Review
Culture
Film & TV
Trauma
Work
4 min read

Severance: the ins and outs of seeking oblivion

We can't contain trauma to just one sphere of our lives.

Josh is a curate in London, and is completing a PhD in theology.

In a retro-future styled office, workers stand or sit around a pod of desks.
Apple TV.

How far would you go to stop yourself doing late-night emails? Or what would you be willing to do to escape those painful memories? Severance, returning for its second season on AppleTV+, explores an extreme solution to both. 

The show follows a group of office workers at Lumon who have had their memories severed: when outside of work they do not remember what they do at work and when at work they do not know anything about their lives outside. The work-self, referred to as an 'innie', enters the elevator at 5pm and immediately finds themselves back in the elevator at 9am the next day. They feel rested without any memory of the rest. Their "outie" blinks at 9am and then it is 5pm.  

Adam Scott's protagonist, Mark, joined Lumon Industries as a severed employee working in "Macrodata Refinement" (MDR) as a result of losing his wife. In an episode early in the second season, one character recounts Mark telling them that he applied for the role because it felt like he was "choking on her ghost." Being severed offers Mark hours each working day where a version of him can work oblivious to this grief. 

Of course, Mark's employer is up to something sinister, though exactly what remains unclear even to the innies. Lumon is at times terrifying, at times goofy and always unsettling. Innies are mistreated but cannot communicate with their outie beyond what Lumon allows. Even in these conditions, the small MDR team, each with no more than a couple of years' worth of memories, find purpose in their relationships with one another and in seeking to understand their bosses' designs.  

Severance has attracted a lot of attention and reflection. Writing for the Financial Times, Emma Jacobs concludes that the show points us to our impossible longing for a boundaried life. The Northeastern University academic Tomas Elliot proposes that Severance can be read as an inversion of The Matrix: employees knowingly placing themselves in a state of naivety. Jacobs and Elliot both read the show as pointing to the paradoxical nature of modern work as both the cause of discontentment and the place many look to for a sense of purpose and fulfilment.  

Instability cannot be contained to one sphere of life. Life is hard and so is work. Neither can offer escape from the other. 

At the heart of many of the questions that Severance raises is the relationship between work and identity. Most of us live with a sense that who we are is found in our relationships. Work means something because it is one of the places we are most powerfully shaped by and shape relationships with colleagues, competitors, consumers and everyone else. Work becomes destructive when it cultivates destructive relationships in the workplace or when it displaces other forms of community and sources of identity.  

The process of severance  protects outies from the formative power of workplace relationships: their strains and their joys. No doubt we could each imagine benefits to this. However, it leaves Mark's outie paralysed by grief because he has denied himself a key source of relationships through which he could begin to heal, integrating that grief into a new sense of self. 

Just as Mark's innie is protected by the outie's grief, the outie is protected from discovering who he could be without his wife. As the series progresses, it becomes less clear whether Mark's motivation is the fear of grief's crushing burden or the fear that one day the burden may ease.  

In his book Resonance, Hartmut Rosa writes: 

Time and again, human beings come to discover that they can become "different people" in different contexts. And under the highly dynamic conditions of late modernity, the task of finding out who we really are collides… with repeatedly having to "reinvent" and creatively redefine ourselves. That said reinvention also should be "completely authentic" is surely one of the more pointed paradoxes of the present age.  

As Rosa notes, the dynamism of contemporary market forces produces a dynamism in our sense of identity, which can be experienced as instability. One response to this instability—and all the other humiliations and challenges of living at this time—is to look for ways of separating "work" and "life", to carve out a space where I can be free from constant performance and reinvention. And yet, as Severance shows us, whatever part of ourselves we designate as "life" or "outie", it cannot be free from pain and sometimes we will escape to, rather than from, "work".  

Instability cannot be contained to one sphere of life. Life is hard and so is work. Neither can offer escape from the other. Some things must be resisted and some must simply be lived with. Both can only be done together. Ultimately, both can only be done if we are held in and defined by a relationship secure through any failure or loss. Seeking such a relationship is a life's work, for both innies and outies.  

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Article
Comment
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.