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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.

Review
Books
Culture
Politics
4 min read

Is it OK to pray for the death of a dictator?

What happens when the mighty lose their thrones.

Simon is Bishop of Tonbridge in the Diocese of Rochester. He writes regularly round social, cultural and political issues.

Bullet holes on a wall and white paint outlines mark the site of an execution
The wall where Nicolae and Elena Ceausescu were executed.
NPR.

The end, when it comes, can be nasty, brutish and filmed. 

Muammar Gaddafi, self-styled Brotherly Leader and Guide of the Revolution, spent the last moments of his life cowering in a Libyan sewer after an air strike on his convoy. On discovery, a mob subjected him to some ghastly final abuses before death – the kind of ending he had mercilessly condemned thousands to. It was almost biblical in its parabola, and it was recorded on a wobbly camera. 

But it was not the first of its kind in this generation. On Christmas Day 1989, the disfigured face of Nicolae Ceausescu was broadcast on TV following his summary execution by hastily assembled opposition forces in Romania. Only days previously, he had been an unassailable dictator.   

Vladimir Putin has spoken about Gaddafi’s ending, and it clearly troubles him, but perhaps Ceausescu’s death is lodged in the dark recesses of his mind because it was the one bloody end of all the communist leaders of eastern Europe. 

Being a dictator is an all-consuming job. Too many domestic and foreign enemies are made along the way for the dictator to drop their vigilance. And their downfall often comes at the hands of those closest to them; by definition, these people know the dictator’s movements and weaknesses better than others and are best placed to exploit them. The military must be equipped to suppress dissent, but give it too much power and the generals pose a risk to the dictator. Yet if the military lacks the hardware, control of the population becomes harder. Many dictators surround themselves with specially trained loyal guards to defend against the military, but the rule of terror means no-one speaks the honest truth and so risks appear everywhere. No wonder dictators are usually paranoid and themselves racked with the fear that a culture of capricious violence induces in everyone.     

These and other theories are explored by Marcel Dirsus in his compelling book How Tyrants Fall (John Murray, 2025). Dirsus notes how dictators require money, weapons and people to survive in office and for the elites around them to believe these goods will remain in place. They also need to immerse the surrounding elites in blood guilt, so that their fate becomes entwined with the dictator’s; Saddam Hussein compelled others to join him in the murder and execution of opponents. 

For Dirsus, there are two ways to topple a tyrant. The most direct is to take them out, but this is rarely straightforward. Coup attempts are often shambolic in their planning and even well-orchestrated ones usually fail; the consequences for those implicated are always horrendous. The second route is patient and pragmatic, looking to weaken the tyrant, strengthen alternative elites and empower the masses. External powers often have minimal influence unless, like the US in Iraq, the country is invaded and the tyrant deposed. Sanctions often fail to hurt the elites; a state’s geographic proximity to the tyrant’s nation can be useful, as it gives a base from which opponents of the regime can work. 

Modern technology is changing the face of political action, making it easier for large groups to mobilise against regimes, as seen in the short-lived Arab Spring. It also enables dictators to track opponents more successfully than even the feared Stasi in East Germany. Right now, it feels like the tyrants are ahead in this game. 

Shortly after the full-scale Russian invasion of Ukraine in February 2022, a friend said to me that he was praying for Putin’s death or downfall. I asked him how sure he was that the person who replaced Putin would be better. If the pragmatic route for toppling a dictator involves strengthening different elites and empowering the masses, the likelihood is that the elites will take over, not the masses. Dictators never allow the components of civil society to form; democratic institutions take decades to build.  And they rarely anoint successors in advance, for fear alternative power bases are created. When dictators fall, it usually leads to initial chaos and violence before another elite can establish itself from which a new dictator will emerge.   

In her inspired song of praise at the news she would give birth to the long-awaited Messiah, Mary observes how God ‘has brought down the powerful from their thrones and lifted up the lowly’.  It is a role reversal typical of St Luke, recorder of Mary’s song, a gift of eschatology many want realised today, not just in the world to come.  When the powerful are brought down from their throne today, they are typically replaced by the next most powerful person, and if the throne remains vacant or is contested, what follows often feels like the spirit that went out of a person in Matthew Gospel returning with seven other spirits more evil than itself, meaning ‘the last state of person is worse than the first’. 

This need not be a counsel of despair, but a call to informed intercessory prayer which is short on controlling advice for God’s geo-political strategy, and long on the wisdom and patience of the one throne that endures.  

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