Fairytale housing is building up new problems

Solve one social problem but don't cause another crisis.

Imogen Ball

Imogen is a writer, mum, and priest on a new housing development in the South-West of England.

A CGI of a new housing estate viewed from above.

Home Builders Federation.

This time last year Labour promised 1.5 million new homes as part of its election campaign. Now plans are afoot to get these houses well and truly off the ground. New housing is seen as the salvific answer to one of Britain’s greatest social problems. The housing crisis sees rent-avoiding sofa surfers, impossibly high interest rates (except from the bank of mum and dad), and a scarcity of social housing.

New builds are to the housing crisis what the fairy godmother was to Cinderella. Adequate and safe housing is an essential infrastructure for any society and is a fundamental human right. With an influx of new properties on the market, prices fall, social and affordable housing increases, and people are able to buy before their inheritance arrives. Families on housing waiting lists can live in a home somewhere they know. New housing offers Britons opportunities to find, purchase, and live in their forever, fairytale homes. In theory.

It could turn out to be a nightmare. We are instead sentencing them to social and spiritual isolation. By focusing on building houses, we fail to meet the essential human need for community, social interaction, and connection. (Wo)man is not, and never will be an island. Building homes is not enough. We must also build communities.

As we build community we safeguard against the epidemic of loneliness, segregation, and isolation

On new housing developments, organic community creation is challenging. Momentum is required to create communities. The government’s house building target does recognise the need for infrastructures such as doctor’s surgeries and schools. But these are not developers’ priorities. And they are also not enough to embed community into those new developments.

Can you imagine your fairytale home without the corner shop for an emergency pint of milk? Or without the café for bleary eyed mums and babes? Or without the play park, pub, poo bin, and postbox? Can you imagine your happily ever after will be without a local hall for big birthday celebrations, for scout groups, and for Pilates? What about a church, with bells ringing out the universal soundtrack of Sunday mornings, offering a space to breathe, to pray, and to explore your own spiritual journey?

We have recently moved onto a new housing development and have seen firsthand the need for community amongst these supposedly dream homes. We are also part of a new church here, writing a different story and weaving community throughout the development. Knowing our neighbours’ names and giving and receiving help are part of embracing social interaction. Our pop-up coffee bike is a place where people can gather and get to know one another around a nearly-expertly brewed beverage. This is the beginning of human connection within a community.

But the church also offers a place for spiritual connection. New housing without the opportunities for human and spiritual connection leave residents on a cliffhanger. The church offers people another ending to their fairytale. Because the dream-like show-home does not become our own and we are left with the disappointment of reality. The story of Jesus speaks of miracles not magic wands, redemption not Red Riding Hood, the Prince of Peace not Prince Charming. In the void left by developers, Jesus can speak, the Spirit can move, and the church can show up to offer human and spiritual connection and meaningful community.

Though these new builds may solve the housing crisis, they may also contribute to a crisis of community across our nation. But as we build community we safeguard against the epidemic of loneliness, segregation, and isolation. We imagine spaces into being so that community can flourish. Perhaps then we can look forward together to a different kind of happily ever after.

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Education

Leading

26 July 2024

5 min read

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.