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.

Review

Books

Culture

Leading

Politics

20 November 2024

5 min read

Blair’s revelatory sermon to Starmer

What can the former Prime Minister teach about leadership?

Krish Kandiah

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

Tony Blair at rest.

The 1990s are enjoying a revival—from the return of baggy jeans and bucket hats to the reunion of Oasis, and, perhaps most significantly, a Labour government in power once again. Unlike the fervent optimism of 1997, when Tony Blair swept to victory with D: ream’s hit song Things Can Only Get Better as an anthem, today’s Labour government faces criticism for a perceived lack of vision. Luckily, Tony Blair has just released his new book: On Leadership—perhaps a timely read for the current Prime Minister.

Blair's leadership credentials are, at one level at least, pretty impressive: he won three consecutive elections and was the first Labour Prime Minister to do so. His achievements include playing a crucial role in the Northern Ireland Peace Process, reducing NHS wait times, and making a substantial investment in public services. Blair also took a courageous stance with U.S. President Bill Clinton by intervening in the Kosovo conflict against the advice of the UN. He remains however indelibly associated with the controversial 2003 invasion of Iraq that resulted in the deaths of 179 British personnel, and hundreds of thousands of Iraqi civilians.

In this climate of scepticism toward political leaders, Blair's reflections on leadership invite critical questions: Who is this book for? Where is the vision? And even, intriguingly, do we now 'do God'?

Who's it for?

Blair’s book is not a typical guide to general leadership principles; rather, it’s an insider’s view on leading a country. For the average reader, it’s like overhearing a high-level seminar on statecraft—a glimpse into the “room where it happens.”

Maybe there’s a bit of an audience reality check going on in the same way that a TV documentary on what-it’s-really-like-to-be-the-England-football-manager might deliver. Many football fans are happy to shout at our televisions when most have not got even the remotest clue of the challenges and pressures national coaches are under. So perhaps if Blair can tell us how hard it is to handle the myriads of competing challenges as the leader of a nation, readers might better understand the weight of leadership and approach politics – and politicians -with greater humility.

One of the most helpful reflections the book offers was Blair’s self-analysis on three stages of leadership. The first is the new leader listening eagerly; the second comes when they think they know everything, and finally, there’s a third stage of maturity when “once again, with more humility, they listen and learn”. He argues that his book’s purpose is to shorten the learning curve and get leaders to the third stage more quickly.
This a noble cause, but there are times when this book feels like a sermon preached by a slightly unscrupulous vicar, in a church where everyone knows there’s only one person the preacher has in mind. This can make everyone else feel they are there just to fill up the pews so that the message gets delivered. For Blair, his message and his book seem to be very much for Sir Keir Starmer; a plea to him to listen and learn from others.

Where’s the vision?

Blair encourages leaders to make a meaningful impact with their time in office. Recalling a conversation with Shimon Peres, he writes, “Do you want to be in the history books or the visitors’ book?” For Blair, leadership is about pushing boundaries, meeting resistance with persistence, and making difficult choices when others hesitate. He writes, “If you, as a leader, are not a changemaker in this world, it is you who will be changed.” His words on taking risks and demonstrating resilience are certainly inspiring. However, he often focuses on how to lead effectively, with limited exploration of what motivates us to seek positions of leadership in the first place — a disappointing missing focus on moral purpose.

This emphasis on strategy over ideology is evident in chapter titles: The Supreme Importance of Strategy versus The Plague of Ideology. Blair is critical of rigid ideologies, advocating instead for flexibility and pragmatism. He contrasts ideological rigidity with a more agile and pragmatic approach, which could sound like its own simply going-with-the-flow ideology, - a situational ethical approach. This feels very different to the Tony Blair that took on the United Nations over the Serbian genocide in Kosovo. He appeared to take a moral stance driven by a commitment to human rights rather than going with a more pragmatic laissez-faire solution. Blair’s emphasis on pragmatism, while useful, may leave readers wanting more on the values that shape a visionary leader.

Blair includes a joke, a very good one, that feels accidentally pertinent: some people die and the Devil appears and asks them, before they settle for Heaven, to take a look at Hell, because it’s not as bad as they’ve heard. When they see the “drinking and debauchery” in Hell, they ask to be damned. But then they wake up in the real Hell – “cold, miserable and horrible” – and demand to know why it looks nothing like what the Devil showed them. “Ah well,” says the Devil, “back then I was campaigning.”

He meant it as a joke, but the lack of moral clarity in the book made me feel he was sharing more than he intended about the state of political leadership right now. Perhaps sharing to many more than just those he wrote this sermon for. It certainly encapsulates the growing chasm between political promises and reality, as well as illustrating the reason why many people feel disdain, distrust and disappointment in all politicians who say whatever they need to say to get elected.

Are we doing God now?

Famously, when asked about his faith while Prime Minister, Blair was interrupted by his press secretary, Alastair Campbell, who declared, “We don’t do God.” Yet in this book, Blair invokes Moses as an example of leadership under difficult circumstances: “Never underestimate the degree to which people crave leadership. Back to Moses again. The Israelites simultaneously hated and craved his leadership. If you remember, they reached the promised land (though, yes, I know, he didn't).”

Blair sees in Moses a leader who maintained strength and conviction, even in the face of public criticism—a relatable comparison for politicians navigating the pressures of modern social media. Whether or not Blair is “doing God” in this book, he draws inspiration from Moses as a model of resilience and substance, inviting readers to consider leadership as a balance between staying grounded in one’s values and withstanding external pressure.

In the end, On Leadership is a reflective, sometimes provocative take on leading a nation, full of insights that swing from the practical to the idealistic. But it also raises important questions about the ultimate purpose of leadership and the need for a clear moral compass. For a public that remains sceptical of political motives, Blair’s leadership lessons may provide timely, if imperfect, revelation.