Why I teach over my students’ heads

Successful teaching is a work of empathy that stretches the mind.

James K.A. Smith

James is a philosopher, cultural critic and author.

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.

The trouble with identity politics

Identity politics reflected two great longings, a desire for uniqueness, and a need to belong. It’s time to ditch it.

Graham Tomlin

Graham is the Director of the Centre for Cultural Witness and a former Bishop of Kensington.

A head and shoulders portrait consisting of large disc-like pixels that obscure the real person..

Photo by Vadim Bogulov on Unsplash.

I’ve been watching the remarkable documentary series Once Upon a Time in Northern Ireland, and there is one story in it I can’t get out of my mind. Richard Moore was a ten-year old boy in Londonderry in the early seventies. Charles Inness was a 30-year old British soldier in the Royal Artillery stationed in the city at the time. During a local disturbance in 1972, Inness fired a rubber bullet to disperse a crowd of youths throwing stones at a RUC base at exactly the moment the ten-year old Richard crossed his line of fire. The bullet hit the young boy in the eye, blinding him for life.

Many years later, Moore expressed a desire to meet the man who fired the gun. And so, in 2006 they met. The British soldier, cautious, a little stiff and very proper, was initially defensive, refusing to apologise as he still felt he had acted rightly at the time and in the circumstances. Moore persisted, not out of a desire for vengeance or recrimination, but simply wanting to understand. Gradually the two became friends and Inness eventually found a way to say he was genuinely sorry.

The history of the troubles in Northern Ireland is full of stories of people being murdered simply because of one part of their identity - that they were Protestant or Catholic, UDA or IRA, British soldier or Irish Republican. What struck me listening to this story was Moore’s tenacity, to get beyond the simplistic identity of Inness as ‘the soldier who took away my sight’.

Summing up what he had learnt, Moore said: ‘Finding out who he was changes everything. To me, he’s no longer a soldier, he’s a human being. A father, a grandfather – it makes a person very real. And that’s a good thing.’ There seemed to me a gem of wisdom here that can get us past much of the polarisation of modern life.

“There are two striking human passions, the passion for uniqueness and the passion for union.”

Tom Morris.

‘Identity politics’ was a term borrowed from social psychology in the 1970s and quickly gained traction. It was an attempt to enable marginalised people to find solace and support with one another, by focussing on the common characteristics of one aspect of a person’s identity. It tried to help bring particularly disadvantaged groups together by describing the common experiences they had faced.

Since then it has gained a great deal of traction and generated much controversy. So why did it hit such a nerve?

The philosopher Tom Morris once wrote:

“There are two striking human passions, the passion for uniqueness and the passion for union. Each of us wants to be recognised as a unique member of the human race. We want to stand apart from the crowd in some way. We want our own dignity and value. But at the same time, we have a passion for union, for belonging, even for merging our identities into a greater unity in which we can have a place, a role, a value.”

Identity politics was a reflection of these two great human longings - our desire for uniqueness, and our need to belong. On the one hand we all want to be special, unique, different from everyone else. On the other hand, we want a tribe to belong to, whether defined by gender, race, sexuality, nationality or the like. And so, we choose an identity that defines us, marks us off to the world, and gives us a group to belong to.

Identity politics began with good intentions. Yet the way it is often used means that it encourages me to think that once I have labelled someone with a particular characteristic, that is all I need to know about them. If I know they are black or white, privileged or deprived, young or old, gay or straight, conservative or progressive, and so on, then I know all I need to know. I can then embrace them as one of my tribe, or dismiss them as different, without any further discernment.

One of the writers of the Psalms, reflecting on his own self-awareness, wrote “I am fearfully and wonderfully made.” The reality is that we are all immensely complex beings with multiple facets, different qualities and a number of overlapping identities. My neighbour may be Asian. And knowing that, I might think ‘I know what Asian people are like – and he must be like all the others.’ Yet he might also be a father, a husband, an Arsenal fan, of Bangladeshi heritage, a doctor, middle-aged, a Labour voter, suffering from occasional depression, a 2 handicap golfer. And so on. These are all part of who he is and if I want to get to know him fully, I need to understand something about all of these elements of his identity. If I fix on any one of these as the final truth about him, and ignore all the rest, I do him a disservice. To reduce the complexity and wonder of a fellow human being to one single characteristic is surely a mistake. It is to fail to do them justice, and display an unwillingness to take the time to understand them. It is, in the final analysis, a failure to love.

The final truth about each one of us can only be what is true of all of us - that we are ‘fearfully and wonderfully made’. In that same Psalm, the writer relates his sense that the God he worships, in a way that is both comforting yet unnerving, knows everything about him:

“you know when I sit and when I rise; you perceive my thoughts from afar, you discern my going out and my lying down; you are familiar with all my ways.”

We are each one known, loved, understood in our very complexity by the God who made us, and invited to become capable of that same kind love – the love that looks beyond the surface to understand the complexities of others – in other words, to grow into the likeness of God.

Richard Moore may have been blinded by that rubber bullet in 1972. Yet in a strange way he learnt to see better than most of us. He learnt to see past the simple identity of Charles Inness as ‘the British soldier who ruined my life.’ He had the tenacity to learn that that this man was, like all of us, both complex and simple - a man with unique relationships, a history, in his own way shaped by his experience, and yet at the same time, worth getting to know in that complexity - that ultimately he was, like all of us, ‘fearfully and wonderfully made.’