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Christmas survival
9 min read

Navigating your reality of Christmas

Recounting how Christmas changed for her, Lianne Howard-Dace re-evaluates the story and experiences of the season.

Lianne Howard-Dace is a writer and trainer, with a background in church and community fundraising.

A shopping street is crowded by taxi cabs and buses while above it a Christmas illumination of an angel hangs over all.
Jamie Davies, via Unsplash.

When I became a Christian thirteen years ago, I had to figure out how I might blend the sacred and the secular and rediscover what Christmas meant to me. 

Each December, millions of people celebrate this occasion, without faith or religion necessarily playing a role. Nearly 90 per cent of people in the UK celebrate Christmas each year, despite only around 46 per cent of people identifying as Christians and only 5 per cent regularly attending church.  These people create memories for their children because they cherish the ones their parents created for them. They decorate their house because it feels good to break up the darkness of winter with a riot of light and colour. They gather with their loved ones because it’s great to have an excuse to catch up. They eat and drink together because there are few pleasures greater than enjoying Yorkshire puddings and roast potatoes with your nearest and dearest. These experiences may even be quite spiritual, though they won’t always be recognised as such. 

Of course, the secular Christmas has taken on a mythology of its own. The image I have painted above is true, but it is not the whole picture. Whatever our beliefs, we need to be careful not to make an idol of the “perfect Christmas”. Not every family can afford to eat lavishly. Not everyone has people to celebrate with. For some, late December may mark a different anniversary altogether, and be a hard time of year. Even as someone who would readily say they love Christmas, I have had my fair share of family and romantic dramas that have made some years hard.  

If all you’ve ever known each Christmas is a turkey roast and visits from Santa, how can you look beyond the gift-giving and feasting which you have previously focused on, to discover the Jesus narrative within Christmas? You do not have to discard all those other things if they bring you joy, but you will start to notice that there is more going on in the marking of this holiday than you had previously considered.  

Underneath the tinsel and baubles you will find Mary and Joseph in a cattle shed, with the infant Jesus lying in a manger. Perhaps there will be animals, and visitors bearing gifts as well. And you will think that you know the story. You’ll remember your role as a shepherd in a school play and playing silent night on the recorder. You’ll remember that Christmas is all about the birth of Jesus. And Jesus is the son of God, or something like that? 

An all-powerful God could have revealed themselves to the world in an infinite number of ways. They could have come as a giant, towering over everyone. They could have arrived in a fiery chariot pulled by snow-leopards. They could have come riding a robot, ready to overthrow the Romans. 

If the school nativity play is your primary reference point for what Christianity has to offer your life, what does it really tell you about Jesus, and why he matters? Familiarity breeds contempt. So, many people see the nativity scene year after year and dismiss it out of hand. The son of God being born as a baby 2,000 years ago is just a fairy tale. It blends in amongst the snowmen and reindeer, as just another motif of the festive season. 

The nativity has become deeply sanitised and is so far removed from our modern way of life in the Global North, that for most it can be hard to see what it is trying to tell us. And if you never enter a church or meet any Christians, who is going to show you? Even as someone who was inquisitive and interested in spiritual things, for a long time, I compartmentalised the ‘churchy’ bit of Christmas as something for other people.  

In looking again at Christmas I have found that yes, it tells us a lot about Jesus. But also, it tells us so much about God the Creator. An all-powerful God could have revealed themselves to the world in an infinite number of ways. They could have come as a giant, towering over everyone. They could have arrived in a fiery chariot pulled by snow-leopards. They could have come riding a robot, ready to overthrow the Romans.  

But instead, at a time when 30 per cent of infants didn’t live to see their first birthday, God comes to earth as a baby. A tiny human with a soft bit on the top of his head and blurry vision, who can’t stay awake for more than an hour or so, and needs his nappy changed every half hour. That speaks to me not of a God who is far, far away in some magical realm, or a God who wants to control and oppress us, but of a God who deeply understands and respects the human experience. Who is right in the amniotic fluid, and the blood, and the crap of life, with us. 

Believing that Jesus is not just the Son of God but also, somehow, Godself at the same time, can take some serious mental gymnastics when you approach it as a cerebral exercise. But when you allow yourself to see and feel the stories afresh, and ask yourself what each of them is revealing about God, God’s relationship to us and God’s relationship to our world, it can start to make an odd kind of sense.   

I remember how full my heart was when I learnt that the name you’ve maybe heard Jesus called in carols – Immanuel – actually means ‘God with us’. For me, discovering this gem hidden, tucked away beneath what I thought I knew about Christmas, was extraordinary. Because, God had been with me all along. 

God was with me that first disorientating Christmas after my parents’ divorce. God was with me when I was 19 and randomly went to Midnight Mass after four gin and tonics. God was with me when the dog ate our gingerbread house, roof and all. And God was with me when I laughed at my nephew trying his first Brussels sprout. 

But the incarnation – the humanity of Jesus – being so pivotal to my faith, I actually find great comfort in envisaging Jesus’ birth as messy and complicated, as the rest of us. 

When I think about what it means for God to become a flesh-and-blood person, I find it can be helpful to imagine the humanity of the nativity. To add a layer of realism we don’t often see. Now, I have never given birth, but unlike many childless, or childfree, people in the West, I have witnessed a birth. With the confidence gained from having endured childbirth twice already, when my mum went into labour with my brother, she refused to go to hospital. I think her exact words to my dad were, ‘The midwife can ******* come to me’.  

This happened early one June morning in 1992, and I, aged six, was awoken around 6am by my mum’s screams. Going to investigate what on earth was going on, I was surprised to find my nan open the door to my parents’ bedroom. She told me that the baby was coming, and that I should go and occupy myself by getting ready for school.  

Having had the birds and the bees talk at a relatively early age, I was quite keen to get a good look at what was going on. I couldn’t see much, as there were four or five adults crammed into the modest master bedroom of our terraced house. But I could see my mum in the birthing position, I could sense the intense nature of what was happening. And, even after my nan closed the bedroom door, I could hear the noises. Few on-screen depictions of birth have come close to really capturing what happened in our house that morning, even on my beloved Grey’s Anatomy.  

I went downstairs to make myself a bowl of cereal. I have no idea what my then three year-old sister was up to at this point, but it’s quite possible she slept through the whole thing. After watching some classic 90s kids’ TV (Playdays, anyone?) I went and changed into my little grey skirt, white polo shirt and navy sweatshirt to get ready for school. I then went to brush my teeth, only to be confronted by a disembodied umbilical cord in our bathroom sink. I must have made a commotion at this stage, because I remember the midwife coming to explain what this peculiar mass of blood and veins and tissue was, and suggest that I brush my teeth over the bath on this occasion.  

My mum couldn’t avoid hospital completely, and she and the baby went off in an ambulance; she for stitches and he for routine checks. As they were bundled off, my nan and dad came downstairs carrying the double mattress which had just welcomed my little brother into the world. It was practically soaked through and they balanced it on top of the rotary airer in our garden to dry in the spring sunshine. Of course, I delighted in the opportunity to regale my whole class with all the graphic details of this experience when I eventually arrived at school. 

It seems to me that if Jesus himself is not spared a painful, bloody death, it’s unlikely to me that Mary would be spared a painful, bloody birth. Let’s not forget that the gospels were written by men, who were likely removed from the messy women’s business of birth, and perhaps wouldn’t have seen how powerful including this might have been. 

Perhaps people find it respectful to narrate the birth of Christ in a clean and painless way. If Mary is the virgin mother of Christ, or even immaculately conceived herself, then surely she would’ve been spared the birth pains which Eve inflicted on her sisters? But the incarnation – the humanity of Jesus – being so pivotal to my faith, I actually find great comfort in envisaging Jesus’ birth as messy and complicated, as the rest of us. Perhaps Mary had terrible morning sickness throughout her pregnancy like my sister, perhaps Jesus was born earlier than expected like my cousin, perhaps he had the cord round his neck like me.  

We can take what is good and true and life-giving from wherever we find it during the Christmas period. 

It would be easy to end this article by saying that once you become a Christian and you know what Christmas is really all about, you should become worried about it being secularised and not taken seriously. You should drastically change your own behaviours and practices around Christmas. But this would miss the fact that God was already with us all along, even if we didn’t realise it.  

For those of us with a foot in both camps of the sacred and secular Christmas, the journey doesn’t end when we find faith. There are certainly things we’ll want to re-evaluate - the rampant commercialism of Christmas for one thing - but we don’t need to throw the baby out with the bath water. Having unpicked what we thought we knew about the Christian Christmas, we can rebuild, reconnect and redefine what Christmas means to us now. We can create our own traditions and work out how to interweave them with those of our friends and family who may not share our faith.  

I’ve never actually been to church on Christmas morning, because there are traditions in my family that I do not want to miss. The croissants and jam we eat for breakfast in our PJs every Christmas morning are a sign of God’s abundance. I will find a lull in the day, when others are snoozing or watching TV, to pray a prayer of gratitude for them. I will have spent the month leading up-to Christmas attending services and events to help me reflect on and anticipate the coming celebration of Christ’s birth. I’ll also have eaten a chocolate every day to help me count down to the day itself. And after we’ve had our Christmas dinner on Christmas Eve (very Scandinavian, I know), I will go to Midnight Mass. That is the moment when it works for me to really immerse myself in the faith aspects of Christmas. 

We can take what is good and true and life-giving from wherever we find it during the Christmas period. We can celebrate loved ones reuniting, and that the days will soon become longer, not in spite of what we now know about God and Jesus, but because of it – because of the richness and new dimensions it adds to our lives. When we know that everything is a gift from God, it makes the presents our friends and family have chosen for us all the more significant, not less. 

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Education
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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.