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Leading
Politics
3 min read

My problem with the polls

Chasing the polls hobbles the leadership we really need.

Jean Kabasomi works in financial services in London. She also writes and broadcasts. 

A graphic shows two political opinion poll questions and bar graphs.
Political opinion polls.
YouGov.

Recently reviewing the media’s coverage of the riots in the UK, I came across an article in The Telegraph that both surprised and annoyed me. It outlined an opinion poll conducted on the government’s response to the riots. It claimed that 49 per cent of the population were unhappy with the Prime Minister’s response to the riots. 

Now, you might be wondering why I was annoyed by the article. For me, IF opinion polling is to be used it has three principal applications. First, it might be used to understand how people intend to vote in an upcoming election. Secondly, polling might be used to inform governments or public organisations. They might want to understand how a policy could impact the general populus or a specific group of people. Or measure whether a policy is having its intended impact or not. Lastly, polling might be used by a government to gauge how its overall programme is being received by the population it was elected to serve.  

Polling, in my view, is not supposed to be used   to ask the general public about the day-to-day functioning and decision-making of a recently elected government. Again, you might wonder - why does this matter?  

Well, you don’t need to be a polling expert to know that trust in politicians in developed democracies around the world is at an all-time low. The prevailing view is that politicians are out for themselves, lack integrity, do not believe in anything in particular.  They are happy to provide their opinion based on whichever way the wind is blowing.  

The blame for this is often placed at the feet of those politicians. The argument is that the calibre of people choosing politics is far lower than it has been in previous generations. As such we have a group of leaders who do not believe in what they tell us. Others argue the toxic culture of social media, the overall decline in moral standards in Western democracies and the rise of the culture of the individual, also contribute to fewer common norms on moral expectations.  

All of these are true and do intensify the situation we find ourselves in. But I think there might be a more fundamental problem that is rarely addressed. Instead of politicians getting on with the job they have been elected and therefore delegated to do, they are constantly trying to please people instead of serve people. 

Politicians are having to constantly try and not say the wrong thing on social media or in a tough interview. They are, more and more being urged to respond to polls (often commissioned by the media) and the resulting stories about the day-to-day functioning of government. In any sphere of life, it is virtually impossible for any leader to make a good decision if they are constantly forced to question whether they are making the right decision not because it might harm the people they are leading or serving but because it might not be received well.  

If we want the calibre of our politicians to improve, our current crop needs the freedom to govern, oppose and lead without the need to please us. 

Both Jesus and St Paul spoke of the contrast in pleasing people instead of being led by God (or your convictions). Jesus said that you cannot serve two masters. You will either hate one and love the other or be devoted to one and despise the other. Here, the contrast in question is between money and God. But the principle remains the same. Politicians cannot govern effectively if they are trying to win a popularity contest at the same time.  

This does not mean that politicians should not be held accountable. They should be able to explain and justify the policies and decisions they make within the confines of the system that they have been elected into. In the UK, this includes Parliament, engagement with constituents, in-person surgeries and meetings, party management, and dialogue and examination by the media. It should not include weekly polling data which seems to serve the purpose of generating cheap content and fleeting headlines.  It prevents the politicians from taking difficult but necessary decisions and stifles debate on challenging topics.  

If we want the calibre of our politicians to improve, our current crop needs the freedom to govern, oppose and lead without the need to please us. They need to feel compelled to serve us. Not only will this lead to better decision making but it will also encourage ‘stronger’ candidates to enter politics knowing that they have the freedom to contribute to a better society for all. 

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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.