One life's relevance to today

One Life is a historic story retold for today audience, highlighting the response of individuals, families and leaders. Krish Kandiah ponders what it can teach us about sanctuary.

Krish Kandiah

Krish is a social entrepreneur partnering across civil society, faith communities, government and philanthropy. He founded The Sanctuary Foundation.

An old man wearing a suit and tie sits in a TV audience as people stand around him.

Anthony Hopkins plays Nicholas Winton.

BBC Film.

There’s an elderly man with thick-rimmed glasses sitting in the studio audience of a popular 1980s television programme. The camera lingers on him as the presenter on the stage, in her signature blue dress, opens up a scrapbook detailing a hitherto unknown mission at the beginning of the second world war that rescued 639 Jewish children from the Nazi genocide.

The man in the audience was the force behind this rescue mission, and the camera is focussed on him because there’s about to be one of the best television moments in history. Unbeknown to him, he is sitting next to a lady whose life he once saved. As Esther Rantzen reveals the connection, a look of shock, wonder and amazement crosses his face.

The story that was kept secret for nearly a lifetime was broken in front of a live television audience of millions. I’ve watched the recording a hundred times; it never fails to make me tear up. I’ve spoken to people who were on the production team of that show who say that this programme was the highlight of their careers. It was a truly brilliant piece of television.

40 years later and I am sat in the Royal Festival Hall next to another elderly gentleman. We have just watched Anthony Hopkin’s incredible performance as Nicholas Winton, that man in the studio, in the new movie One Life. The director of the movie, James Hawes, makes his way to the front and asks if there is anyone in the audience who is alive today because of Nicholas Winton. The elderly gentleman beside me stands along with hundreds of others. Some of those standing were on the Kindertransport in 1939. Others were their children, grandchildren, and great grandchildren.

It was an immense privilege to spend some time with these survivors. Many had their original identity photographs with them. It was an emotional evening as I heard stories from those who remembered boarding the trains in Czechoslovakia in 1939 and saying goodbye to their parents for the last time.

Many of the Kindertransport descendants had met Nicholas Winton personally before he died and were astounded by Hopkin’s ability to capture his likeness and his story.

I never met him myself, but as I watched One Life, I felt like I was in the room with him. The audience meets him as a young man discovering the terrible situation for Jews in Europe and deciding to take action. We journey through the many obstacles to the rescue mission. At first nobody would take in the Jewish children because of the misconception that migrants would overwhelm local services at a difficult time for the country. Yet through savvy use of media, great administration and pure unrelenting persistence, Winton and his mother (Helena Bonham Carter) were able to get a system running that meant hundreds of temporary foster parents not only came forward but paid for the privilege of helping to save the lives of these children.

As many of the children lost their families to the horrors of the gas chambers and could not be reunited with their families, a large number were adopted by their foster carers and grew up in the UK. Some went on to greatness, others lived quiet lives of service. The 91-year-old man who sat next to me at the premiere had dedicated his life to the church and also to making sure the next generation didn’t forget either the horrors of the holocaust, or the hospitality of ordinary people.

One Life is a deeply inspirational film. As I reflected afterwards, I couldn’t help but draw parallels with the situation in the world I live in now with terrible wars that are in full swing. I wondered what Nicholas Winton would do for the children being slaughtered today. What would a modern equivalent of the Kindertransport look like? Who could step forward to inspire our nation once again to offer sanctuary, protection and hope to our world’s most vulnerable children?

https://youtu.be/8u1UAc7GKek

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Kirsh Kandiah reports from the One Life premiere.

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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.