Silly fun, serious question

The Pope’s Exorcist ask viewers what is it to have faith in the face of true and terrifying inexplicable evil. Priest Yaroslav Walker reviews.

Yaroslav Walker

Yaroslav is Vicar of Christ Church, Hampstead.

A priest holds a cross up in his hand in a chaotic environment while a colleague looks on

Father Amorth in action, played with commitment by Russell Crowe.

Sony Pictures.

It goes without saying that all contemporary films about demonic possession and exorcism are seen in the light of the great masterwork. 1973’s The Exorcist is pretty much a perfect encapsulation of what an exorcism film needs to have: believable characters, a strong script, proper pacing, and a genuine respect for the concept of the supernatural – all culminating in an opportunity for the viewer to wrestle with their faith. Exorcism films rise or fall by the metric this cinematic cornerstone inaugurated. I’m pleased to say that The Pope’s Exorcist does a reasonably decent job.

Let’s be clear: it’s silly fun, and a bit of candy-floss fluff, which allows Russell Crowe to launch an assault on yet another accent. Yet, sugary-sweet fun is no bad thing, and underneath the loving horror-genre-cliché surface, there is something of substance to consider. The plot is standard: afflicted family – Julia and her children Amy and Henry – arrive in Spain to oversee the restoration of an old Abbey Julia’s late-husband left the family. Boy is possessed. Boy cannot be saved by medical science, so the exorcist saves the day.

The performances are all committed, and you can tell the performers are having a great time, Crowe especially.

The possession is quick and effective with scenes suddenly cutting from the horrifying to sanitised medical procedures (an homage, I think, to the great original). Attempts to explain matters away scientifically are attempted and quickly abandoned, and the film is proudly unambiguous. The Holy Father knows of this Abbey, and its dark history, and personally tasks Crowe’s Amorth with uncovering the truth. The film’s pacing is excellent in the first half, and wastes little time in introducing the main players. The script is sharp and lean (for the most part), with minimal exposition, allowing details to emerge naturally. The performances are all committed, and you can tell the performers are having a great time, Crowe especially. The final third is tremendously silly and overblown, and probably could have been cut down dramatically, but one can forgive it its excess for the themes it raises.

Purportedly based on the autobiographical writing of the late Father Gabriel Amorth, sometime exorcist for the Diocese of Rome, The Pope’s Exorcist could be viewed as shifting the burden of the question posed by the 1973 classic (what does it mean to have faith in the face of true and terrifying inexplicable evil?) to the institutional level. It is 1987 and the winds of modernity are blowing hard. Amorth (Crowe) is a contradiction of a priest – he rides a Vespa scooter, jokes around with nuns, and demonstrates a relaxed attitude with those in authority, and yet his faith in God and his belief in the supernatural is solid. He works tirelessly in a world and a Church that balks at him: expecting rigidity and conformity in outward appearance, yet sceptically admonishing him for his belief. It could’ve just as easily been set in 2023. Such themes resonate in the context of a Western Church still struggling for self-definition in a modern world of which it is ‘in’ but never meant to be ‘of’.

The film is very much speaking into the moment. What is the supernatural, and does the Church even believe in it?

The question the film raise (whether it means to or not) is how will the Church see itself and its mission in the coming decades. Early on Amorth is admonished by an American cardinal who is intent on making the Church more ‘relevant’ to the modern sceptical generation. He sees little use for the office of exorcist, and seems to disregard the supernatural as fantasy. As Amorth investigates the possession he learns the dark truth of the Abbey and its role in the Spanish Inquisition. He is confronted with the pernicious persistence of sin – his sins, the sins of those around him, and the historic sins of the Church.

The film is very much speaking into the moment. What is the supernatural, and does the Church even believe in it? What is evil, and what does it mean for a man and for the Church to truly deal with sin? How can the Church speak into a world that does not believe, and yet is not equipped to confront the reality of evil?

As the film reaches its conclusion it becomes clear that the Enemy does not wish to simply possess a child, but wishes to possess the Church. Watching the film in view of the present struggles the faith faces – a struggle over the very definition of sin, evil, redemption, etc – one can read the demon as a stand-in for the Spirit of the Age. Whether it means to or not, The Pope’s Exorcist asks the viewer to genuinely tackle the question of who ought to direct the Church – contemporary mores or the eternal truth of Christ? The final scene gives a hopeful answer while also hinting at the possibility of sequels. It is camp, it is silly, but it affirms life, goodness, truth, and faith, and I wouldn’t say no to another outing for Crowe as Amorth.

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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.