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
Belief
Books
Culture
Morality
5 min read

Jane Austen’s satire helped her survive a dark culture

Amid folly and frailty, she allowed her characters the possibility of forgiveness

Beatrice writes on literature, religion, the arts, and the family. Her published work can be found here

A regency woman writes with a quill
Juliet Stevenson stars in Jane Austen: Rise of a Genius.
BBC.

Do Jane Austen’s heroes and heroines really get the happy endings they deserve? Not exactly, argues writer and journalist Julia Yost in her recent essay, Jane Austen’s Darkness (Wiseblood Books, 2024).  

Far from an escapist Regency fantasy, Yost paints Austen’s world as one ruled by mediocrity and hatred. While believing that ‘Marriage is the heroine’s only defense against darkness’, an institution where goodness can put up a fight against moral bankruptcy, Yost also ultimately argues that none of Austen’s heroines, with the exception of Elizabeth Bennet’s in Pride and Prejudice, manage to triumph over society’s corruption.  

Most Austen readers will be able to recite a list of her villains: Mr. Wickham, Mr. Willoughby, Henry Crawford… but Yost goes beyond this, pointing out that certain universal social malaises – greed, unregulated anger, lack of charity – infect even the supposedly nobler characters in Austen’s novels. For example, Yost interprets Emma Woodhouse’s mocking of Miss Bates, Highbury’s verbally incontinent spinster, not as a sign of immaturity, but as an expression of ‘contempt’ for a social inferior. Another character in Emma, Frank Churchill, is not simply a foolish young man trying to hide an engagement to one woman by flirting with another; he actively ‘enjoys toying with Emma’, and even ‘enjoys torturing Jane [Fairfax]’, his secret fiancée, by spending time with Emma in public. Eleanor Dashwood, Sense and Sensibility’s calm and collected heroine, is guilty of moral compromise by marrying the undeserving Edward Ferrars. Mr. Bennet, Elizabeth’s father in Pride and Prejudice, is an unreformed misanthrope. Vice runs rampant in Yost’s reading of Austen’s novels. 

Not even the truly admirable men and women of Austen’s stories are spared from suffering entirely. In Persuasion, Anne Elliot and Captain Wentworth marry under the threat of the soon-to-be-resumed Napoleonic Wars. In Pride and Prejudice, the Darcys’ marital happiness, we are told in the final chapter, is not quite enough to spread moral betterment among their family and friends: Elizabeth’s sister Kitty improves greatly, but Lady Catherine de Bourgh remains arrogant, Mr. Wickham retains his rakishness, and Lydia stays just as thoughtless.  

For Yost, showing this universal moral malady does not weaken but rather strengthens the novels’ moral gravity. ‘Austen’s satire is salubrious’, she writes, and agreeing with the Austen scholar D.W. Harding, who, in his 1940 essay ‘Regulated Hatred’, argued that laughing at vice is a ‘means for unobtrusive spiritual survival’ amidst social and natural evils. Austen’s biting condemnation, in other words, is the only way to dispel the power of human vices.  

As I was reading Jane Austen’s Darkness, I found myself agreeing with many of Yost’s observations. I’ve spent the better part of the last decade writing about why Jane Austen’s satirical tone serves to make us, the readers, more aware of our failings, so Yost finds a natural ally in me.  

Despite this, I was left feeling that something was missing. There’s a dimension of forgiveness to Austen’s narrative pattern that remains largely unspoken. To be fair to Yost, that’s not the focus of the essay. And yet, I’d be remiss not to mention that, in Austen’s novels, we can’t speak of condemnation without also speaking of repentance.  

Austen’s characters are undeniably fallible. But human frailty also allows for the possibility for repentance and, ultimately, forgiveness. 

For every example of moral failure in an Austen novel, a corresponding example of true remorse can be found. Austen tells us that, after the incident where Emma mocks Miss Bates publicly, she experiences a mixture of ‘anger against herself, mortification, and deep concern’. ‘Never had she felt so agitated, mortified, grieved, at any circumstance in her life’, we’re further told, ‘She was most forcibly struck. The truth of this representation there was no denying’. Emma’s shame pushes her to admit her mistakes to herself. Something similar happens to Elizabeth in Pride and Prejudice, when she realises how blind she has been to Mr. Darcy’s goodness and Mr. Wickham’s deception. Similarly, Yost is right that Mr. Bennet’s misanthropy ‘disables him as a moral actor’, but after his daughter Lydia’s elopement with Mr. Wickham, he begins to feel the force of guilt, knowing that this might have been prevented, had he been more involved in his own children’s upbringing. And if Fanny Price, in Mansfield Park, is passive at the risk of ceasing to be a moral agent altogether, she more than makes up for it when she sternly refuses to marry the rakish Henry Crawford, a man she neither respects nor loves.  

Austen’s characters are undeniably fallible. But human frailty also allows for the possibility for repentance and, ultimately, forgiveness. As the late philosopher and Austen devotee Alasdair Macintyre argued in After Virtue (1981), all of Austen’s heroines experience a moment when they recognise their own failings, and this newly acquired virtue of ‘self-knowledge’ allows them to repent and more consciously act as moral agents in the world. 

In turn, these true acts of repentance open up the way to mutual forgiveness. After marrying Elizabeth, Mr. Darcy, who’d claimed that he couldn’t easily ‘forget the follies and vices of others’ agrees to reconcile with his aunt Lady Catherine, welcomes Lydia into his house, and even continues to financially support Mr. Wickham for Lydia’s sake. In Persuasion, Captain Wentworth eventually forgives Lady Russell for the role she played in ending his first engagement to Anne Elliot. In Sense and Sensibility, Elinor Dashwood forgives Mr. Willoughby for abandoning her sister Marianne after he confesses how much he regrets his actions.  

Even when granted to someone we may consider undeserving, this central act of forgiveness heals broken social bonds. Perhaps, it’s even more healing than the ‘salubrious’ effect of Austen’s biting satire. There is darkness in Austen, but there is also much light. And if her novels prove that moral corruption is ubiquitous, they also make the case that, despite our corrupted nature, we’re not unsalvageable: forgiveness and redemption are always within reach of humankind.  

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