Article
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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. 

 

Article
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Education
5 min read

Why the RE teacher recruitment crisis is a problem

In the week that over a quarter of a million young people sit their GCSE Religious Studies exam, Paul Smalley analyses the crisis in religious education -demand for which is rising.

Paul Smalley is a Senior Lecturer in Religious Education at Edge Hill University and a Local Missional Leader in the Diocese of Liverpool. 

Students sit in a classroom.
Credit: Get Teaching

I could have laughed at Nick Gibb, the Minister of State for Education recently – but unfortunately, I don’t think he was trying to be funny.  What caused my outburst of hilarity was a written answer he had given to a parliamentary question.  The question had been asked by Catherine West, a shadow minister, and was enquiring about what steps the government was taking to ensure that recruitment targets for religious education teachers are met.  As the daughter of a headmaster and a practising Quaker, it seems reasonable that she might take an interest in such matters; she is clearly aware of the recruitment crisis that is threatening the teaching of the subject in schools up and down the country.  This awareness seemed to be lacking in the Minister of State’s response.   

The first part of his answer was to report that the number of teachers remains high. And of course, he is correct – the number of Full Time Equivalent Teachers in England has remained fairly steady at around half a million for the last few years. What he didn’t mention is that there are over a quarter of a million more pupils now than there were five years ago. The pupil to teacher ratios in secondary schools has risen each year since 2013. Every teacher needs to teach more pupils.  Last year the recruitment target for teachers was missed by some way and will be only slightly better this year. 

Gibb’s answer was designed to suggest that there was no problem, nothing to worry about – when in fact there is a crisis. 

But the question was about RE teachers specifically. And again, Nick Gibb chose his answer carefully, choosing the one year (2020/21) in the last ten when the recruitment target for RE teachers was exceeded – the year that the target was substantially reduced.  In 2022/23 the recruitment target was missed by 25 per cent.  On average between 10 and 12 per cent of RE teachers who train leave the profession within five years of training.  This is higher than the average across all subjects. 

Gibb’s answer was designed to suggest that there was no problem, nothing to worry about – when in fact there is a crisis.  Teacher recruitment for all subjects is down 22 per cent from last year. However, RE stands out, being down a third of applicants from the last recruitment cycle.

Students often describe it as the one time in school where they can think independently about the people, events and beliefs in the world around them. 

Why does it matter if there aren’t enough RE teachers? 

Religious Education is the only subject which every state school must provide for all of its pupils.  It has been this way since 1944 – but the subject has changed beyond recognition in that time. 

It is a popular and increasingly important subject for our young people to study.  Over the last five years entries to the GCSE have stood at around an average of 250,000 with entries to the full course GCSE rising by 30 per cent over the last decade. It is a subject which helps young people navigate the complex and dynamic nature of our multi religious, multi secular world. It has never been more important, recognised by wider society as vital for preparing students for life in global Britain.  

Students often describe it as the one time in school where they can think independently about the people, events and beliefs in the world around them. It is a space where ultimate questions are discussed.  Big questions such as: ‘Why do people suffer?’, ‘Is death the end?’, and ‘How should we behave in the world?’.  In an increasingly secular world, young people need a space where they can explore these questions, gain insight into how Christians, members of other faiths and non-religious people respond to these issues and develop their own understanding of their place in the universe. 

I wouldn’t go as far as some in saying that RE is an opportunity to de-indoctrinate young people against a prevailing secularising agenda, but RE is a curricular space where pupils can come to realise, that whatever their own personal background, someone’s belief or worldview, shapes and influences how they engage with and interpret the world around them.  For some people these beliefs are fundamental; there is no place of neutrality on such matters – nobody stands nowhere.  Pete Greig reminds us (in the book How to Pray: A Simple Guide for Normal People) that even those who state that they are not religious will often pray: there is a spiritual side to life, even if people fail to explicitly recognise it.  If children are growing up in non-religious households, school may be the only place where spiritual matters are discussed openly and objectively. 

High school pupils are now three times more likely to be taught RE by someone with no qualification in the subject than, for example, in history. 

Teaching young people is a demanding job, and as someone who has been training people to teach RE in high schools since 2006, I know that teaching RE demands a particular skill-set.  RE is multi-disciplinary, so it requires a teacher who understands how to think like a theologian, and a historian, a philosopher and a social scientist.  It requires academic skills such as ethnography and literary analysis, but also the people skills to act impartially, empathetically and sensitively when discussing important and controversial issues.  And all that on top of the skills required of any teacher – to manage behaviour, plan lessons and monitor progress for example.   

However, such is the level of crisis that all too often RE is being taught by non-specialists, simply because there are not enough trained RE teachers.  High school pupils are now three times more likely to be taught RE by someone with no qualification in the subject than, for example, in history.  Of those who teach RE in secondary schools over half spend most of their time teaching another subject (compared to only 13 per cent of those who teach English and 27 per cent of those who teach Geography). These same pressures contribute to many schools’ RE provision simply not being good enough. 

What can be done? 

The first step for the government to take is to acknowledge that there is a problem – with teacher recruitment across the board.  The teaching profession as a whole needs a boost – to show that teaching is an attractive career.  Significant workload reductions and pay increases will help this perception. 

But there is a specific problem with RE recruitment.  Postgraduate teacher training attracts a bursary to teach Geography of £25,000.  RE trainees receive no bursary.  I have heard of well qualified humanities or social science graduates who have chosen Geography over RE simply because of this.  In years when there has been a bursary available to train as an RE teacher, then recruitment has risen significantly.   

But what might really make a difference is a properly funded National Plan for RE to ensure it is properly resourced and taught by professionally trained teachers. 

 

For more information about becoming an RE teacher or supporting the campaign, visit: Teacher Recruitment - Culham St Gabriel's (cstg.org.uk)