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
Culture
Fun & play
Holidays/vacations
5 min read

How were your holidays, Molly-Mae?

How to deal with the disappointment of influenced vacations

Susan is a writer specialising in visual arts and contributes to Art Quarterly, The Tablet, Church Times and Discover Britain.

Influencer Molly_Mae poses beside her luggage.
Where next?
@mollymae

The thrill has gone. So gone. Holidays, once the highlight of the year have become bottomless seas of disappointment. When the luxury travel bestowed on influencers like Molly-Mae Hague amounts to “not done one fun thing”, how can holidays become joyful again? 

Travellers’ tales have always dappled dark through the light. Whose heart does not go out to the Wedding Guest, cornered into listening to the Ancient Mariner’s story of seafaring mishaps in Samuel Taylor Coleridge’s poem? Even St Paul found some of his Eastern Mediterranean journeys trying: “in toil in hardship, through many sleepless nights, through hunger and thirst, through frequent fastings, through cold and exposure.” Taking a different tack, Chaucer’s seasoned pilgrim the Wife of Bath, with Jerusalem, Rome and Santiago under her belt, advised seizing whatever opportunities for pleasure your location afforded:  

“I made my visitaciouns, To vigilies and to processiouns, To prechyng eek, and to thise pilgrimages, To pleyes of miracles, and to mariages.” 

Admittedly the scope for miracle plays and marriage proposals is limited in a travel landscape of overcrowded airports beset by delays, ‘lively’ cruises and plane rage. Other people and sky-high expectations are travel’s inescapable bugbears. 

A mother of two who left a Mediterranean cruise early, because of fellow passengers’ drinking and raucous behaviour, according to reports had paid £3,000 for a fortnight’s family holiday. Working out at less than £72 per person, per day it’s difficult to know how the cruise company could cover the costs of providing full board and sailing around the Med, let alone supply staff for the allegedly tardy vomit cleaning on deck.  

Cheap travel always comes at a price. But we wish it didn’t. BBC’s Race Around the World is wildly popular because it presents budget travelling with the tedium edited out, or at least fast forwarded. And with medical teams and security advisers on hand, to protect contestants from serious harm. This is a world away from shoestring travel as we know it: getting transport and arriving at times of day nobody would choose, waiting in the freezing cold or boiling heat and weighing up the loos’ likely state against your growing desperation. Budget airlines let us travel amazing distances at, sometimes, amazing prices, but the hard currency we pay in is time, as protracted boarding, cabin bag size cat-and-mouse at the gate, peripheral runways and middle of nowhere airports, devour the hours.  

But media exhortations to ‘see the world’ and digital nomad lifestyles, regardless of resources, airbrushes this reality away. Except when travellers fall ill having ‘forgotten’ or trimmed travel insurance from holiday budgets. Then their Go Fund Me appeals, complete with hospital bed photo, are treated with derision, echoed by rafts of comments delighting in the misfortune and pain that ‘serve them right’. 

Into this moral soup of self-pity for our own travels’ pitfalls, scorn for those even less successful at having a good time than we are, and envy towards travellers who buy their way free of inconvenience, land influencers such as Molly-Mae and sister Zoe-Rae.  

Instagram’s illusionary nature does not diminish the hard work and talent needed to create an endless stream of beige outfits and bikinis by the pool image

In July Molly-Mae lamented to her 8 million Instagram followers that she had “not done one fun thing all summer”, despite sharing trips to Budapest, Dubai, St Tropez and Disneyland Paris. Notwithstanding flying by private jet, Disneyland Paris was at times “unenjoyable” due to the school holiday weekend crowds, and visitors surreptitiously taking phone photos of the influencer and recently reunited partner, boxer Tommy Fury. A more recent trip to the Isle of Man in a new £86,000 motorhome, acquired by Tommy so their two-year-old daughter Bambi could experience more “normal” holidays, also had its challenges.  The “spontaneous” journey from Cheshire “literally booked the ferry to the Isle of Man an hour before we needed to leave”, was marred by ferry delays, navigating to the camp site, and their toddler’s vocal displeasure at a disrupted routine, resulting in Bambi being “so unhappy”.  

Also in July, Molly-Mae’s fitness influencer sister Zoe-Rae, told her 645,000 followers that Uluwatu in Bali proved so disappointing, she and husband Danny abandoned their anniversary trip after 48 hours. Zoe’s chief lament was the difference between their experience of the resort and what social media had led them to anticipate. “We came here with high expectations... Lovely places to eat and beaches, and lovely gyms and coffee shops. But I don't think the reality of Bali is shown much at all, and I do think it is down to a lot of influencers posting the more luxury side of things.” Zoe’s “lot of research” was not enough to bridge the gap between the reality of being in densely populated Indonesia, ranked an upper middle-income country by the World Bank, with wide income disparity and welcoming up to 16 million tourists this year, and Instagram’s filtered images. 

For sisters who make a very good living from social media, it is intriguing the staged nature of Instagram images did not overly inform their travel decisions. Influencers’ shots of travel perfection come from, sometimes physically, pushing out people and necessities of everyday living from scenes. What is presented as relatable or aspirational is fantasy. 

Instagram’s illusionary nature does not diminish the hard work and talent needed to create an endless stream of beige outfits and bikinis by the pool images. But the aspirational, five-star lifestyle this is supposed to represent feels like something dreamed up by marketing or algorithms, rather than a true representation of individual desires. Influencers’ flurry of bizarrely timed ‘luxury’ travel should be read more as work contracts than recreation. 

Succession creator Jesse Armstrong deliberately created the world of media mogul Roy family to be bland, beige, corporate luxury, with each under-appreciated home around the globe looking like the other. Community, local culture and people other than the Roys go unacknowledged. In an event with Armstrong, former Archbishop of Canterbury Rowan Williams said the phrase “boring as hell” is no accident, and that to live life purely for our own pleasure and gain, without connection to others, is a living hell. 

The rise of ultra endurance sport holidays such as the UltraSwim 33.3 in Croatia, recreating the distance of swimming the Channel, marks a trend for travellers seeking transformation rather than relaxation from time off. Humans evolved through facing challenge and adversity. 

And such transformation is not only the preserve of the sporty. Last year on a tour of eastern Romania’s painted monasteries, a monk showing us Neamt Monastery’s candlelit, skull-filled catacombs said travel taught two things: life is lived in days not years, and to learn to be patient and accepting of each other, however long it took. If Molly Mae’s family fancied taking their new motorhome on eastern Romania’s authentically surfaced roads, discovering the joy in each finite day, and finding locals’ and fellow travellers’ inherent worthiness, rather than irritants to be airbrushed away, that’s a post we could all relate to. 

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