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Sustainability
6 min read

The whole love song of the garden

Listening to a garden and its gardener, high in the Andes, has Anthony Baker recalling an old song.

Anthony is a theology professor at Seminary of the Southwest in Austin, Texas.

A Garden in the heart of the Andes
Image generated by Dan Kim using Midjourney

Saint Augustine taught that whenever we witness a true relationship of harmony forming in the world around us, we hear a new version of the oldest song there is: the music of the Triune God. In the mountains just east of Medellín, Colombia, I met a man whose ear was attuned to this music.  

Fincas of the silleteros 

I was there with my wife, visiting her many aunts and uncles and cousins who had remained in the homeland when her own parents immigrated to the United States. One Saturday when they were off work and out of school, the family said they wanted to show us the fincas de los silleteros, or country estates of the chair-bearers. That sounded confusing enough to pique my curiosity.  

On the winding road out of the city, Stephanie's cousin gave me a brief history of the fincas. The indigenous and mestizo peoples of the region have for countless generations farmed this rich mountain soil, specializing in flowers that, once the Spanish arrived, the farmers would sell at markets in the growing colonial city of Medellín.  

Through the centuries of Spanish imperial presence, a strange and unique tradition developed. The poor inhabitants of the region, mostly but not only the Indigenous peoples, would tie chairs to their backs and carry elderly, wealthy, sick, or pregnant Spaniards through the Andes passes and into the villages and city. A sure-footed peasant could offer a smoother trip than a mule or a cart. The famous linguist and world-traveler Alexander von Humbolt was among the first Europeans to document this practice. 

Moonlighting as silleteros, the local farmers of the region decided their backpack chairs could serve also as baskets when it was time to carry their flowers down to the markets. Properly stacked and carefully transported, they could walk the five or so hours to the market without losing many petals and so have plenty of flowers to sell. They would return to their fincas with chairs full of rice and beans and corn meal and other market goods.  

Listening to the garden 

The history of the region is even more complex than all of that, involving the closing of flower markets, a dramatic protest by the silleteros, and the beginning of Feria de las Flores, Medellín's largest annual festival. 

As we followed Don Fidel, the reigning patriarch of one family of silleteros, I got the feeling that all that richly layered history served as backstory to his primary occupation: caring for his beloved flowers. The festival was tradition, and the tourists like me paid the bills, but Don Fidel's first love was clearly his garden. 

Our guide led us on a meditative walk through the plots, apparently oblivious to the rain that was pelting us with increasing strength by the minute. As we walked, he pointed out to us the various species he nurtured. Geraniums, calla lilies, roses, hydrangeas, and many that I didn’t know the English names for: pascua (or "lovers’ flower"), astromerias (“lily of the Incas”), button de oro, claveles, campanitas, clavellinas

Walking the hillside that his grandparents once farmed, Don Fidel was deeply familiar with the soil, the slopes and waterways, the rhythm of sunlight and shade. He knew where to look on the mountain horizon for rain clouds that might make it to his acreage.  

Because of the way he'd grouped his flowers, he knew that the predatory bugs would be near their prey, and the system would find a balance. 

He even told us some secrets of his garden. He had both personal and ancestral memory of the various species, and knew to group certain communities of flowers together to keep them healthy. He told us that the word "pest" is just a consumerist term for a living thing that threatens economies. In gardens and farms, we tend to eliminate them with chemicals. Don Fidel told us that all those pests lived in his garden as well, but because of the way he'd grouped his flowers, he knew that the predatory bugs would be near their prey, and the system would find a balance. For extreme cases he showed us the simple mixture he made from the flowers themselves that he used to "fog" the garden, much like the pre-Columbian peoples did with toxic tobacco leaves. 

Don Fidel was listening deeply to the music of his garden.  He heard the refrain of the insects and flowers about what it was they most desired. And it wasn't chemical spray. 

The music of sunflowers and bees 

This circular living economy enabled a remarkable new birth within the garden. Toward the end of the tour, when the rain had driven most of the family back onto the wraparound porch of the house, Don Fidel was proud to show my wife and me what he’d learned about his sunflowers.  

The sunflower (girasol: "sun-facer") is a big draw for the shops in the city. Everyone wants the classic, grand, bright yellow flower. The particular variety grown in that region is sterile, modified by many generations of laboratory hybridization.  But the gardener one day noticed something curious about the sterile male flowers he planted. A big group of them bloomed darker, nearly violet, and smaller, with multiple flowers on each stem. Why was this happening? It didn't seem to be disease, so he didn't worry. He just listened for a new melody. 

Soon he found the culprit: honey bees, flourishing in the garden thanks to Don Fidel’s aversion to chemical pesticide. The proximity of the lab-altered flowers to a cousin-species meant that bees could travel naturally from one sort to the next. The cousin was fertile, with both carpel and stamen. When the bees landed on the genetically modified girasoles, they brought the other pollen along with them. Remarkably, this landing changed the genetic makeup of the sunflowers and rendered them fertile once again. It undid generations of artificial selection to bring forth new life and new beauty.   

The music of the triune God 

When Saint Augustine contemplated the Trinity, he said that God is something like a lover and a beloved who find one another. Like a sunflower and its once estranged sexual partner, watching one another across a swath of shorter garden flowers.  

It's a flawed image in many ways, as Augustine himself admits. God does not "begin" as two independent beings, like the two flowers do. We might say that the triune God's image is reflected in the whole love song of the garden, the harmonious melody the organisms make together.  

At the heart of Augustine’s analogy is the observation that two can only become one if a third, a gift, passes back and forth between them. In theology, we call this third character the Holy Spirit. In Don Fidel’s garden, it’s the bees. They land on the faces of the one and the other, transferring the gift of being and life in the pollen clinging to their feet.  

  

Notice also how the three—the sunflower, its distant cousin, and the bee—are also one. The bee owes all that she is to the flowers: her habits, her communicative dance, the hairs on her feet. She is not just a bee looking to gather nectar from separate organisms called flowers. She is a living extension of the flower, the flower’s winged desire for life and fertility.  

The same holds for the flowers: they become what their apian lover asks them to be, in surprising ways that not even the bee, let alone Don Fidel, could have guessed. 

In other words: the love song of two is always a song of three. The lover, the beloved, and the gift of love itself that passes between them and forms a new celebration of their bond.  

This, Augustine says, is the song that God sings from all eternity. And it's the song, remixed a thousand ways, that creatures of earth come to sing.  

Because he kept listening, Don Fidel heard a melody few of us would have noticed. A less curious gardener would have uprooted the “flawed” blooms and replanted the flowers that the shops down the mountain were asking for. As the rain soaked my clothes, I said a prayer of gratitude for his patient curiosity, and for the love that binds the world together. A love whose proper name, according to the theologians, is God. 

 

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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.