Hip hop’s pantheon rumbles

J. Cole's changing role in the battle for pre-eminence with Drake and Lamar.

Nyasha Chiketsani

Nyasha graduated from Cardiff University where he studied media, journalism and culture. He makes both hip hop and spoken word content.

Cole, Lamar and Drake.

Spirituality and religion are inseparable from American hip hop culture. Recent studies have shown that African Americans, the pioneers of hip hop culture, are more likely to be religious than any other ethnic group in America. As such, hip hop lyrics are often littered with allusions to both organised religion and more abstract spirituality. Consider Kanye West’s infamous 2004 record Jesus Walks, a song in which the Chicago native overtly professes faith in Jesus of Nazareth and pleads for his protection as he traverses through the adverse socio-economic terrain that is Black America.

Or take two of hip hop's most successful and influential artists today, friends turned enemies: J. Cole and Kendrick Lamar. As recently as his second last project, The Off Season, Cole reveals an ongoing journey he finds himself on, stating:

I dibble-dabble in a few religions

My homie constantly telling me ’bout Quran, puttin’ me on

I read a few pages and recognize the wisdom in it

But I ain’t got the discipline for stickin’ with it

Cole’s belief in some form of a deity is well-documented throughout his music. Religion, though often critiqued, serves as a continual trope in his discography. Consider his pseudo-messianic perspective on the track Want You To Fly, where he claims that:

God is real and he usin’ me for a bigger purpose…

Sometimes I think that these verses can help a person

Way more than the ones they readin’ in churches on days of worship

No disrespect to the Lord and Savior, that ain’t just ego

I just observe that them words no longer relate to people

‘Cause modern times be flooded with dollar signs

And social media stuntin’, my n****s just wanna shine

They frame of mind so far removed from the days and times

Of Nazareth

His counterpart, Lamar, is not far behind in terms of religious motifs and themes. His spiritual journey, like Cole’s, is complex and multi-layered. Early in his career, one could assume that Lamar was an all-out Christian due to lyrics on songs such as His Pain, within which the Compton artist questions why God keeps on blessing him amid his mistakes and transgressions. Furthermore, his debut album good kid, m.A.A.d city was flooded with religious overtones, the culmination being the 12-minute track Sing About Me, I’m Dying of Thirst where Kendrick and his affiliates confess their need for a Saviour, namely Jesus of Nazareth. However, as alluded to earlier, Kendrick’s spiritual journey is not as straightforward as that song would make it seem.

Though Christian virtues such as humility, altruism and charity still run through songs such as How Much A Dollar Cost, Kendrick has often been drawn to other religions, including Black Hebrew Israelism. Kendrick’s current position is uncertain, he seems to have landed on a form of religious syncretism. In his most recent album, Mr Morale and The Big Steppers, he confesses to still being a Christian “but just not today” and openly confesses to “praying to the trees”.

Both artists, surveying their immense influence across the hip hop community, both locally and globally, have developed something of a Saviour complex as they seek to promote peace and unity. Despite Cole and Lamar’s prominent themes of emotional healing and social consciousness, the two still possess a competitive edge. Cole, on the hit single First Person Shooter on Drake’s For All The Dogs album stated

Love when they argue the hardest MC

Is it K-Dot? Is it Aubrey? Or me? We the big three like we started a league

This seemed to be a profound moment of acknowledgement and respect for the three rappers on contemporary hip hop’s pantheon (J Cole, Kendrick Lamar and Drake). However, the collaboration between J. Cole and Drake clearly didn’t sit well with the Compton Cowboy, Kendrick Lamar. This seemingly uncontroversial statement triggered a response Lamar, who declared:

“Motherf**k the ‘Big 3’, *n***a it’s just Big Me”

Lamar’s verse instantly became the talk of the town as Lamar had returned from his hiatus in order to take aim at his competition. And thus, Cole’s observation from his 2019 release Middle Child that “They act like two legends cannot coexist” has proved to be true.

However, Cole, perhaps unknowingly, has showcased the character of the Christian God in choosing to forego his offence and make peace with his brother.

So, what was Cole to do in this scenario?

For the Fayetteville Emcee, it seemed like a catch-22 of sorts; on the one hand, if he chose to retaliate that could cost him a friendship (with Lamar) that spanned over a decade. However, if Cole, choosing to maintain the peace, chose to turn the other cheek, his reputation as a preeminent emcee would be brought into question.

Cole, competitive as they come, refused to be outdone and replied to his friend-turned-foe, Kendrick Lamar, on a since deleted track called 7 Minute Drill. Cole scrutinised Lamar’s most recent album Mr Morale And The Big Steppers as well as his critically acclaimed 2015 release To Pimp A Butterfly. However, within a few days of the retaliation, J.Cole made a public apology to Lamar and his fans.

Cue the trolling, the confusion and the memes.

After years of working to cement his position as an elite hip hop artist, Cole’s status as a top emcee was now being questioned. The discourse surrounding Cole quickly turned sour, for the many hip hop fans who rejoiced over the return of parity and competition to the genre, this seemed to be a cop-out by Cole. However, Cole, perhaps unknowingly, has showcased the character of the Christian God in choosing to forego his offence and make peace with his brother.

But when he began to display forgiveness and humility? That became too much for the hip hop audience to stomach.

When Kendrick Lamar subsequently began to battle the third member of hip hop's Big Three, Drake, many fans applauded Cole for staying out of the conflict.

When Cole made his public apology to Lamar, his actions more resembled those of a Gandhi, Martin Luther King or, dare I say, Jesus, than a hip hop megastar. When the opportunity for lyrical bloodshed presented itself, Cole admittedly indulged, yet quickly retracted and repented. His actions strikingly resemble the teachings of Jesus, who advocated for radical reconciliation with one’s enemies.

It seems as though hip hop was content, and even supportive, of Cole’s afore-mentioned saviour complex... but only to a certain point. Giving to the poor? Fine. Spreading positivity and uplifting the oppressed? Fine. But when he began to display forgiveness and humility? That became too much for the hip hop audience to stomach.

In Jesus’ day, it was widely hoped that a Jewish messiah arrive in the form of a military warrior, who would destroy the oppressive Roman Empire. Therefore, when Jesus of Nazareth spoke of forgiveness, love for enemies and humility, this was difficult for his audience to accept. Instead, he taught and demonstrated a different path: one where the merciful will be shown mercy.

And so, perhaps there are similarities between Jesus’ story and the scenario Cole finds himself in.

Both audiences desired kings who sought bloodshed, vengeance and dominance. But, instead, both displayed love, peace and humility. It’s easy to choose the former but it’s pricey to choose the latter.

Some ponder the existence of God and His activity in the world today and with valid and noble reasons. However, what if God’s actions and character are sometimes mediated through unsuspecting people. What if God is condescending? Not in the sense that He belittles us or speaks patronisingly to us but rather gently descends to our level and communicates in ways that we can comprehend through people that we can relate to? What if God is more human than we sometimes think? Again, not in the sense that He’s susceptible to mistakes and error like us but more so in the sense that He knows what it’s like to experience pain and injustice, joy and relief and everything that comprises the human experience? Maybe through the medium of hip hop, a culture birthed out of poverty, vocational insecurity and social instability God has spoken to us? After all, it would be much like the God of the Christian Bible who chose not to enter the world as an infant in a royal family but rather choose the ghetto of Nazareth as His humble abode. Maybe, just maybe, this hip hop feud and Jermaine Cole’s withdrawal from it was a microphone through which God chose to speak and communicate His character to an onlooking world.

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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.