my personal favourite (and if you’ve been listening to the podcast, you’ll know that it has notably stiff competition). The conversation really has done what it set out to do, it has begun to re-enchant me.

Michael Hastings, for those who are not yet acquainted, is a force of nature.

He is an Independent Peer in the House of Lords, and that’s only the beginning. Allow me to mention just a few of his other current roles: he is the Chairman of the School of Oriental and African Studies, the London Chamber of Commerce, and the Industry Black Business Association. He’s the Vice President of UNICEF, a Professor at the Utah State University, an ambassador for Tearfund, and a personal mentor to hundreds of people.

He was the BBC’s Head of Public Affairs before becoming its first Head of Corporate Social Responsibility. He was also GMTV’s Chief Political Correspondent.

So, to sum up: Lord Hastings’ work resides in the realm of politics, capitalism, leadership, and public life.

This was always going to be interesting. I just wasn’t sure it was going to be that enchanting. How deeply wrong I was.

When Michael was just sixteen years old, he was asked what he wanted to do with his life, and the words he spoke that day are the exact words he still lives by now. He said,

"I want to speak up for the poor. I want to bend the power of the prosperous to the potential of the poor."

And that, it seems to me, is exactly what he does. That is precisely why he sees such value in serving in the business sector, the commerce sector, the political sector. In those places, he is able to ‘leverage opportunity for others’. He does all that he can, in those public spaces, to bend the power of the privileged few in the direction of the poor.

What I found even more interesting is that, the way he speaks of such things, it’s as if he sees no other way of operating in those societal spheres; he accepts no other (valid) reason why one would enter politics; no other (ethical) motivation behind economic prosperity. You could call such optimism naivety. Or, as I’ve learnt, you could call it enchantment.

It strikes me that this conversation may just be the balm that the 65 per cent of people who have lost trust in the government need. Whether one agrees with the details of what Lord Hastings says or not, it’s certainly striking how foreign it feels to hear someone speak of service as the beginning and the end of their political and commercial aspirations.

From the moment I met Lord Hastings on a drizzly Wednesday morning, I was utterly captivated by his warmth and immediately at ease in his presence. And, as a result, a truly inspiring encounter ensued.

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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.