Our human tribe

A famed photographer's exhibition about Amazonia prompts Jane Cacouris to consider the wider issues.

Jane Cacouris

Jane Cacouris is a writer and consultant working in international development on environment, poverty and livelihood issues.

Amazonia from the air.

Neil Palmer/CIAT, Wikimedia Commons.

'What drew me back to the Amazon? …it was to savour afresh the unparalleled beauty of this vast region. For me, it is a last frontier, a mysterious universe of its own, where the immense power of nature can be felt as nowhere else on earth.'

These are the words of world renowned Brazilian photographer, Sebastião Salgado, in the foreword of his book, Amazônia. Over a period of six years, Salgado travelled around the Brazilian Amazon photographing its sweeping landscapes: forests, rivers, mountains, as well as the people who live there. A photograph of a Yanomani tribe on the edge of a vast vista with a towering mountain shrouded in cloud in the distance is an extraordinary snapshot of his travels. Salgado documented the daily lives of a dozen indigenous tribes, capturing on camera their warm family bonds, traditional dances and rituals, the artistry of their body painting and means of survival – hunting and fishing. Although Salgado was unable to communicate by speaking to the tribes he visited, he describes vividly how the human emotions he shared with his hosts - to love, laugh, cry and to feel happy or angry – served as their common language. He says:

I felt at home in my own tribe, that of all humans, where myriad systems of logic and reason are interwoven with my own, with those of Homo Sapiens.

During a recent trip to Rio de Janeiro in Brazil, I visited Salgado’s Amazônia exhibition at the Museu do Amanhã (Museum of Tomorrow) in the centre of the city. The photographs are awe inspiring, all in black and white. They depict lush rainforest vegetation, winding rivers and waterfalls. Beautiful people with dark eyes, mainly naked, dressed, feathered and painted according to their tribal traditions sit against a black canvas backdrop or are portrayed in their natural surroundings. Salgado’s talent lies in capturing the epic beauty of the region’s landscapes, but also the delicate detail of the individual faces of the people he photographs. Each person looked straight at the camera lens – and as I looked back at them, it was as if I could see a little of their soul and personality. To the right of each portrait is the name of the person, and a note about their role in the tribe; a reminder that each face is not just a stunning photograph, but a human being who is valued and respected.

But Salgado’s portrayal of the Amazon rainforest, often referred to as “the world’s lung,” is not simply remarkable visual artistry. It is a powerful reminder of a number of issues that we collectively face today as a global tribe of human beings.

For over 10,000 years, humans have enjoyed an inter-connectedness with our natural environment, tending and living off the land. And this is still the case with the Amazonian tribes who rely so tangibly on tapping into the rainforest’s renewable wealth and provision – its animals, fruit, nuts and medicinal plants. A growing body of evidence shows that globally, indigenous people are especially good at sustainably protecting their territories. This is no exception in the Amazon; the indigenous reserves legally ringfenced by the Brazilian government are the areas that are most pristine. The areas where tribes have been driven out have been damaged irretrievably.

With our human quest to develop, the past two hundred years has seen a slow positive global trajectory towards eliminating absolute poverty, reducing conflicts and improving human rights. Encouraging on paper. But this positive change has come at a huge cost to our environment. Ironically, the same expanding global economy which has driven improvements in development and social justice, is based on fossil fuels and high consumption of natural resources causing climate change, mass extinctions and pollution. The results of these changes are hitting the world’s poorest communities the hardest – those who have done the least to cause them. The delicate balance that has existed between humans and our natural environment for millennia is being thrown out of kilter.

COP27, the annual UN global climate conference took place in Egypt at the end of 2022 and the impact of the climate crisis on vulnerable countries was finally on the agenda. It is promising to see growing public support from across the world for action. More people than ever before – including Christians and churches – are speaking up for climate justice, campaigning, joining marches and praying for change. Christian NGOs and pressure groups, such as Tearfund, Christian Action, and World Vision to name a few, are often at the forefront of climate campaigns.

So why are Christians calling for climate action? First, it’s an issue of ownership. As campaigner Ruth Valerio explains: the Bible tells them that creation was made by Jesus, through Jesus and for Jesus. Therefore, this world that was made brimming with abundance and vitality has immense value to God. The world is not ours to do with as we please, it belongs to its creator who has entrusted it to humans to care for. Second, it’s an issue of justice. The outworking of climate breakdown, such as global temperatures rising, floods, drought and extreme weather events has a disproportionate impact on people in poverty and who are already vulnerable, affecting their livelihoods, health and security. Christians believe that we’re all made ’in the image of God’. This speaks powerfully of equality between each one of us within our global human tribe.

Therefore acting justly means responding to the needs of our global neighbours, not only our immediate communities. The Bible says ‘Speak up and judge fairly; defend the rights of the poor and needy’. Christians – especially those living in privileged countries with social safety nets and funds to invest in climate resilience – are asked to stand up for equality and justice, calling on those in positions of power to make decisions that protect those who are more vulnerable, as well as this Earth that belongs to God.

At COP27 these Christian groups joined with countries vulnerable to the impacts of climate change to call for justice in climate financing. It’s a simple but radical case of compensation; rich nations who have already used far more than their fair share of carbon to develop their economies should now pay for the unavoidable “loss and damage” experienced by those whose homes, livelihoods and even lives are being lost as a result of the climate crisis. The protection of the Amazon also remains a critical theme.

Addressing the COP27 conference, Brazilian President Elect Lula said,

There is no climate security for the world without a protected Amazon.

Visiting the Amazon rainforest with my family in 2019 I was stunned, like Salgado, by its majesty and magnitude. Sleek, dark waters teeming with fish and crocodiles, trees with trunks that curved and curled, and the cacophony of sounds and song – amphibians, birds and beasts - that accompanied the sudden blackness of the night that fell like a curtain. This is creation as God meant it to be – in all its life and vitality. Can our vast human tribe, scattered and concentrated across the earth, who all laugh and cry and love under this single sky, unite and make the critical decisions needed to care for each other and our world? The protection of Amazonia is only one part of the solution, but it’s an integral part. So will we act? Before it’s too late and Salgado’s extraordinary photographs become simply a segment of history showing future generations the way it used to be?

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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.