Article
Culture
Re-enchanting
4 min read

A prophet in springtime

A visit to a spring, surrounded by marks of belonging, prompts Andrew Rumsey to consider the purpose of property.

Andrew Rumsey is the Bishop of Ramsbury. He is also an author whose writing centres on themes of place and local identity.

An oak tree stands over a field and fence, behind which, in the distance, rises a man made hill with a flat top.
Swallowhead Spring with Silbury Hill in the distance.
Jim Champion, CC BY-SA 2.0, via Wikimedia Commons.

After weeks of winter the land awaits its consolation. Unfurling woes roll out so regularly that media feeds read like lament, a psalmody of untethered sorrow. The temptation is to withdraw into immediacy, of course, and purely field the incoming as if sat in a gaming chair of perpetual reaction, spotting and batting away the next insurgent.  

When we cry for strategy perhaps what we really mean is prophecy – strategy being inorganic, mechanistic, hardly adequate for the times. After all, how do you map a scene that is constantly changing? Our present panic seeks good words from the world to come, where no one but God has been. But in an age that sniggers away divine possibility the Lord is afforded the past tense alone. We shall, I suspect, come to regret being so confident of our own purposelessness.  

What if our absent-minded land were a place of promise, and we had simply forgotten?

What characterizes this world is a kind of dogged amnesia: collapsing past and future into a monotonous present. ‘There is no remembrance of former things; neither shall there be any remembrance of things that are to come with those that shall come after’. Like the rivers, he suggests, that run into the sea before their ascension and condensation start the cycle again. But what if repetition is not our destiny, and we inhabit instead an ecology that is radically open? What if our absent-minded land were a place of promise, and we had simply forgotten? 

What is clear, however, is the enduring need to mark territories where meaning or identity has been found: our arrow-hearted initials notched into the bark.

Prophecy returns to the origins of things in order to seek and sketch what is to come. So, after its overflow last week, I am drawn to revisit Swallowhead Spring, near Avebury in Wiltshire, where the River Kennet rises and begins to drain down into the Thames. Like many such sites round here, the signage indicates conflicting claims on this landscape. A ‘Pagan Britain’ sticker has been slapped upon an anti-littering notice and the trees are frilly with ribbons and dangling dream catchers, the symbolism of which escapes me. What is clear, however, is the enduring need to mark territories where meaning or identity has been found: our arrow-hearted initials notched into the bark. Lovers and villagers would apparently come to Swallowhead Spring for Good Friday picnics, before shinning up the then-accessible Silbury Hill. When I last visited in October, it was just a dry basin with a slightly sludgy brook, but now I can hardly approach for the cataract. 

Back home, a bubble-wrapped book has arrived, being the proceedings of the 1941 Malvern Conference: a source I am exploring for clues to the current and future condition of the beleaguered English Church. Under the shroud of total war, Archbishop William Temple gathered an eclectic range of prelates, poets and politicians to devise a route by which the Church might offer a lead to society in the new world that would, at some point, emerge. It is immediately striking in its erudition and reach, addressing the fundamental concern that ‘the true end of man’ had lately been obscured by the pursuit of wealth.  

The purpose of work, and education, therefore, needed recovering – but with personality, not product, at its heart. Progress was, however, almost derailed by a Christian Socialist attack on private property, which T. S. Eliot, among other conservative delegates, rebuffed. Hard, perhaps, to imagine the same debate stirring such feeling today, although any consideration of social justice surely must. As H. G. Wells once observed, from the earliest times society was a mitigation of ownership – the mutual recognition that co-operation needed to override competitive possession if humanity was to flourish. The matter was finessed at Malvern in fine Anglican style, with the following resolution: 

It is a traditional doctrine of Christendom that property is necessary to fulness of personal life; all citizens should be enabled to hold such property as contributes to moral independence and spiritual freedom without impairing that of others; but where the rights of property conflict with the establishment of social justice or the general social welfare, those rights should be overridden, modified, or, if need be, abolished. 

This was synthesis, not fudge, I choose to think – and helpful in reaching a similar conclusion lately, while trying to locate my true north, politically speaking. The conservative in me tends towards continuity, local institutions and the Parable of the Talents, in its acknowledgement of unequal gift and yield; the radical abhors squandered privilege and exploitation of the poor for personal gain. Naboth’s vineyard may be the place, therefore, given that I am firmly in favour of covenantal ownership, which either serves the common good or is reckoned to be in deficit. 

The conservative fallacy is to recycle the sins and sinecures of our forebears and call it tradition; the equivalent on the Left is to be perpetually uprooting and call it liberty. Amid their own peculiar failings, the Christian has – somehow – both to belong and not belong, to possess all and yet nothing, in search of a country that is forever ahead. 

Article
Comment
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.