Review
Christmas culture
Culture
Film & TV
6 min read

The twelve days of Christmas TV

What to watch across the festive season.
At a Christmas party, friend smile, laugh, and collapse in a heap on a sofa.
This is occurin'.

Christmas approaches! We are soon to begin the twelve-day marathon of celebrating the birth of Christ through food, drink, and…collapsing in front of the telly! It is a season of great joy and gladness, but also one of physical and mental exhaustion. To make it all a little easier I have finely combed through the Christmas edition of the Radio Times to present to you the one can’t miss televisual offering for each of the twelve days. Consider this my gift to all the readers of Seen & Unseen; hopefully a little more practical than a partridge in a pear tree. 

 

On the first day of Christmas my telly gave to me…  

Gavin & Stacey: The Finale 

Christmas Day, BBC 1, 9pm 

The first G&S Christmas Special is an annual tradition in my household. My wife and I are guaranteed to watch it at least once in the run-up to Christmas. It is an example of a truly perfect piece of television: masterfully combining the necessarily contrived and mawkish sentimentality of Christmas telly, and the absurdist/realist/deadpan comedy that endeared the series to so many. The comeback Christmas Special in 2019 was a let-down on the night (I had such high expectations) but has grown on me over the years: nowhere near as good as the original, too self-referential and mannered for its own good, but still darn-funny, and acting as a rather sweet meditation on aging and parenthood. Christmas Day is all about family – be it our own family, or the Holy Family of Bethlehem – so why not see the day out in the warm glow of the Shipman-West family. 

On the second day of Christmas my telly gave to me…  

Zulu 

Boxing Day, Channel 4, 3.50pm 

This one is personal for me. This is one of the first films I remember watching with my father, around the Christmas season. Glorious cinematography, a pacey plot, an electrifying final set-piece (which, 60 years later, is still more engaging than most of the bigger budget CGI shlock you can see today), a smattering of Welsh patriotism, and Michael Caine doing a posh accent. This is a classic for a reason: the remarkable story of the Battle of Rorke’s Drift combined with a searing and sympathetic exploration of the British class system, ending with a meditation on both the unifying and horrifying nature of war. If you’re suffering from over-indulgence on Boxing Day I can’t think of a better tonic. 

On the third day of Christmas my telly gave to me…  

Pitch Perfect 

27 December, ITV 2, 9pm 

The sequels very much delivered diminishing returns, but the original is such a wholesome piece of film-making. A celebration of music, growing-up, sisterhood and girl-power…it is feel-good fare from beginning to end. Anna Kendrick shines with raw singing-star-power, while Rebel Wilson provides just the right amount of comic relief. After the high of Christmas Day, and the slow come-down of Boxing Day, this film is like a warm bath of feel-good aca-enjoyment. 

On the fourth day of Christmas my telly gave to me…  

Maggie Smith at the BBC 

28 December, BBC 2, 7pm 

A celebration of the career of Maggie Smith on what would have been her 90th birthday. If that precis doesn’t hook you, then we can’t be friends. 

On the fifth day of Christmas my telly gave to me…  

The Fugitive 

29 December, Channel 5, 4.35pm 

I can’t think of many thrillers better than this. From the very first scene this film has you on the edge of your seat asking the most terrifying of existential questions… 

WHY DOES HARRISON FORD HAVE A BEARD!?!?!?  

The tension only ratchets up from there! Harrison Ford plays the character he was born to play: a slightly gruff man, down on his luck, full of ingenuity, trying to prove that he didn’t murder his wife. Tommy Lee-Jones is similarly expertly cast as the long-suffering law-man who doesn’t follow procedure…no, he feels the case in his bones! The film rips along as such a rollicking pace that you’ll feel like it’s just started by the time it has finished. 

On the sixth day of Christmas my telly gave to me…  

Rocketman 

30 December, Channel 4, 9pm 

The music of Elton John is indestructible.  

On the seventh day of Christmas my telly gave to me…  

Jools’ Annual Hootenanny  

New Year’s Eve, BBC 2, 11.30pm 

By now this is has become a cross between a National Treasure and a National Institution, and I cannot comprehend people who see the New Year in with anything else on their telly. 

On the eighth day of Christmas my telly gave to me…  

Airplane! 

New Year’s Day, ITV 4, 9pm 

This is the funniest film ever made. That is an indisputable fact, whether your metric is quantity or quality. The jokes come at a machine-gun rattle, and every single one hits their target! Absurdism, slapstick, wordplay, and the straight-face of Leslie Nielsen…THE FUNNIEST FILM EVER MADE! 

On the ninth day of Christmas my telly gave to me…  

Master & Commander: The Far Side of the World 

2 January, BBC 2, 10pm 

Russel Crowe deserved to have this film be the start of a worldwide phenomenal franchise; especially as Patrick O'Brian left us with twenty novels to work from. Crowe embodies Captain Jack Aubrey perfectly – oaken and noble and solid. Teaming him up with Paul Bettany for the second time is a masterstroke, as they bicker and play-off each other like old friends. There is action, emotion, intrigue, drama, and naval tactics. What isn’t to like? 

On the tenth day of Christmas my telly gave to me…  

The Silence of the Lambs 

3 January, ITV 1, 10.45pm 

Anthony Hopkins serves us up plenty of leftover Christmas ham with his performance. His Hannibal Lecter is intelligent, sophisticated…and essentially and pantomime villain. His Hannibal is hammy with a capital H! Please don’t misunderstand me, I enjoy the performance and the film, but it isn’t a patch on Brian Cox’s bone-chillingly subtle, understated performance in Manhunter. Anyway, this is a terrifying film in the best way possible. Putting Hopkins aside, the performances are all spot on: Jodie Foster gives us an ingénue who’s vulnerability is both a weakness and her greatest strength, and Ted Levine is indescribably creepy as serial-killer Buffalo Bill. After ten days of Christmas lulling you into a soporific stupor, this flick is the icy wake-up you need! 

On the eleventh day of Christmas my telly gave to me…  

The Graduate/Rain Man 

4 January, BBC 4, 9pm/11.20pm 

Early-career Dustin Hoffman or mid-career Dustin Hoffman: take your pick. The is no wrong answer. 

On the twelfth day of Christmas my telly gave to me…  

Aliens 

5 January, ITV 4, 9pm 

The rarest of creatures: a sequel which surpasses the original. Sigourney Weaver is iconic, and is the prototype for all future female action heroes. James Cameron takes Ridley Scott’s original claustrophobic horror masterpiece, and morphs it into a war-movie to rival ‘Saving Private Ryan’. It is a superb adrenaline-rush of a film. At the end of twelve days we can all echo Bill Paxton’s immortal words: Game over, man! Game over! 

MERRY CHRISTMAS! 

BONUS GIFT… 

Carols from King’s 

Christmas Eve, BBC 2, 6pm 

One of the finest examples of Anglican liturgy, perfectly combining atmosphere, music, and scripture. I’ve written a little article explaining why the service of Nine Lessons and Carols is a treasure we must not lose.

Read now

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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.

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