Essay
Culture
Music
5 min read

Strangers and the sound of belonging

Utterly captivated by a clip of a Jacob Collier concert, and then immediately intrigued by said captivation, Belle Tindall wonders why thousands of strangers singing together has been eliciting such a powerful reaction.
A muscian plays a keyboard on a concert stage surrounded by instruments, while multiple images of his face are projected behind him.
Jacob Collier in concert.
Jon Tilkin, CC BY-SA 4.0, via Wikimedia Commons.

I had an empty couple of minutes to play with; so, mostly due to muscle memory, I found myself opening my Instagram app. Habitually, I do this multiple times a day, and mostly to no profound avail. But this one day, something caught my eye and sent me down a spiral of curiosity (and judging by how astronomically viral it went, it seems I was not spiralling alone).  

It was footage of Jacob Collier performing in Rome. Jacob is a singer, songwriter, jazz instrumentalist and general music prodigy. But that’s not the most captivating thing about him. The Collier phenomena has erupted because of the way he turns his audience of strangers into a perfectly tuned, beautifully united, choir. And this particular night in Rome, he managed to steer this audience to sing beyond the major scale and onto the far more complex chromatic scale, something he has been working towards for years.  

The most striking thing about this minute-long clip is not the beautifully raw sound (although, it really is something to behold), but what this sound is communicating - a tangible sense of belonging.

Watch Jacob Collier in Rome

Our need to belong

We each know how it feels to belong, and we are also acutely aware of the inverse, how it feels when a sense of belonging is lacking, and feelings of isolation creep in and make themselves at home in its absence. But for the sake of clarity, perhaps a working definition would be helpful at this point, and for that, I turn to the Psychology Dictionary. The PD defines ‘belonging’ as ‘a feeling of being taken in and accepted as part of a group, thus, fostering a sense of belonging. It also relates to being approved of and accepted by society in general. Also called belongingness.’  

The notion of ‘belonging,’ or ‘belongingness,’ has been well studied. And still, its intrinsic power is staggering to consider.  

According to research published by the Australian Journal of Psychology, belonging is a universal and fundamental human need, one that ‘may just be as important as food, shelter, and physical safety’. So intrinsic is it, that the lack of belonging, resulting in acute loneliness, is attributed to a 26% increase in the risk of premature mortality. This has led the World Health Organisation to officially recognise isolation as a determinant of health, placing it in the same category as smoking, physical inactivity, and excessive alcohol consumption. 

Further research suggests that our brains perceive, and subsequently react to, social pain in the same way they are designed to react to physical pain. Releasing opioids and other instinctive painkillers when encountering a lack of belonging, our brains are detecting literal pain within us. As humans, we are susceptible to suffering social injuries, and it seems that the subconscious parts of our brains take those injuries much more seriously than their conscious counterparts.  

The necessity of belonging is woven into our make-up.

Subsequently, when we speak of a person’s need to belong, we’re speaking of a need that has significant mental, emotional, spiritual, behavioural, and physical repercussions; a need that is intersectional, if you will. It is a central construct at the core of our humanity and a defining variable in how we perceive reality.  

It could be suggested, considering all of this, that human beings were simply made to belong. The necessity of belonging is woven into our make-up. 

Surrounded by people versus belonging with people  

Over the final scene of the 2009 film World’s Greatest Dad, Robin Williams’ voice delivers a line that is so profound it lingers in your mind long after the end-credits have finished rolling. He says ‘I used to think the worst thing in life would be to end up all alone. It’s not. The worst thing in life is to end up with people who make you feel alone.’   

There’s a staggering wisdom in that.  

Namely, that belonging is not the inevitable outcome of simply getting people into one room. That’s the difference between the Collier concert - where the audience are truly belonging to each other, if only for an evening - and the coffee shop where I’m sitting right now, filled with people using laptops and headphones as a form of defence against the threat of small talk. Each of us belonging only to ourselves.  

If it were the case that proximity equated to belonging, urbanization and the subsequent squeezing of populations into close quarters would have surely deterred the epidemic of loneliness that the West currently finds itself in. And yet, it is not uncommon for ‘neighbour’ and ‘stranger’ to be identities that co-exist. And what about the role of social media? Access to one another has never been so readily available. The world has never been so small, and its population so ‘close.’ And yet, what social media so often provides is the affirmation and amplification of feelings of isolation.  

No. Proximity alone is not the answer.  

Will Van Der Hart writes that ‘People don’t just want to be with other people they want to belong with them’. 

The tuning fork

Christianity has a lot to say on the subject of belonging/belongingness.  

The anonymous author of the creation literature (the chapters which act as the start-line for the Biblical narrative) notes how the only thing that was unsatisfactory about our freshly created world was the initial isolation of humanity. Such solitude was at odds with the blueprint for human flourishing and defied our design as intrinsically relational beings. The Christian faith therefore offers an explanation to humanity’s fundamental need to belong, It presents a spiritual why behind the afore-mentioned neurological findings.  

The biblical narratives, the psychological research – they are united (if you pardon the pun) in their assessment of the human condition. Namely, that belonging is simply a non-negotiable, it’s buried inside our biology. 

So, perhaps it’s no wonder Jacob Collier has caught the world’s attention, he’s providing a simple soundtrack to one of our most engrained needs. It seems that what has long been communicated through ancient spiritual texts and more recently affirmed through endless psychological theories, can also be communicated with a simple harmonious sound.   

To watch that clip is to watch thousands of strangers belong: belong to the room, belong to the moment, belong to the sound. 

In 1948, author and theologian, A.W Tozer pondered the nature of unity and human connection. He asked, ‘has it ever occurred to you that one hundred pianos all tuned to the same fork are automatically tuned to each other?’ 

If ever we were looking for an answer to this profound question, we need look no further than Jacob Collier’s audience and their sound of belonging.   

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.