Give us each day our daily bread

Why the political parties cannot understand farming.

James Cary

James Cary is a writer of situation comedy for BBC TV (Miranda, Bluestone 42) and Radio (Think the Unthinkable, Hut 33).

A man stands looking baleful next to a row of red tractors

Jeremy Clarkson re-considering the farming life.

Amazon Studios.

Go to the Labour Party’s ten election pledges. Search for the word ‘farm’. I’ll wait.

You’re not going to do that, are you? Fair enough. Let me tell you happens when you do. Nothing. You won’t find the word ‘farm’. That absence is revealing.

Or is it? Am I just being parochial? I’m not a farmer, but the son of a farmer and raised on a dairy farm in Somerset. It was a relief to my parents that I didn’t want to follow them – and every other Cary throughout history – into the family business, as the good years were clearly coming to an end. My parents sold their herd of cows a few years before Mad Cow Disease. They bought sheep for a variety of slightly perverse incentives. After a few years they discovered sheep are the worst, since they find all kinds of imaginative ways to die. The only bit of luck they had on the sheep was selling them before the Foot and Mouth epidemic hit.

Farmers in the UK have gotten used to being ignored by politicians, even though 70 per cent of the UK’s land is farmed. So what’s the plan for how over two-thirds of the country is going to be managed, given that Labour are certain to win? It’s hard to tell.

I found a more detailed manifesto on the Labour Party website, based around five Labour policies called ‘Let’s get Britain’s future back’. Idiotic nonsensical slogans notwithstanding, I did find one mention of the word ‘farm’. But only once. And it was part of the word ‘windfarm’. Labour is more interested in the farming of wind than the farming of wheat, cattle or vegetables. That managed air might explain where their slogan came from.

It is no wonder that the rural communities don’t trust Labour. According to FarmersGuide.co.uk, only 28 per cent said “they believe Labour understands and respects rural communities and the rural way of life”. But it’s not all bad news for Labour. The Tories are trusted even less, having dropped down to only 25 per cent. In short, the people in the countryside have no confidence in politicians.

The reason agricultural policy gets so complicated is because we have a great deal of knowledge but no wisdom.

You need only to watch Clarkson’s Farm to understand why this is the case. Farmers have been subject to an enraging mixture of overregulation and political indifference. Some of this has been Brexit. Some has been bureaucratic incompetence.

But there is another more fundamental problem. I discovered it when reading The National Food Strategy. This was a document courageously commissioned by the Conservatives in the hope that someone else would come up with some coherent policies for the countryside. It runs for hundreds of pages plus footnotes and sources and is an impressive piece of work. It pulls together issues around land use, food security, climate change, food inequality and obesity.

These issues are all interconnected. In fact, they are interdependent. How can they not be? You have to consider them all together. But once you open these cans of worms you end up with all kinds of other questions about pesticides, genetic modification, food waste and the identity of the maniac canning worms in the first place.

The reason agricultural policy gets so complicated is because we have a great deal of knowledge but no wisdom. We understand crops on a molecular level. We can design gigantic machinery to efficiently administer the correct dosage of pesticides to individual plants. We can theorise about animal bedding until the cows come home. But we can’t make decisions. That requires wisdom.

Wisdom is discernment, choosing between two good things – or making a decision based on the lesser of two evils. We can’t do that, because we can’t decide what is very good, what is good, what is okay and what is evil. Everything is practical pragmatic politics. You do what works. Except how do you define ‘what works’? For whom? Based on what?

Because we can’t make decisions, we end up having to balance entirely valid concerns about climate, obesity, food inequality, subsidies and the life cycles of bees. But we can’t do it. It’s too complicated. It produces anomalies and perverse incentives. The result is middle-aged men taking their own lives because TB-ridden badgers have ended up with more legal protections than tenant farmers.

We would do well to look to our ancestors. They lacked our granular knowledge but they had wisdom which, according to the Bible, begins with ‘the fear of the Lord’. They ploughed the fields and scattered the good seed on the land. They understood that our food doesn’t come from our brains, our labs, our factories or our highly integrated just-in-time delivery systems. Our food comes from God. As the Psalmist writes:

He makes grass grow for the cattle,
     and plants for people to cultivate—
     bringing forth food from the earth:
wine that gladdens human hearts,
     oil to make their faces shine,
     and bread that sustains their hearts.

Psalm 104

That’s why our predecessors ask for God’s blessing on their tools on Plough Monday in early January. It explains ‘Rogation days’ in the spring when the entire congregation would wander round the fields asking for God’s blessing. There was Lammastide when the harvest was beginning to ripen in early August. And every Sunday, the congregations prayed this central line of the Lord’s prayer: ‘Give us this day our daily bread’.

Jesus was good at bread. He was so good, he didn’t even need wheat to make it. He could feed five thousand families from a handful of loaves. It’s interesting that avowedly atheist regimes – like Stalin’s Soviet Union and Mao’s China – end up with mass starvation.

Our own society has turned its back on God. We have made ourselves gods. And after much consultation and two hundred pages of background and policy – plus foot notes - it turns out that food is a lot harder than we thought. Omniscience and omnipotence are really handy which it comes to a coherent plan for 70 per cent of the land in the UK. Rather than another National Food Strategy, let’s just have Psalm 104. Right now, our farmers are prepared to try anything.

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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.