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Culture
Masculinity
5 min read

Russell Brand and the bystanders: how to say enough is enough

When calling out misogyny, low standards are expected of men. Tiffany Bluhm assesses the ‘Say Maaate’ campaign and explores bystander intervention. Part of the Problem with Men series.

Tiffany Bluhm is a speaker and the author of Prey Tell: Why We Silence Women Who Tell the Truth and How Everyone Can Speak Up. She speaks and writes at the intersection of justice and faith for conferences, churches, and companies.

Three young men sit on a couch. One is leering at a phone while the others look on hesitantly
The 'Say Maaate' interactive video encourages users to pick a moment to act.
Mayor of London.

 In the wake of headlines filling our news feed reporting a story, yet again, of a pop culture icon taking advantage of women, be it Russell Brand or “That 70’s Show” star, Danny Masterson, we’re quick to say “enough is enough,” but perhaps the question to ask is “how do we stop it?” What standards are we expecting of men as individuals and as a collective whole? How will they self-edit their interactions with women? What do we expect of men in the workplace, at the gym, at church, or in the public square? We know what we don’t want them to do, leverage their power, privilege, or platform at a woman’s expense, but that’s an undeniably low bar. What could they do to stop each other before their actions get out of hand? 

Before heinous stories of sexual violence are aired on the BBC or CNN, we’re holding the communal line of what we’ll accept from men. 

After learning of the ‘Say Maaate’ campaign—a public information campaign inviting male mates to call each other out when they witness misogynistic tendencies toward women without jeopardizing the friendship thus jeopardizing the influence on each other—I recognized its brilliance lies in its interception of misconduct before it gains momentum or is considered high stakes. Before heinous stories of sexual violence are aired on the BBC or CNN, we’re holding the communal line of what we’ll accept from men, be it sexist jokes or public harassment. This endeavor, which includes bystander intervention, where those within eyeshot or earshot will attempt to distract and intervene in a potentially hazardous situation when men assert unsolicited dominance or advances toward women, is so successful that it’s employed by the United States military and countless higher education universities and colleges in the States. It puts the onus not on the woman impacted during the encounter, but on those around her, to step up and intervene at the first sign of a power imbalance, ranging from a man standing too close, to a woman darting her eyes to avoid eye contact, to outright sexual and verbal harassment. 

Bystander intervention invites the bystander to disrupt the moment, and after the moment has passed, confront the antagonist with either the benefit of the doubt, “maaate,” if deserving, or a “Man, she didn’t like that, read the room.” Lastly, it beckons the bystander to check on the woman who was the recipient of unwanted harassment. Bystander intervention provides much-needed boundary reminders of what we will and won’t accept in a society where the moral arc of the universe desperately needs to bend toward justice. This practice refuses to normalize women’s subjugation or sexualization, it offers a lifeline where there hasn’t been one before, with women left to their own defences against men with no intention of respecting them.  

I feared the ramifications of speaking up against a man with more clout than I. 

Interestingly, men with power—financial, organizational, political, celebrity—perceive themselves to be more attractive, assume women want them, and sexualize interactions with women. In a world where women are often playing by men’s rules, this makes for disastrous outcomes. Far too many women fear they’ll lose access to their place of perceived or actualized power if they speak up for themselves, or other women, who’ve been maligned, even slightly, by men with power and poor intentions. In my own experience, I feared the ramifications of speaking up against a man with more clout than I. How would this affect my social and professional standing in my community? Would others perceive that I have an axe to grind when that wasn’t the case? Would they frame me as prudish? Would they assume I asked for it? Would they assume I’m trying to unnecessarily take down a “good guy.” Instead of speaking up when the stakes were small, after an off-handed comment, sexist joke, or a lingering hug, I assumed this is just how it is, boys will be boys. If I want to get by in this world, I must put up with it. 

If only the men listening would have thrown him a “maaate.”  

Research shows that this pompous approach men exhibit toward women starts on the playground in primary school, gains steam in the locker room in secondary school, cements itself in university culture, (what Americans refer to as “frat culture”) and before we know it, twentysomething men are carrying this toxic idea of what it means to engage women into adult life, and further, it’s celebrated, as was the case of Brand’s public persona. Too often harassment and misogynistic tendencies of any sort equate to validation of masculinity. In this line of thinking, the subtext is that women exist to be dominated, harassed, or taken advantage of for the sheer pleasure of men. This is the genius of bystander intervention; it swiftly reckons with the subtext of a culture hellbent on letting men get away with whatever they want and whoever they want. 

He addresses her harassers, beckoning them to examine their own lives rather than fixate on hers. 

While the Christian church is no stranger to sexual trysts or infractions by men of the cloth, the ethos of Jesus regards women as worthy not of subjugation nor sexual harassment, but respect and dignified engagement. He modeled this respect and casts a vision for women to find solace and safety in men, never harm. 

A great example of bystander intervention in history starts with pious religious leaders attempting to trap the counter-cultural rabbi Jesus by throwing a woman at his feet, alleging she engaged in adultery, a crime, at the time, worthy of public stoning. A clear imbalance of power, with a woman’s life as collateral for trapping Jesus, the religious leaders wondered if he might keep allegiance to the law or break from it. They made the encounter about Jesus; Jesus centered the encounter on protecting the woman who’d been dragged to the public square. Jesus first intervenes by writing in the sand as his answer to the question posed by the leaders. Her physical safety is of utmost importance as evidenced by his actions. Then, he addresses her harassers, beckoning them to examine their own lives rather than fixate on hers. Finally, he checks in with the undoubtedly traumatized woman, a mere prop in an attempt to trap a man who modeled equality and respect between the sexes. 

If bystander intervention was effective 2,000 years ago to protect and uphold women’s dignity and safety, and has modern success in the military and on university campuses, maybe there’s room for the men in our community to prevent harm before it happens? Maybe we can right cultural wrongs? Maybe before learning of Brand’s misconduct, we’ll learn of a bystander who stepped in before a sexist slur was accepted in everyday conversation or intervened when a woman was uncomfortable. Since the issue is not weak femininity but toxic masculinity, maybe men can learn to say, “Enough is enough.” 

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Education
Leading
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.