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Race
4 min read

In search of Martin Luther King

Wanting to put flesh on the bones of a much-fabled tale, Ian Hamlin begins a journey in search of his hero.

Ian Hamlin has been the minister of a Baptist church since 1994. He previously worked in financial services.

A street mural of Martin Luther King quoting him.
An MLK commemorative mura.

Stories define us. Especially genesis stories, stories of formation, of how things began.  Because beginnings often harbour within them all the seeds of future growth, defining so much of what’s to come, size, shape, colour, character even, and, what’s true of the natural world, is also, so often, true for our own life journeys. 

As I embark upon a particular journey, in many ways the centrepiece of my three-month sabbatical break from my life in Christian ministry, I find myself reflecting on a bigger, longer, greater journey that has, consciously and unconsciously, shaped a good deal of that whole life. 

I’m writing these words on a train, from Boston, Massachusetts to Washington DC, eight hours through a variety of weather, landscapes, and a whole variety of provincial, and city stations, some of them famous, others vaguely familiar, still more completely unknown.  I’m off in search of flesh on the bones of a story, a much-fabled tale, of a man and his life.   

I came across a book, a thin tome and looking pretty sorry for itself, clearly already well thumbed.  I started to read it and quickly became transfixed. 

But first, more of mine. I grew up, the youngest of four children, in a pretty traditional working-class family in Bristol that, by virtue, of my parents owning their own home and my two older brothers having gone to university at the end of the 60’s, now found itself, contrasted starkly with all of my Aunties and Uncles, knocking on the door of middle-class comfort.   

By the early 80’s however, as I was preparing to leave school, that all looked, and felt, a little different. Not having acquired sufficient spiritual credits to attend the city’s church school, and with my brother’s academies having long since migrated to the private sector, I’d meandered my way through the local comprehensive, with enough wisdom to avoid most of the outcomes for which it was renowned, but not enough application to really supersede them all. What I did learn though, was a strong sense of justice, together with a certain perplexity as to why this wasn’t more universally shared and even, in some cases its absence appearing to be celebrated.   

In our playing fields and its environs there was a pretty regular flow of what today would be called ‘racially aggravated incidents’. I vividly recall one boy in my year having his legs nastily broken. What I also remember though, was the daily ritual of being handed a National Front promotional leaflet at the school gate. Difference begetting antagonism, spawning violence and demanding retribution, seemed to be the story, I hated it, and instinctively railed against it.        

My response was hardly dynamic or revolutionary. I think I went on a march or two, I remember buying a mug once, yes, I was that sort of kid, oh, and I put a poster on my wall. Again, a fairly generic image, probably bought from Athena, of a man, half a generation older than me and a whole world away. A man, on a platform, speaking, and some of the words he spoke, super-imposed over the top of him, ‘I have a dream …’   

A short while later, at a friend’s house, I came across a book, a thin tome and looking pretty sorry for itself, clearly already well thumbed.  I started to read it and quickly became transfixed, it was more speeches from this same man, yet these were different, they spoke more about motivation than outcomes, about the passionate ‘Why’ of action, more than the ‘How’ of achieving meaningful change. It was ‘Strength to Love’, a book or sermons for, I discovered this man was not a politician but a preacher.  

To cut a long story short, this encounter, these thoughts, along with a few others, caused me to translate my hitherto rather semi-detached relationship with my local Baptist Church into something more committed. Within eight years I was in London, training for ministry, and I‘ve now been in Church leadership for 30 years.  

For stories, rooted in truth, throw a spotlight on those lived, core beliefs, out of which glorious, effective, fulfilled lives develop. 

And so, our stories intertwine, mine and Martin Luther King’s, oddly, unexpectedly, yet profoundly, and so I find myself on a train, to DC, and then on to Atlanta, Montgomery, Birmingham, to dig more into his story, to discover more of my own.     

Because stories not only define us, they fuel us. Idealism is all well and good, but where does it come from, and how might it be sustained? Inspiration, is often illusive, a fiery necessity for a purposeful effective life, in any sphere, but it needs a source, something in which to be rooted.  A craving for justice, an attraction towards generous love, a passion for human fulfilment, and a whole host of other things, all seem like good and obvious things, in and of themselves, but why? And, given they are frequently costly and hard fought, from where might the motivation come to make the necessary sacrifices?  Martin Luther King did what he did because he believed what he believed, given that, it seemed obvious, inevitable, for him to act, whatever the cost. The Apostle Paul encouraged the first generation of Christian believers, living challenging lives at the heart of the empire, in Rome, to tell stories; ‘How can they hear unless someone tells them?’ he reasoned, and then, with a flourish, ‘How beautiful are the feet of those who bring good news!’ 

It seems we need preachers, storytellers, more than we do politicians.  For stories, rooted in truth, throw a spotlight on those lived, core beliefs, out of which glorious, effective, fulfilled lives develop.  With that knowledge in mind, I’m off on my journey, to experience tales, old and new, and see what they do to me, I’ll let you know what I discover.  

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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.