Wealth is worth? Questioning the immigrant experience

Garnering yet more awards, TV series Beef expertly explores identities. Krish Kandiah revisits the K-wave drama.

Krish Kandiah

Krish is a social entrepreneur partnering across civil society, faith communities, government and philanthropy. He founded The Sanctuary Foundation.

in a dim room a couple stand off against each other.

Steven Yeun and Ali Wong play Daniel and Amy.

Not since the ground-breaking series Breaking Bad can I remember such a captivating opening sequence. A road rage incident escalates. And escalates. And escalates. Just when you think things can’t get any worse in this dark Netflix comedy, the vicious consequences of the feud unravels further. I couldn’t stop watching, and soon Beef had me firmly dragged into the world of two protagonists, who may have had very different experiences of the Korean American dream but were more alike than they would ever dare to admit.

I am a huge fan of the global Korean cultural renaissance known as the K-wave. For me it started with Psy, the breakout Korean singing superstar hitting number one in the UK charts with Gangnam Style in 2012. Then there was BTS, the Korean Take That equivalent, who duetted with Coldplay and became the best-selling band in the world. Parasite was a remarkable movie, that grabbed multiple awards at the Academy Awards of 2020. Squid Game took the concepts of battle royale and Hunger Games to a whole new level and became a Netflix number one global download hit in 2021. Throughout the K-wave decade I have also been an ardent devotee of Samsung, the biggest brand in mobile phone innovation.

Something important is happening with the global recognition of Korean culture. Beef represents another step forward showcasing the Korean diaspora cultural ascendence. At this year’s Emmy Awards it is the third most nominations. It follows on from the Canadian comedy series Mr Kim, which offered an affectionate and amusing exploration of the experience of a second-generation Korean family coming to terms with life in Toronto. Beef similarly presents the US-Korean cultural experience without explanation or apology. It is powerfully assumed that this is legitimate and normal. There is no embarrassment, no exposition: just a cultural and narrative world that the viewer has to catch up with as soon as possible before they miss something.

Beef is Korean and American. It is a comedy and a tragedy. It is also, ultimately, a morality and immorality play. It explores three main issues: anger, identity and aspiration and how they interact with one another – for good and for evil.

But the rage runs deep. It is toxic to everyone it touches. What can break its power?

The instigating event in the show is a road rage incident between Daniel, a second-generation Korean immigrant to the US whose family faced financial ruin when a relative used their motel for illegal activity, and Amy, also a second-generation Korean immigrant, who is on the cusp of banking a multi-million dollar deal. Everything Daniel attempts he fails at. He can’t even manage to successfully end his own life, or even return the faulty suicide equipment to the hardware store he bought it from. Amy, despite outward appearances is also struggling. She is estranged from her parents, stuck in a superficial relationship with her husband, and dealing with a demanding and dismissive mother-in-law and a daughter she hardly sees. The near miss in the car park comes at a pivotal moment for both of these strangers and flips a switch in them that they cannot let go.

The feud escalates between Amy and Daniel with increasingly high stakes and terrible consequences. The more we get to know about our two protagonists the more we understand why they have reacted in the extreme ways they have and how much they both have to lose. I found myself watching through my fingers as I was invested in the characters and was longing for some kind of forgiveness, repentance or reconciliation. At some points faith seemed tantalisingly close to providing an antidote to the beef, holding out hope even in the very last episode. At other points it seemed that love would find a way to stop the tide of anger and revenge. But the rage runs deep. It is toxic to everyone it touches. What can break its power?

If the church were to face up to its own identity issues, perhaps it could be of more help to individuals who brush shoulders with it.

The more we are drawn into the lives of Amy and Daniel, the more we realise that they are both wrestling with major issues of identity. Daniel is seemingly willing to go to any lengths to win the approval of his parents while also clinging so tightly to his brother that he stifles him. Amy too wrestles with a series of strained relationships. Both are lonely, feel unseen and misunderstood. They both carry dark secrets. They both are crippled by feelings of worthlessness and guilt. Amy’s sexual intimacy is inhibited by the sense of betrayal that was caused by her father’s infidelity. Daniel’s work quality is compromised because of the weight of despair and shame. While they both present to the world as successful and strong, inside they experience anxiety, purposelessness and anger.

Beef therefore provides a powerful exploration of identity issues. Male and female, rich and poor, married and single - no-one is exempt from the struggles of knowing who we are and where we fit in. There are moments in the series where the church looks like it has the answer. Going to church is normalised in the show as part of the Korean experience, which appears to be a culturally confident move. But the church is shown to be struggling with its own identity crisis. It accurately portrays the experience of ethnic-specific churches in the West. Yet despite being made up of diaspora communities, more often than not their liturgies, governance structures and forms and language of worship, are based on white western norms. The Korean cultural renaissance has not worked its way into our expression of faith yet. If the church were to face up to its own identity issues, perhaps it could be of more help to individuals who brush shoulders with it.

Beef offers a challenge to the prevailing aspirational culture often normalised by immigrant communities – if you work hard enough you can succeed.

What Dan and Amy have in common is their belief that value or worth in the world comes through the amount of money they have access to. They both graft and strive and lie and steal in order to gain the economic success their parents failed to achieve. Their competitiveness at work spills over into a drive to win at all costs. Riches is righteousness. Financial security is salvation. Wealth is worth. Annihilating the competition is victory. Yet the wealthy people in the show all come to realise the truth of what Jesus taught: “what good is it for someone to gain the whole world, yet forfeit their soul?”

Daniel is clearly faced with this choice right at the beginning of the series. He is at church when the words of a song seem to move him:

“Have you come to the end of yourself?

Jesus is calling.

Come to the Altar…”

This opportunity for a new start is juxtaposed with another. Daniel notices a possibility of ripping the church off financially, luring an ex-girlfriend back and replacing the worship leader. The church becomes the place where he can renounce or receive money, sex and power. He chooses the latter – to his own ultimate downfall.

As a second-generation immigrant, I was told that if I did well at school and set my sights on becoming a doctor or lawyer, then I could earn my place in the world. Qualifications could silence the xenophobes, money could buy me relationships and success could secure my future. Beef offers a challenge to this prevailing aspirational culture so often normalised by immigrant communities – if you work hard enough you can succeed. My Christian faith has changed that perspective for me. It showed me that financial gain was mono-dimensional, that chasing fool’s gold was a fool’s errand. Beef comes to the same conclusion, albeit with stronger language and adult themes. It takes a swipe at the hard- and cold-hearted calculus of personal aspiration, challenges consumptive materialism on its hollowed-out version of life and leaves it in the middle of nowhere to die.

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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.