TV’s search for the perfect Christmas special

Sitcoms rely on expectation and conventions. James Cary shares the one rule that gets broken at Christmas time.

James Cary

James Cary is a writer of situation comedy for BBC TV (Miranda, Bluestone 42) and Radio (Think the Unthinkable, Hut 33).

Dressed in camouflage uniforms and makeshift costumes, soldiers create a nativity scene

Bluestone 42 Christmas Special, 2013.

There are rules to sitcoms. I should know. I’ve been writing sitcom scripts for over twenty years. This includes two Christmas specials (Miranda and Bluestone 42). When you start writing a Christmas episode of a sitcom, you look back to Christmas specials you saw as a child. Soon, you are aware that there are certain expectations for a Christmas special. You also realise you can break one of the rules of sitcom.

Before I explain what that is, let me give you the basic rules of a TV sitcom. Essentially you need three things: Characters; conflict; and a confined space. Each episode has a beginning and a middle and end, but the characters must end up back where they started.

The characters in a sitcom are in conflict. They have contrasting viewpoints, seeing the world very differently. And they are confined, unable to walk away from each other because they are family (Think Del and Rodney in Only Fools and Horses), or they have to work together (Think Sir Humphrey and Hacker in Yes, Prime Minister) or they all live in the same suffocatingly small village (Think Geraldine and Alice in The Vicar of Dibley).

Each week, the characters have quests. They conflict. The story plays out in the same reliably predictable but surprising way. Del Boy has another get-rich-quick scheme; Sir Humphrey tries to stop Hacker from changing anything; and the Vicar of Dibley keeps trying to help Alice and the idiots who surround her. That can’t change, even in a Christmas special.

At Christmas, however, you can have your characters go on a journey. That’s quite a popular option. But the journey has to be arduous – like the journey to Bethlehem – and might involve a pregnant woman (think The Royle Family) – like the journey to Bethlehem. But your characters could go on a road trip in any episode. That’s not the rule you have to break.

Your Christmas special might be centred around your character’s own version of what constitutes ‘the perfect Christmas’. These expectations must be met, but the lesson is normally that it’s all about who you’re with, not what you do. In the Bluestone 42 Christmas special, the bomb disposal team in Afghanistan are away from home so trying to have a ‘normal’ Christmas with turkey and a nativity play in which yonder star turns out to be a mortar attack by the Taliban. But they’re in it together.

Family is always important in a sitcom, but doubly so in a Christmas episode. In Miranda Series 2, our comedy heroine wants to do Christmas her own way with her friends, and not spend the day with her embarrassing and eccentric parents. But she learns a common Christmas lesson that family comes first, home is best, and no-one does Christmas better than your own family. Again, this is not a deviation from the normal rules.

So, what rule does the Christmas episode break? It is cast iron law across all genres of television. It’s the Deus Ex Machina. That’s not normally allowed. Deus Ex Machina literally means ‘God from the machinery’. It’s a Latin term for what happens in Greek theatre. Actors representing gods would be suspended above the stage and at the denouement of the play, they would come down and intervene, so that everything is sorted out.

It’s not for a twenty-first century sitcom writer to say that the Greeks didn’t know anything about theatre, but wow. Modern audiences would not stand for this totally unjustified divine intervention. If a character was about to be exposed by the annual Church fete and at the last minute, a thunderstorm out of nowhere rained off the whole event, you would start throwing things at the TV. If a character declared undying love to another and it was not reciprocated, the sudden discovery of a foolproof love potion in the third act would have the producer, director, the cast and even the make-up lady asking for rewrites.

But at Christmas, God comes down from on high. So, in your seasonal sitcom special, you’re allowed a miracle. In fact, the audience are almost demanding a ‘Christmas miracle’. This is the time of year when magic happens.

This miracle normally happens overnight because that’s when miracles happen. The Wise Men followed the star to the witness the child born of a virgin. Given stars were involved, we presume it was night time (although the text doesn’t say so). Marley and three Christmas ghosts visit Ebeneezer Scrooge at night. He is miraculously transformed by the experience.

Christmas is a time when lots of people going to church who normally would not, but the vast majority of people in the UK do not go to church or worship God at Christmas. But the incarnation, that is story of God made flesh in Christ, keeps poking through and turning up whether we like it or not. If we won’t go to church to hear that story, God will send it through waves and wires and onto our screens in TV specials so that we all remember that Christmas isn’t just a time for family and traditions; it is a time of miracles. At Christmas, we allow ourselves the luxury of belief.

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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.