Explainer
Comment
Economics
Hinduism
Monastic life
6 min read

The Merc, the monks, and the pursuit of excellence

Exploring the roots of the work ethic.

Rahil is a former Hindu monk, and author of Found By Love. He is a Tutor and Speaker at the Oxford Centre for Christian Apologetics.

A large sculpture of the Mercedes Benz three-point star stands in front of a large, low glass fronted showroom.
Mercedes Benz visitor centre, Sindelfingen.

I visited the Mercedes Benz factory in Sindelfingen, Germany, back in 1999.  It’s an event that etched a profound impression on my mind. I would even go as far as to say one of the most overpowering “Godly moments” of my life. Hold on! Before you shun me as a “materialist” or silently mutter “of course you love a Mercedes…you’re Indian!” Let me crawl out of your assumptions and rescue myself with an explanation. 

Entering the grounds of the Benz factory that cold October afternoon, my guide said that the car park alone was eight square miles of brand-new Benz’. “A robot takes each car from the factory to the car park” I was proudly told. “Germans usually don’t like any mileage on their new cars before they come to collect them, so we’ve made this arrangement to suit their needs.”  

“Of course you have,” I muttered cheekily whilst fumbling to hide my astonishment. “Is that a railway station?” I sounded like an eight-year-old who had just entered Disney World.  

“Yes, the cars are placed on the train by robots too! We send 1,860 cars via train to the river port city of Hamburg every day. From there they are then shipped to the rest of the world.”  

“Ah…,” I nodded pretentiously, as if this was something I frequently witnessed. I was in my late 20s and so trying to hide my feverish temperament was failing as each minute ticked by.  

Inside the factory the technology (even in those days) was out of a sci-fi film. A human-like robot calmly held the windscreen of an E-Class Mercedes whilst another robot released a gluey paste around the edges with precision and fluidity. It was like watching a heart surgeon operate on a human but only smoother. 

“The dashboard you see arriving on the belt above will be fitted into the main body here below within 30 seconds.”  

For a moment I thought my guide was joking with me, as back then I was a monk, dressed in orange robes and looking as if I might be resident in a cave somewhere in the Himalayas. But then I saw the robot in front of me pick up the dashboard at hand and fit it into the mainframe in 20 odd seconds! It was like a quiet day of strawberry picking on a farm for these machines.  

After being guided around the gargantuan and astounding array of technology, efficiency and elegance my guide introduced me to the General Manager. I shared my impressions with him with a tad of excitement after which he said, “thank you, yes…we tend to gather together every day for 30 minutes or so, after we close, to see where we can improve on all of this!” After that calm and casual response, I wasn’t sure whether I ought to be impressed with the staggering sophistication surrounding me…or his statement!  

Something significant happens in you when you are in the presence of excellence and those who are insistent to pursue it. 

There’s something annoyingly attractive about those who are persistent in their pursuit for excellence. It’s as if they are resiliently refining something at hand in the hope of fulfilling another deeper search in the human heart. For these enthusiasts for excellence, a beautiful Mercedes Benz is but a by-product. I’d like to say that it's the outworking of a deeper search.  

We are drawn to the beauty of detail. This impalpable gravitation can be attributed to the Divine, as many around the world do. With the precision and detail of that world around them making it possible. 

I once heard that a Book of wisdom in the Bible called Proverbs could be categorised into three parts: integrity, creativity and excellence. Although I wasn’t a follower of Jesus back in 1999, I can go back to that factory experience and call it a ‘Godly’ moment because something significant happens in you when you are in the presence of excellence and those who are insistent to pursue it.  

Luther’s understanding of the Bible and its implications on work ethic should not be underestimated. 

Nearly 350 miles north of the Mercedes factory lies the university city of Wittenberg. The home of another monk, Martin Luther, and Katherine Vona Bora, his wife – and an unexpected champion of excellence.  

After running away from her nunnery Katherine married Martin Luther and changed the work style and living standards of their lives almost immediately. Katherine had learned how to grow fruits and vegetables in the nunnery and applied this skill to the small piece of land surrounding their residence and turned it into a profit-making farm. The local Prince in Wittenberg witnessed her innovative skills and gave a small monastery for Luther and his wife to live in. Katherine used the profits of the first investment to invest in another farmland and produced profits once again- and this continued. By 1542 the Luther’s owned more land in Wittenberg than any other citizen! She had initiated such a change that sociologist Max Weber discussed it in his classic, The Protestant Ethic and the Spirit of Capitalism.

When Luther published Table Talks (based around the discussions in their home when students came to stay or visit), scholars understood clearly how his Biblical exposition (and the indirect defence of his wife’s economic model) created Europe’s spirit of free enterprise.  

Katherine’s work ethic was influenced by St. Benedict’s monastic biblical tradition which St Paul had also taught (whoever does not work, shall not eat). A bit like the General Manager at Mercedes Benz who felt that there was still room for improvement in work.  

Luther’s understanding of the Bible and its implications on work ethic should not be underestimated.  He states that a skilled mechanic “steals' ' when he underperforms at his work for which he is being paid! Not giving your best at something is also called “stealing.” Luther also writes that those who are lazy at work or unfaithful with their work are “worse than sneak- thieves.”  

One can argue that Katherine and Luther’s understanding of work ethics from the Bible gave rise to the enthusiasm for excellence across many spheres of western culture and industry.  

For me, it’s still a chuckling moment to see the often but obvious impression upon the face of a fellow Indian when they read a label marked, ‘Made in Germany.' It says something… let me just say, with all due respect that it doesn't say the same as “Made in India.” At this point in world history my fellow friends in India would agree.  

 I have known many Indians who would buy a Mercedes Benz however old or broken down it may be. On the other hand, in 2023 the German manufacturer broke all its sales records in India, growing 10 per cent year on year. (Mind you, some Benz models in India are twice the cost as those in the USA or UK)!  

So, is it just status? Or Class? No. There may be an element of wealth display, but the deeper desire is the association with excellence, hard work and efficiency. All of which Luther drew from his own Biblical comprehension as well as his creative wife Katherine Von Bora. 

Hindu Monks are not drawn into a far-off corner of Germany to see a luxury car being made. They are drawn (unknowingly) by those of us who are pursuing excellence, elegance and efficiency all of which are tied richly in the wisdom of the Bible.  

Yes, I know what you might be thinking and yes, I have visited other luxury car factories. Aston Martin is a case in point. But on returning to my fellow folk thereafter in 1999 I was surrounded by monks whose faces were struck with awe and wonder and they asked,” did you really go? How was it?” That’s the exclusive magic of Mercedes Benz. Or should I say, Martin Luther and Katherine. And how they understood the Bible.

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.