The felled tree: decoding the destruction

The deliberate felling of an iconic tree is a story that author Theodore Brun had heard somewhere before, prompting him to explore the reactions to it further.

Theodore Brun

Theodore is author of the historical fiction series The Wanderer Chronicles. He previously studied Dark Age archaeology at Cambridge, and afterwards worked in international law.

A felled decidious tree lies sprawled on the ground. The freshly sawn stump and roots are in the foreground

The stump of the felled sycamore tree.

Wandering wounder, CC BY-SA 4.0, via Wikimedia Commons.

News of the felling of the Sycamore Gap Tree was greeted across the country with shock, sadness and disgust. Shock at the wanton vandalism; sadness at the loss of an iconic feature of our British Isles; disgust at the kind of nihilism it must have taken in the mind of whoever did the deed. Predictably social media blew up. I blew up with it. This was ‘our’ tree - held which such affection by those of us who knew it across the nation as to be almost sacred. The spiteful disregard for that affection felt truly shocking.

The most natural reaction to this is anger. “Throw the book at whoever did it!’ was the general feeling - whether it was the 16-year-old boy first arrested or the 60-year-old man detained later. No motive could justify such a mindless act.

But then came the double shock for me. A jarring recollection that it was the story of the felling of another great tree that had been the seed of inspiration from which grew my entire historical fiction series, The Wanderer Chronicles. And in that story, the man doing the felling seemed to me something of a hero. The tree in question was a mighty oak, dedicated to Donar (better known as Thor) the god of thunder, which once stood in the province of Hesse in central Germany. In the early 8th century, an English missionary, known to history as St Boniface, took an axe to Donar’s Oak, a sacred place of worship to the local pagan inhabitants, even as a large crowd of them stood by raining curses on his head. Boniface would have justified his act of vandalism on religious grounds: the tree was the site of horrific human sacrifice and rituals of witchcraft, and must be destroyed, in part to prove the impotence of this pagan god.

Shocking as his act must have been, Boniface’s aim was not to offend. It was to overthrow. To overthrow a system of religious and spiritual oppression. A system of cruelty, death and bondage. In a sense, it was an act of expulsion of false gods who demanded everything and promised nothing in return. That would have been his justification, at least. And in its place, he intended to plant a new culture of faith, freedom and forgiveness; of truth and love. It’s telling that he used the timber from the fallen oak to build a church.

The event marked the beginning of the widespread destruction of many sacred groves and other places of pagan worship in the decades that followed, symbolic of the supplanting of one pre-existing culture by another, more powerful culture on the rise.

So, can Boniface’s good intentions be distinguished from the apparently nihilistic felling of the Sycamore Gap Tree in our own day? I think they can. But no doubt many would disagree.

After all, these days, we find the idea of one culture asserting itself over another almost as abhorrent as the human sacrifice Boniface was trying to suppress. Certainly, to post-modern sensibilities and values, religious motivations no longer justify any kind of cultural vandalism. Few would have much sympathy for the Taliban’s destruction of the Buddhas of Bamiyan in 2001. Nor for the deliberate arson attacks in the mid-nineties on over fifty churches in Norway by neo-pagan Black Metal bands. Even today, the demolition of a Palestinian mosque by Israeli shells as an act of retaliation attracts media opprobrium, no matter the human death toll that provoked it.

So, is there any good for which vandalism may be justified?

In a world and culture that feel ever more divided, perhaps the Sycamore Gap Tree, even in its destruction, can give us some hope, some fleeting moment of cultural unity.

The protest actions of environmental groups like Just Stop Oil or Extinction Rebellion fall into that vein, and strongly divide opinion. They proclaim a new gospel of environmentalism. Turn around, mend your ways, and be saved. (Although is it really just an old message of paganism: Appease the gods of sun and thunder or else face oblivion?) In any case, it’s a message burning with no less zeal than did old Boniface’s. And while they may not agree with their methods, many would at least agree with their cause and motive. The question is: how far can you stretch a point?

The fact is that there is much that we do not agree on. Borders, taxation, healthcare, education, marriage, sex and gender, even what constitutes a human life. Cultural divisions seem to grow only wider. Increasing mistrust has us standing in opposition to one another - vitriol and disdain filling the space between us. Two tribes in a stand-off. Rather like the two hills that form the gap where that beautiful tree stood until last week. The gap is empty now. The tree is what brought them together. The tree was what completed the whole scene. Without it, we see only the empty air between the two opposing hills.

In a world and culture that feel ever more divided, perhaps the Sycamore Gap Tree, even in its destruction, can give us some hope, some fleeting moment of cultural unity. Trees still represent to us an essential good. Their existence transcends the passage of our short lives. They stand through storm or shine. They sink their roots deep into the good earth. They stretch their limbs up to the skies. They are a metaphor for a life well lived.

The felling of this iconic and beautiful tree is a pang we can all feel, the more so because it seems to have been done as a naked act of vandalism with - so far - no justification offered. Maybe this then is its greatest legacy: that, rather than reaching for the easy emotions of anger and blame, we can transcend our differences for just a moment. And allow ourselves to be reminded that, more than we ever realised, we loved that old tree. And we shall miss it now it’s gone.

If we can all feel that, perhaps there’s hope for us yet.

The Sycamore Gap Tree as was.

A black and white photo show a single mature tree silhouetted in the gap between two hills..

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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.