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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
Belief
Culture
5 min read

Critics and curators are missing this about contemporary artists

An interview with Jonathan Anderson

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

A metak sculpture outlines an altar, stands on a beach.
Kris Martin, Altar.

Throughout much of the twentieth century, many modern artists engaged with religion in and through their work but art critics and art historians routinely overlooked or ignored those aspects of the work when writing about it. They did so because of a secularisation agenda that overrode reflection on key elements of the art that artists were creating. 

In Modern Art and the Life of a Culture, Jonathan A. Anderson, together with William Dyrness, recovered some of the religious influences explored in the work of key modern artists by writing an alternative history of modern art. Now, with The Invisibility of Religion in Contemporary Art, Anderson has addressed the central issue, which is the way in which art critics and historians have written about modern and contemporary art. 

JE: What is it about this situation – that modern art has often wrestled with God, but critics and curators haven’t always shared that focus – that engages your interest and motivates you to write so compellingly about it? 

JA: The more I have studied and circulated through the worlds of contemporary art (first as an artist, then as a critic), the more attentive I became to significant disconnects in the ways we talk and write about religion in modern and contemporary art. Many prominent artists working today and over the past century have been shaped by religious traditions, and their works are in serious dialogue with those traditions in various ways and from various perspectives. Their relationship to religion might be highly conflicted or nuanced—it often is—but it is a live issue in their work and one can talk with them about it in their studios or in informal settings. But when one moves to the critical writing and public discussions about these artists’ works, this aspect either disappears altogether or is discussed in ways that are clumsy, stifled, or shapeless.  

The aim of a lot of my work is to understand in a non-superficial way why this has been the case, why there has been a recent resurgence of discussions of religion and spirituality, and how we might develop more substantive ways of thinking and speaking about these topics. 

JE: What did you find most surprising as you undertook the research for both books? 

 JA: I am consistently surprised at how sprawling and dense this topic is. Once one begins rethinking ‘the strange place of religion’ in the histories of modern and contemporary, the more one finds that there is an enormous amount of material that deserves renewed investigation. Both books give a strong sense of this, but chapter three in my new book is especially full of sign-pointers toward items that require further exploration. 

To give one concrete example, I found myself referring to several major curated group exhibitions that, in one way or another, significantly address topics of religion and spirituality in twentieth- and twenty-first-century art. As I began to look more seriously at the history of such exhibitions, this curiosity swelled into a huge endeavour. Over the course of several years, I assembled a long list of exhibition catalogues and other documentation—the most comprehensive list of its kind that I’m aware of—which in turn helped me not only to recognize how prevalent interest in these topics has been but to think through the diversity of approaches. A version of this list is published in The Invisibility of Religion in Contemporary Art as an appendix, and the full, updated list is also available on my website. I hope it’s a valuable resource for others. 

JE: Both books offer ideas and suggestions for constructive ways to understand, address and write about the relationship between art and religion going forward. In Modern Art and the Life of a Culture there is the idea of a charitable hermeneutic, while in The Invisibility of Religion in Contemporary Art you offer substantial new frameworks for discussing art and religion. Why is it important that the dialogue between art and religion finds paths to conversation rather than conflict?       

JA: This is an important question. The public dialogue between contemporary art and religion has been relatively dysfunctional for much of the past century, often riddled with mutual antagonisms, melodramatic controversies, misunderstandings, and mutual unintelligibility. But art and religion are complex, vital domains of meaning that have continued to deeply shape each other up to the present and that have an enormous amount to ‘say’ to one another today, both critically and constructively. My own experience is that the more the participants in this conversation become attentive to and conversant in the other’s history, vernacular, and ways of thinking, the more highly constructive and mutually enriching the dialogue becomes.  

I think this kind of dialogue has everything to do with cultivating mutual care and love of neighbour. The art world is a series of loosely connected communities full of people who are your and my neighbours. I happen to really care about these communities who make, exhibit, and talk about art, despite their problems. And the same might be said about various religious communities, who have their own problems and who often have more complicated interrelations with those art communities than is generally recognized. Wherever you’re coming from—the arts, the church, or otherwise—I’m interested in expanding dialogue oriented toward loving one’s neighbours, or even one’s enemies if that’s how it must be. At the most basic level, that means listening in a way that tries to discern others’ animating cares and concerns. 

JE: Do you see any parallels or differences between the way the relationship between secularism and religion has played out in the world of art and the way the broader relationship between the two has been shaped in Western society in the same period? 

JA: This is a fascinating but complicated question. For some people, the whole point of the artistic avant-garde was to enact and exemplify, in a highly concentrated way, the secularization of Western society. At the same time, however, it was also widely recognized that the arts have, in almost all places and times, been deeply interconnected with religion and spirituality, and this was, in some conflicted or repressed way, still likely the case for much of the avant-garde as well. 

Secularization has meant the pressurizing and pluralizing of religious belief, sometimes corresponding to disaffiliation from traditional organizations, but this has relatively little to do with an eradication or obsolescence of religious belief. Indeed, any notion of what Rosalind Krauss memorably described as an ‘absolute rift’ between ‘the sacred’ and ‘the secular’ is really just shorthand for some kind of social conflict, because there’s not really any rational way to absolutize these as mutually exclusive. Whether acknowledged or not, religion still provides the metaphysical and ethical groundings of modern secularity, and modern secularity provides the social conditions for contemporary religion. In this context, distinctions between religiosity and irreligiosity are often ambiguous, running through each of us in unexpected and ever-changing ways (rather than simplistically separating us from each other). In my view, contemporary art is highly illuminating to these broader dynamics. Anyone who has spent any extended time in the worlds of modern and contemporary art knows that they are full of spiritual and theological struggle. To put it succinctly: contemporary art is not an art of unbelief and nonpractice but an art of conflicted, pressurized belief and practice, which is theologically significant if attended to as such. 

 

The Invisibility of Religion in Contemporary Art, Jonathan A. Anderson (Notre Dame Press)