My conversation with… Louise Perry

Re-enchanting sex. Yes, you read that right. Belle Tindall reflects on her somewhat spicy conversation with Louise Perry for the Re-Enchanting podcast.

Belle Tindall

Belle is the staff writer at Seen & Unseen.

A woman smiles as she speaks into a microphone. In the background is Big Ben.

Louise Perry recording at Lambeth Palace Library.

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Radical feminist. Counter-feminist. Arch-conservative. Progressive puritan: the name Louise Perry comes with a milieu of labels attached to it, and after spending a couple of hours in her company, I would suggest that not one of them can adequately contain her.

Louise has written and released an utter grenade of a book. Love it or loathe it, you simply cannot ignore it. The Case Against the Sexual Revolution is exactly what it claims to be, a thorough (and admittedly compelling) dismissal of the notion that the 1960s sexual revolution was a leap forward for the well-being of women. According to the book, the idea that it was/is some sort of feminist victory is simply a myth, or more sinister than that, a lie.

If Louise is wrong, she has boldly given us the opportunity to enjoy disagreeing with her and her provocative views. But if there is even an ounce of truth in what Louise is suggesting, then it surely needs to be shouted from the rooftops.

Personally, I found myself in both agreement and disagreement while speaking with her for the Re-Enchanting… podcast. I’ll start with the disagreements, of which I admittedly wish there were more.

Where I have tended to focus my feminist efforts on achieving equality among the sexes, Louise is promoting wellbeing.

Louise defines herself as an agnostic, I define myself as a Christian, we both define ourselves as feminists. And yet, in what is perhaps an unexpected turn of events, Louise sits in a more conservative space than I do when it comes to what that feminism tends to look like. Maybe that makes me the exact type of person for whom her book was written. Where I have tended to focus my feminist efforts on achieving equality among the sexes, Louise is promoting wellbeing. And, according to Louise, they simply are not always the same thing. A solution to a society where masculine attributes are always favoured is not, Louise suggests, to encourage women to assimilate these masculine attributes (for therein lies the ultimate flaw in the sexual revolution). Rather, we should demand that our society learn to value attributes that are distinctly feminine, such as motherhood.

In hindsight, I wish I had asked Louise what such a society would look like for me, who is not a mother. How can I be valued? Are women who don’t, for assorted reasons, fit the mould of wife and mother inevitably pushed to the margins of this kind of ideal? Is the discrimination that we may face simply a result of the un-traditional unfolding of our own lives?

There is so much truth in Louise Perry’s bleak diagnosis of our modern sexual ethic, it almost hurts to hear it. The thing is, it needs to be heard.

That, and her emphasis on evolutionary biology as the primary explanation behind sexual assault (something which, working at a rape crisis centre, she has witnessed the trauma of in close proximity), are where Louise and I come to a fork in the road and seemingly favour differing routes. Call it naivety, but I suppose I leave a little more room for redemption and innate goodness in my worldview (and therefore, a lot more room for the condemnation of societies that propagate male violence because I have decided to expect, and therefore ideologically demand, more from men) than evolutionary biology tends to allow.

Despite this, I would suggest that there is so much truth in Louise Perry’s bleak diagnosis of our modern sexual ethic, it almost hurts to hear it. The thing is, it needs to be heard.

We spoke a lot about ‘sexual disenchantment,’ something which she mentions in her book. In keeping with Max Weber’s definition of such, sexual disenchantment is the (very recent) idea that sex is meaningless; it is just one of the many social interactions we have on any given day, akin to making a coffee for a colleague in the office, or meeting someone for a game of tennis. There is nothing inherently unique, sacred, or distinct about it. At least, not if one decides there isn’t. Any meaning attributed to sex can be an added extra.

The interesting thing, according to Louise, is that while society may believe on some ideological level that this is true, most of us simply do not live like it is. Afterall, if there is no unique understanding of sexual activity, there can be no unique understanding of sexual assault. As Louise chillingly stated, if this were the case, rape would just be a form of theft. And yet- both instinctively and legally, that is not how we perceive it.

Therefore, whether we like it or not, Louise forces us to ask ourselves this deeply uncomfortable question: is such a disenchanted perception of reality truly benefitting women in the way that we have been told that it is? Or is she right, have we been sold a lie? Is it time to make a societal U-turn and re-enchant sex once again?

Listen to our episode of Re-enchanting… Sex with Louise Perry and come to your own conclusions. Whether you agree or disagree with what she says (or, as in my case, a little of both), you’ll be mightily glad that you did.

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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.