What's good – and bad – about cancel culture?

An ancient story of compassion inspires an ethical response to social censure.

Erin Crider

Erin studies and explains modern churches. She is an Adjunct Professor of Biblical Studies at Gordon-Conwell Theological Seminary.

Torn fly posters layered under graffiti on a wall.

Ripped-off posters and graffiti.

Jazmin Quaynor, via Unsplash.

You cannot ignore cancel culture today. In her 2022 BBC Reith Lecture, the writer Chiamanda Ngoni Adichie called it “social censure”. Even beyond universities and other public forums, many of us worry about the effects of cancel culture in everyday social settings. Saying the wrong thing, or trying to respond well when someone else does, can quickly lead to awkward family gatherings, strained meetings, and broken friendships, or awaken the ever-present social media trolls. In a post-pandemic moment, when people are already struggling to re-establish healthy human interactions, cancel culture can make social engagement seem even more challenging. How can we navigate this moment well?

Behind the fraught discussions and growing angst around cancel culture, we can perhaps detect something well worth preserving: compassion. Some of the most heated controversies today involve language concerning people who have been historically disadvantaged. Genuine compassion motivates many who want society to speak more kindly, with more understanding, in order to avoid perpetuating harm to people who have already suffered. People who have been hurt deserve to be acknowledged, and that means taking their pain seriously. This compassion is an important and noble instinct. Many faith traditions call us to honor the vulnerable and pursue justice.

'Silence out of fear of ending a relationship itself ends the relationship.'

At the same time, resistance to cancel culture also includes an element of compassion. Within the voices expressing concern about cancel culture can often be heard a humble awareness that we all are prone to say the wrong thing at times. We cannot hope to learn or grow without honest risk and mutual, human grace. A brief period of silence to let emotions cool can be helpful; ending a relationship permanently seems less helpful. It might seem easier to say nothing than to risk offence, but silence out of fear of ending a relationship itself ends the relationship. Seeking to continue a difficult but important conversation can also be an important and noble instinct. Many faith traditions also encourage humble self-assessment and generous engagement with others. As the Bible records Jesus saying, “Let the one among you who is without sin cast the first stone.” None of us is wholly above reproach, and we all need a bit of compassionate grace.

So how do we balance these conflicting calls of justice and grace?

This conflict might seem peculiarly modern, but in the story we re-tell every Christmas, we see a young man named Joseph wondering how to balance justice with gracious concern for someone who had deeply disappointed him. Joseph is engaged to Mary, but she has been found to be pregnant. Joseph is sure the baby isn’t his. In their culture, a woman who was pregnant outside of marriage brought shame to her fiancé, her family, and the whole community. Matthew’s gospel tells us that Joseph was “a righteous man,” which means that he appreciated the demands of justice. Ignoring her situation meant ignoring the pain they all felt, papering over a grave offense which they wanted no part of. At the same time, though, the text also tells us that Joseph was “unwilling to put her to shame.” Like many people today, Joseph wanted to leave Mary some way to move forward with her life, but their culture did not provide people much opportunity to learn from tragic mistakes. Sometimes, it can feel as if ours doesn’t, either. If you’re familiar with the story, you already know how it ends, but it’s important not to skip too quickly past Joseph’s dilemma. It feels strangely modern, Joseph’s desire for justice coupled with his equally strong desire not to see someone condemned because of a single mistake.

'Courageous compassion creates much needed opportunities to heal, learn, and grow.'

Thankfully, the story also describes a way forward from Joseph’s dilemma: the baby in Mary’s womb, Jesus. In Jesus, we see the depth of God’s compassion for all who suffer. Jesus never ignored the painful consequences evil can create. Indeed, he allowed himself to experience the absolute worst of humanity. As an adult, Jesus was thrown out of his home village and religious community. According to the gospels, he endured one of the most unjust trials ever recorded. Jesus was tortured, beaten, and sentenced to a cruel death. When we suffer injustice, we are not experiencing something alien to Jesus, and therefore, alien to God.

But there is another side to Jesus’ suffering that is equally important: Jesus also demonstrates profound compassion for people have made terrible mistakes. Jesus never mis-stepped or said a single cruel word, but he allowed himself to experience the full shame and isolation of being cast out of society. Crucifixion was the ultimate censure, being publicly put to death outside of the walls of the city. Yet even in this moment, Jesus demonstrated compassion for people who had harmed him. While on the cross, he forgave those who put him there. Jesus offered forgiveness to the man dying on the next cross to his own, who by his own admission deserved his fate. In contrast to aspects of cancel culture, Jesus’ actions at that moment of extreme injustice tell us that human redemption is always possible. Jesus created a compassionate way forward from guilt and shame. Whatever our situation, we can find life-giving grace and healing in Christ.

Compassion isn’t easy. It cost Jesus dearly, and at times it will cost us, too. Courageous compassion creates much needed opportunities to heal, learn, and grow. When we suffer and when we err, cruelty and failure do not get the last word. As it says in the last few pages of the Bible, Jesus is making all things new. Cancel culture ends conversations and damages relationships, but a better balance between the righteous demands of justice and the need for redemptive grace remains possible.

Article

Comment

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.