What happens when you lose an election?

Spare a thought (and prayer) for the defeated.

Ross Hendry

Ross leads CARE, a Christian social policy charity.

A mayor reads an election result as a despondent candidate looks on.

Penny Mordaunt loses in Portsmouth.

BBC News.

Friday morning, 6 May 2005 I awoke wondering whether the past few months had been a bad dream, and contemplating what my future might hold. It was the day after the general election. ‘My’ party had won, but my result, while respectable, was a distant second place. So, in the wake of this election, I know what the vast majority of the 4,379 candidates who ran are feeling, which is why I would encourage us all to spare a thought and prayer for them.

Few people apart from close family and friends and the most ardent party activists will give much attention to the candidates who lost. Perhaps a few prominent politicians will be interviewed alongside pictures of the ex-cabinet member who lost their seat to a fresh-faced young candidate. But in general, life moves swiftly on, and those who lost will be quickly forgotten about.

It's understandable. We want to know what a new Government will do – who will be the leading figures shaping our lives over the next few years. If we do think about those who lost it will be in the context of the next competition – party leadership. Will there be a change in party leaders? Which ‘faction’ will come to dominate their party, and so on. This is an important consideration.

There will be hundreds if not thousands of candidates who will need to be reminded that their identity and worth is not in politics, being a candidate, or seeking the approval of local voters.

Of the 3,729 candidates not elected to sit in Parliament for the next five years many will face a similar mixture of emotions as I did on that morning in 2005. There may be regret and anger. I know for a long time I wondered whether there were things I could have done differently. Things I did not say or do that could have made a difference. “If we had planned to do this… if we could have avoided that…, should I have…” will be questions on the lips of many on Friday morning.

Personally, I also felt that there were things said and done against me that were deeply unfair, so I was also angry that the unjust had seemed to prevail. I could identify with the ancientthe ancient writer of the Psalms poetry who cried “why do the wicked prosper?” Politics is unfair and cruel. That is the reality. Too often it is not a meritocracy. Candidates lose, not because they are less able but because voters preferred another party or leader.

In these days following the election, I suspect there will be hundreds if not thousands of candidates who will need to be reminded that their identity and worth is not in politics, being a candidate, or seeking the approval of local voters. For me, I was immensely grateful for close friends and teachers who reminded me that my identity was in Jesus Christ. I was part of a holy nation, a royal priesthood and God’s special possession. God knows how those former candidates and MPs without that security will cope, which is why they need our prayers.

Being a candidate is hugely costly. Some do it for fun, others might be motivated by spite, but the great majority run because they want to serve others.

I also needed to learn what it meant to forgive. I felt that untrue claims and accusations had been made against me during the campaign, and tactics deployed that were designed to intimidate and mislead. I did feel that the result was unfair, and I was angry that my opponent and his team would stoop very low to win, But I also needed to learn how to forgive. To this day I believe I ran an honourable campaign, giving more respect than I received; and I would like to think I would have made a good MP. I believed God called me to run but I do not feel he let me down. That does not mean he still needed to teach me how to forgive my opponent. That is an ongoing process I am learning over time.

There will be many like me who will need to learn forgiveness in the weeks, months and years after the election. Like me, they may need to learn how to forgive opponents that hurt or wronged them, or learn how to forgive themselves, the electorate, or even God for not giving them their hearts desire.

And I'll pray that those who were defeated in this election will still have sense of calling to public service, despite their loss, if this is right for them. Being a candidate is hugely costly. Some do it for fun, others might be motivated by spite, but the great majority run because they want to serve others. We need to remember this in an age where people are increasingly cynical about politics and politicians.

I lived in the constituency I was running in for over four months before the election. The Monday after polling day I was back at the desk I had not seen for months. It took several months for me to slowly work out that God could still have a calling for me into the public square and that his plan was good.

There is evidence that in the current environment, good people are staying out of politics and public life because of the cost and the emotional toll it has on the individual and their family. I know firsthand some of what that means. But if good people are deterred, they leave a vacuum that will be filled by others of less capability and virtuous character. That would be a tragedy for our national life.

So, in the days after the election, I will intentionally remember how I felt nineteen years ago and send a card or text message to those who I know have lost, thanking them for their service and reminding them that God may still be calling them into public life and service, just in a different way. And I will pray for them, as I also pray for the new government, and the peace and prosperity of the UK in the next five years.

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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.