Why governments need to Do God

A new review has a positive answer to the question should governments ‘do God’. Bex Chapman assesses the Bloom Review and its recommendations.

Bex Chapman

Bex is a freelance journalist and consultant who writes about culture, the church, and both government and governance.

Prime minister Rishi Sunak leans forward out a lounge chair while the Archbishop of Canterbury talks and gestures while sitting on a sofa.

The Prime Minister Rishi Sunak meets with the Archbishop of Canterbury Justin Welby in 10 Downing Street.

Number 10, CC BY 2.0, via Wikimedia Commons.

The former Downing Street spin doctor Alastair Campbell once notoriously interrupted a journalist interviewing his boss, the then-Prime Minister Tony Blair, to prevent him speaking about his faith, saying ‘We don’t do God’.

But we know that many of our politicians do indeed ‘do God’; Gordon Brown was famously a son of the manse, who promised to lead a government with a ‘moral compass’. David Cameron declared that his Christianity existed, albeit that it ‘comes and goes’ like the Magic FM reception in the Chilterns, while Theresa May, also the child of a clergyman, described how her faith in God made her convinced she was ‘doing the right thing’ as Prime Minister.

And Boris Johnson, originally baptised as a Roman Catholic as a baby, went Anglican while at Eton, and then re-crossed the Tiber to become Britain’s first Catholic Prime Minister. Before he left office, he commissioned an independent review to look at how the government should engage with faith groups. Four years later, based on conversations with over 20,000 people, ‘Does government do God?’ has been published. Has the government now admitted it does in fact do God? Or at least, that it would like to?

The review is clear that faith makes a massive contribution to the life of our country. It examines the role of people of faith and places of worship in many areas of society - education, prisons and the probation service, the UK Armed Forces. It does not shy away from showing us that alongside those of real faith seeking to serve their communities there are those who abuse what they call ‘faith’ for their own ends; it looks at faith-based extremism, financial and social exploitation, and forced marriage. Review author Colin Bloom was clear that the issue of forced and coercive marriages should be a top priority for the government, calling it a ‘burning injustice’ that must not be consigned to what he called the government’s ‘too difficult box’.

Public servants currently receive training on the protected characteristics, but Bloom describes faith as ‘the Cinderella protected characteristic’.

He recommends faith literacy in the public sector be improved as it is key to allowing the government to tackle these issues. Public servants currently receive training on the protected characteristics, but Bloom describes faith as ‘the Cinderella protected characteristic’. His report suggests that faith literacy is low across not just across the public sector, but across the country, including the media. Religious literacy training and a new Independent Faith Champion are just two of the 22 recommendations of the review, that go right across government, which government will consider and respond to in due course. At a briefing on the review, Bloom noted that there had been many previous reports with similar recommendations, but that these had not been followed through, adding ‘I just wish that either this Government, or whatever comes next, will be the Prince Charming that will take this Cinderella to the ball’.

So why does government need to be more aware of, and more willing to engage with, people with faith? This report’s key message is that faith is an ‘overriding force for good’. One respondent told the review:

‘Imagine if churches and other places of worship removed their time, money, creativity and energy from public life… What would happen to the army of volunteer chaplains in prisons, universities and hospitals?’.

From over 21,000 responses, the majority of people who contributed to the review research were clear that faith and religion are beneficial for society. Over half of respondents gave faith and religion a 10 out of 10 rating for contribution to society, and over 84 per cent scored the social contribution as positive.

The priest and psychologist Henri Nouwen spoke about how, for Christians, action is a grateful response that flows from our awareness of God’s presence in this world. Jesus’s whole ministry was a great act of thanksgiving to his heavenly Father. Nouwen observed that:

‘Teresa of Avila built convents as if she would never get tired; Martin Luther King, Jr., preached, planned, and organized with an unquenchable zeal; and Mother Teresa of Calcutta is fearlessly hastening the coming of the Lord with her care for the poorest of the poor’.

There are thousands of examples of how faith has motivated people to change the world around them for the better. The Bloom review cites the Mildmay Mission Hospital in London as just one example. Established as a Christian response to the cholera outbreak in the 1860s, it became one of the world’s leading centres in care for people living with HIV and AIDS and continues to be ‘an organisation that derives inspiration from its faith-based values’.

Faith that changes lives is not just something from the past. The recent census showed us that there are still more people in the UK who have a faith than not. The religious landscape of the UK may have changed hugely since Alastair Campbell declared that ‘We don’t do God’. It is now far more diverse, arguably now even more exciting. Faith still makes a difference, changes lives, builds communities. Mr Bloom concludes that ‘without faith, places of worship and people of faith, this country would be poorer, blander, and less dynamic’. Faith, he says, is a force for good that government should do more to understand. The government should indeed do God. And this review and its recommendations suggest there is lots of room for improvement in just how they do it.

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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.