Review
Confession
Culture
Grenfell disaster
Penitence
7 min read

Watching Grenfell: the lost art of penitence

As the Grenfell Inquiry reports, Graham Tomlin recalls a remarkable film that brought home the horror of what happened

Graham is the Director of the Centre for Cultural Witness and a former Bishop of Kensington.

An aerial view across West London towards Grenfell Tower
Courtesy the artist - Steve McQueen, Grenfell, 2019, via Serpentine Galleries.

The camera looks down over fields, the green and pleasant land of England far below. It moves slowly over the landscape until gradually it begins fly over the streets and parks of North London, past Wembley Stadium with its well-known arch, curving into the sky and back down again, and finally, as the urban sounds grow louder, it begins to home in on a small dark rectangular spot in the centre of the screen. As it gets closer, the familiar outline becomes clear. It is Grenfell Tower.  

Today when you go past the Tower, just off the Westway, a major road artery into central London, the Tower, or at least the remains of it, is covered in white plastic sheeting. It’s a kind of compromise between those local people who can’t bear to look at it every day, and those who want it to remain visible as a stark monument to the injustice and greed that led to the fire that killed 72 people in June 2017. 

Steve McQueen is a Londoner, a well-known filmmaker, Director of 12 Years a Slave and winner of the Turner Prize. As the plastic sheeting was about to go up to hide the grim nakedness of the Tower, he wanted to ensure the story of Grenfell was not forgotten, so filmed the building in January 2019 just as the ghostly shroud begun to creep up the side of the building. His remarkable film, simply called Grenfell, has been showing at the Serpentine Galleries in Hyde Park. He recently voiced dismay that few politicians had come to see the film, despite being invited. They really missed something. 

As the camera revolves around the Tower, there is no sound, no commentary at all, as if there are no words to describe what happened here.

The camera homes in on the tower, and gradually begins to rotate slowly around it. We peer into the rooms of this tall, charred block, standing like a black cliff face, a literal tomb in the heart of London. Behind it, there is the gleaming shining face of the Westfield shopping centre, cars driving up and down the slick dual carriageway that flows past it, but the focus is relentlessly on the horror of the Tower in front of us. The camera goes round and round, occasionally drawing out, but then being drawn back in, mesmerised by the blackness, the darkness, the shell of the Tower and the ghosts of the lives it destroyed.  

Watching it brings on a mixture of fascination and nausea. Nausea from the relentless circular motion of the camera. Fascination at the details – pink plastic bags of debris in what was someone’s living room; the remains of a kitchen cabinet that had somehow survived the inferno. And for me personally, as the Bishop of Kensington at the time, memories of being there on the day, watching the tower burn; talking and praying with dazed survivors, evacuated from the blocks around Grenfell; listening to firefighters with the agonising dilemmas of trying to reach the highest floors, with breathing apparatus that wouldn’t allow them to get there. As the camera revolves around the Tower, there is no sound, no commentary at all, as if there are no words to describe what happened here. We see into the flats that were once homes, with kitchens, bedrooms, toys and family mementos. We look into the haunting floors at the top of the tower in which many of the victims died, pushed upwards by the flames and the advice to stay put until help came, but of course none ever did.

It doesn’t annul the pain, doesn’t offer easy, facile optimism, pretending that the awfulness doesn’t matter. Yet it makes contemplating it bearable. 

Watching the film reminded me of standing before a medieval painting of the crucifixion, such as Grünewald’s famous Isenheim altarpiece. Pilgrims would stare for hours at such paintings to bring home to their hearts and minds the consequences of their sins, and to help them resolve to live differently. We don’t do penitence well in our culture. This is a penitential film, and it’s what the politicians who didn’t turn up to watch it have missed.  

  

an altarpiece depicts the crucifixion of Christ.
The Isenheim altarpiece

Steve McQueen, just like Matthias Grünewald, wants us to look hard at the reality of what we have done - innocent life lost in the most horrific way. The altarpiece focuses on the intense suffering of Christ, the stretched sinews, the blood pouring from the wounds, the agony of those helplessly watching on. Just like this film that keeps your eyes fixed on the shattered shell of a building, the painting doesn’t let your eyes stray from the grim reality.

Yet there is a difference. Just faintly in the dark distance of Grünewald’s painting are the glimmers of dawn. On the horizon, the sky lightens, just a little. It is of course a reference to Resurrection, just around the corner. It doesn’t annul the pain, doesn’t offer easy, facile optimism, pretending that the awfulness doesn’t matter. Yet it makes contemplating it bearable. It allows you to focus on the revulsion, yet makes it endurable by offering the hope of Resurrection. And as Christian thinkers and pray-ers have insisted over the years, you only get to Resurrection through death, not by avoiding it.  

At the time of the fire, I remember doing numerous media interviews with news outlets from across the world, with journalists hungry for some words to satisfy the global fascination with this tragedy. What could I say? What could possibly make sense of such a thing? I resolved that in every interview I would try to acknowledge the dreadfulness of what had happened, but also to strike a note of hope - that that despite what had happened, lives could be rebuilt, a community could find healing, then there was a road out of pain, one day, to peace – all because I am a Christian, and therefore have to believe that resurrection follows death. 

Steve McQueen's brief film is compulsive watching. If you get a chance, you really should see it as something that brings home the horror of Grenfell more than anything I have seen. It is Grenfell’s Good Friday. Grenfell’s altarpiece. Watching it with Christian eyes, however, I kept looking for the glimmers of dawn. 

Grenfell has been subject to a huge amount of commentary since the fire. There are those on the left who see it as a monument to corporate greed and capitalist rapaciousness. They demand Justice for Grenfell, which for many, means locking up or punishing the guilty. There are those on the right who see it a simply a dreadful accident that could have happened anywhere. One side calls it a crime. The other calls it a tragedy. Which was it?

The Left is perhaps rightly consumed with anger, demanding justice, legal convictions as resolution. Many on the Right look for a while, yet eventually avert their gaze, thinking it of it as one of those things, just an awful tragedy. I remember a Council official saying to me: “Well, one day, we just have to move on from Grenfell.”  

What happens beyond lament? It is one thing to grieve those who died. It’s also something else to critique the failures that lead to it. Issuing prison sentences to the guilty may satisfy the desire for justice, but doesn't in itself bring about a new, hopeful, common life that renders simply unimaginable the pattern of moral compromise and sheer carelessness for the safety of others that led to Grenfell. On the other hand, simply consigning it to the category of awful accidents doesn't take seriously the grievous sins that led to the fire, and fails to give due recognition to the suffering of those who died.  

Neither left nor right can offer us a sure way forward. That is where we are short of vision at the moment. An event like Grenfell easily falls off the radar of public attention because we don't want to look at it. Any maybe that is because we're not sure it will ever get any better. We need a way to keep looking at something painful until it is healed. That is the point of penitence - to go back to painful places in our lives to find healing. Yet you can only really do that if you believe healing can be found, that death ends in life, not the other way round. 

The Christian story that holds together death and resurrection, Good Friday and Easter Sunday enables us to look at death and tragedy and horror full in the face as this film so eloquently enables us to do. It enables penitence to be hopeful, not hopeless. Yet, it also enables us to bear it, because alongside it, it says that there is a reality beyond both crime and tragedy, that is not just retributive justice but a deep underlying trajectory of the world that is headed for life not death. 

Of course, the Resurrection is not a political solution. It doesn’t convict the guilty or dictate future housing policy, important as those are. But it points us to the deeper reality - that perhaps what we need today is not so much political but spiritual renewal. We need a deeper vision of life and death that gives us a reason to hope, that offers a future. We need a bigger story, a story that kindles hopefulness, that can stir hopeless hearts and the glimmers of dawn, even in the darkness of a world filled with so much pain.  

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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.