The Paddington paradox

With a tip of his hat, he brings a trace of grace to every life he touches.

Krish Kandiah

Krish is a social entrepreneur partnering across civil society, faith communities, government and philanthropy. He founded The Sanctuary Foundation.

A cartoon bear, wearing a blue duffel coat and red hat, rests his arms on a rock against a mountainous background

Paddington ponders Peru.

StudioCanal.

It appears that Paddington, the nation’s favourite unaccompanied asylum-seeking bear, has finally been issued with a British Passport, 66 years after stowing away on a boat from South America and two years after eating marmalade sandwiches with Queen Elizabeth II on her Platinum Jubilee. In the brand-new film Paddington in Peru, we discover what happens when he uses his passport to return to his country of birth to visit his old Aunt Lucy.

Will Paddington be reunited with the kind-hearted bear who brought him up after he was orphaned in an earthquake? Where will this leave the Brown family, who have been fostering him for the best part of seven decades? Indeed, where will it leave the rest of us who have embraced Paddington as one of our own? Will Paddington even return to 32 Windsor Gardens, London?

It is not only his address and passport that evidence Paddington’s Britishness. This bear, who has captured the hearts of children and adults alike, has become as quintessential a British icon as Harry Potter and James Bond. This despite his Latino heritage, his status as an unaccompanied asylum-seeking bear, as well as his vast array of cultural faux pas. His earnestness, modesty, curiosity and unfailingly polite manners more than compensate, it seems, for his frequent dramatic mishaps and his uncertain immigration status. With a tip of his hat, he brings a trace of grace to every life he touches – from refuse collectors to antique collectors, from convicted criminals to window cleaners. Everywhere he goes chaos is met by kindness, compassion and positive transformation.

Paddington seems to typify the best of what Britain stands for. Everything about his story is a celebration of the power of British hospitality. His creator, Michael Bond CBE, was inspired by the incredible hospitality of the people of wartime Britain who gave sanctuary to evacuee children in the Blitz as well as the families that provided loving homes for Jewish children fleeing the Nazis via the Kinder Transport in 1939. He once told a reporter:

“We took in some Jewish children who often sat in front of the fire every evening, quietly crying because they had no idea what had happened to their parents, and neither did we at the time. It’s the reason why Paddington arrived with the label around his neck”.

Aunt Lucy in the first Paddington movie makes this connection most clearly. She reassures Paddington who is nervous about what awaits him at the end of his dangerous journey, saying:

“Long ago, people in England sent their children by train with labels around their necks, so they could be taken care of by complete strangers in the countryside where it was safe. They will not have forgotten how to treat strangers.”

Despite the xenophobia that frequently comes across in our media, there are many Great British people who haven’t forgotten how to treat strangers.

I wish I was as confident as Aunt Lucy about our country’s memory. When I watch the news and hear the anti-immigration rhetoric from some of our politicians, I fear that too many people in Great Britain have forgotten how to treat strangers.

The Bible recognises the enormous potential for amnesia on this issue. In its first five books there are no less than 36 reminders to welcome the stranger: hospitality was always supposed to be a priority of personal and national identity. Later on in the Bible we are shown what this looks like by Jesus, who welcomed the sort of strangers nobody else had time for – the poor, the downcast, the marginalised, the vulnerable, the sick, the homeless, the forgotten, the unpopular and the ethnically suspect. Finally, towards the end of the Bible there is another reminder in the book of Hebrews:

“Don’t forget to welcome strangers.”

Despite the xenophobia that frequently comes across in our media, there are many Great British people who haven’t forgotten how to treat strangers. Tens of thousands of families have made rooms available to Ukrainians fleeing war over the past three years. Churches and charities and communities and schools and workplaces seem to have a wonderful habit of embracing those who are different, or who need a helping hand.

This is what I call the Paddington Paradox: despite all the talk of tightening our borders, and reducing immigration, despite a summer of racist riots and yet another spike in hate crime cases, despite growing pressures on limited housing supply, and cost-of-living-related struggles, we love to think of our country as a hospitable one. We celebrate the welcoming of strangers – from the Kinder Transport to the Homes For Ukraine scheme. One of our most beloved national treasures is an asylum-seeker, albeit also a fictional bear.

This week is my foster son’s birthday and so I am taking him and some of his friends to the cinema to see Paddington in Peru. To my surprise nearly all his friends’ parents have asked to come too! We are all looking forward to seeing how Paddington and the Brown family fare as they make a perilous journey on a small boat into the Amazon rainforest, and are forced to rely, once again, on the kindness of strangers.

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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.