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.

Article
Art
Awe and wonder
Culture
5 min read

The late Pope Francis was right – Antoni Gaudi truly was God’s architect

Sanctity can indeed be found amongst scaffolding, as Gaudi’s Barcelona beauties amply demonstrate.

Jonathan is Team Rector for Wickford and Runwell. He is co-author of The Secret Chord, and writes on the arts.

Looking up at the front of Gaudi's cathedra; as the sun comes out from behind the spires.
Sagrada Familia cathedral, Barcelona.
Csaba Veres on Unsplash.

Barcelona is a magnet for tourists and art lovers because of the sense of exuberance and abundance created by the sinuous, sensuous curves and colours of Antoni Gaudí i Cornet’s amazing buildings. Whether we are encountering the shifting sea-like blues of the Casa Batlló, the abstract collage of the wave-like trencadis mosaic bench at Park Güell, the whirlpool-like undulations on the ceiling at Casa Milà, the columns in the Crypt of Colònia Güell which form a wood of trees, or the sunflower forms on the ceiling of the Sagrada Familia, Gaudí's work possesses an ecstatic sense of natural beauty. The Sagrada Familia, his still unfinished magnum opus, attracts over 4.5 million visitors a year, 85 per cent of whom come from outside Spain. 

Known as ‘God’s Architect,’ Gaudí, in one of the last acts by the late Pope Francis, was declared Venerable, a step on the path to sainthood. He was recognised for the heroic virtues which encompass faith, hope, and charity, with Divine charity being paramount. The Vatican’s announcement noted that when Gaudí  accepted the task of directing the project of the Basilica of the Sagrada Familia in 1883, his focus was “making art a hymn of praise to the Lord” and “he considered it his mission to make God known and bring people closer to Him”. Also noted was the humility of his death after being struck a tram on June 7, 1926. Unrecognized, the architect was taken to the Hospital de la Santa Creu, the city’s hospital for the poor and, after receiving the last sacraments, he died three days later, on June 10. Around 30,000 people then attended his funeral. 

The Sagrada Familia is primarily experienced as a forest of columns through which light falls in glowing colours. As in medieval cathedrals the eye is drawn upwards towards the light and glory of God, here by means of slender trunk-like columns, which branch (for reasons of form and function) before the ceiling of the basilica, where natural and artificial light mingle in star-like shapes resembling sunflower heads. Lower down, the abstract stained glass of Joan Vila-Grau filters the blazing natural light of the Catalan sun through primary colours to create a sense of mystery even among the thousands of tourists crowding the space for the best camera angles. 

Among the columnar forest and stained light (if one ignores the baldachin, which is an example of the gaudy Gaudí), there is an almost total absence of explicit Christian iconography, creating a special interior sense of spiritual space. Unlike a medieval cathedral where the Christian story is told inside in stained glass, Gaudí placed the narrative element on the exterior of the building to form a Bible written in stone through three facades: Nativity, Passion and Glory. 

Much of Gaudí's work was marked by his big passions in life: architecture, nature and his Catholic faith. He integrated into his architecture a series of crafts in which he was skilled - ceramics, stained glass, wrought ironwork and carpentry - and introduced new techniques in the treatment of materials, such as trencadis, a special type of mosaic made of waste ceramic pieces. 

After a few years under the influence of neo-Gothic art and Oriental techniques, Gaudí became part of the Modernista movement which was reaching its peak in the late 19th and early 20th centuries. His work transcended mainstream Modernism, culminating in an organic style inspired by nature. He was the great sculptor, utilising natural form in his work both for utilitarian and aesthetic reasons. He described nature as “the Great Book, always open, that we should force ourselves to read” and, as the art critic Robert Hughes recognised, thought that “everything structural or ornamental that an architect might imagine was already prefigured in natural form, in limestone grottoes or dry bones, in a beetle's shining wing case or the thrust of an ancient olive trunk.” 

It is said that Gaudí’s aim at the Sagrada Familia was to bring heaven and earth together. 

Although driven, single and celibate Gaudí was not an ascetic loner. He surrounded himself with work colleagues to whom he gave significant responsibility. He was also well aware that work on the Sagrada Familia could only be completed by the architects, sculptors and craftspeople who would follow his team and plans. Gaudí and his primary patron, Eusebi Güell, were men of great vision and vast ambition, resulting, among other accomplishments, in the Crypt of Colònia Güell, which consists only of the lower nave of what was intended to be a larger building. Their example suggests that to reach for the impossible and fail can nevertheless result in significant achievement. 

The Crypt of Colònia Güell is a culminating point in Gaudi's work, where he included for the first time practically all of his architectural innovations. He said that without the large-scale experiments he undertook there, he would not have dared apply those same geometries to the Sagrada Familia. It is the place where, according to Japanese architect, Arata Isozaki, he “overcame all established limits regarding shapes.” 

This church of Colònia Güell was blessed by the Bishop of Barcelona in 1915 and today functions both as parish church and tourist attraction. Like the Sagrada Familia, albeit on a smaller more intimate scale, its varied columns form a wood of trees. Flower-like, cross-shaped stained glass in primary colours creates a warmth to the space which is complemented by the red brick forming the walls and catenary arches of this cave-like space.  

This is a warm, womb-like enclosure; intimate yet archetypal. It is real and usable communal space while also being of great architectural worth, innovation and beauty. Here the ‘heaven in ordinarie’ of the Eucharist is celebrated in the surround of natural forms recreated by man-made means. It is said that Gaudí’s aim at the Sagrada Familia was to bring heaven and earth together. It may well be that this aim is more fully realised in the earthy intimacy of the Colònia Güell’s wooded Crypt than in the soaring grandeur of the Sagrada Familia. 

In welcoming the news that Gaudí had been declared Venerable, Cardinal Juan José Omella, Archbishop of Barcelona, said “It is a recognition not only of his architectural work but something more important.” He continued: “He is saying you... amid life's difficulties, amid work, amid pain, amid suffering, are destined to be saints.” Ultimately, he notes, “Gaudí’s life and work show us how beauty and holiness can transform the world” as they include the “recognition that sanctity can be found amid scaffolding, suffering, sublime obsession.”

Celebrate our 2nd birthday!

Since Spring 2023, our readers have enjoyed over 1,000 articles. All for free. 
This is made possible through the generosity of our amazing community of supporters.

If you enjoy Seen & Unseen, would you consider making a gift towards our work?

Do so by joining Behind The Seen. Alongside other benefits, you’ll receive an extra fortnightly email from me sharing my reading and reflections on the ideas that are shaping our times.

Graham Tomlin
Editor-in-Chief