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.

Column

Culture

Migration

Politics

20 November 2025

4 min read

From MI6 to migration: the tangled legacy of empire

Britain’s security dilemmas, from LinkedIn spies to post-colonial legacies, reveal a deeper global story

George Pitcher

George is a visiting fellow at the London School of Economics and an Anglican priest.

Home Secretary Shabana Mahmood.

Home Office.

There’s a food chain in the British intelligence services and the government offices they serve. The Foreign Office is advised by MI6, or the Secret Intelligence Service (SIS) or more usually simply “Six”, which, though it would deny it in favour of claims of collaboration, looks down on the national security service, MI5, which serves the Home Office.

An old acquaintance from Six used casually to call the parochial Home Office the LEO, short for Little England Office. There’s less of that now, to be sure, as they struggle to accommodate their political masters. Foreheads were rubbed wearily at MI6’s HQ by Vauxhall Bridge when Yvette Cooper, fresh from proscribing Palestine Action at the Home Office as a terrorist organisation alongside al-Qaeda and ISIS, was made up to foreign secretary at the last re-shuffle.

Meanwhile, over the river, MI5 faces the challenge of a new home secretary, Shabana Mahmood, who may believe that the prospect of limiting leave to remain to a maximum of 20 years and confiscating their jewellery might dissuade those with ill intent against the British state from embarking on a small boat.

Taken together, these challenges make it not a good time to be an intelligence officer, or even an intelligent one. It gets worse on the canvas of large superpowers. The problems with an erratic clown of American jurisdiction are well recorded. But China is something else.

They’d be chuckling merrily at MI6, if it wasn’t so serious, at the headlines this week, suggesting that China’s principal infiltration of the British state is through agents posing as headhunters on LinkedIn. The immeasurably greater threat from Chinese intelligence has come from the global march that China has stolen in the so-called Internet of Things (IoT), the network of Chinese-sourced sensors, software and chips embedded and monitored in technologies that connect and exchange data globally.

This isn’t tin-foil hat conspiracy territory; it’s real and has been called out for years. It’s significantly why the case against two alleged British spies for China was recently withdrawn. Britain has to keep China sweet for fear of what it knows of and could do with British data. That’s a massive US problem too.

To that end, trade and co-operation are the way to keep China onside, not confrontation. It’s an example that the Foreign Office might set for the Home Office. And, indeed, the two might work more closely together (just a suggestion).

The Home Office has long acknowledged that there are “Push and Pull” factors to our immigration crisis. It almost exclusively concentrates on the Pull, by trying to make the UK a less attractive destination for migrants through limits of right to remain and by nicking their jewellery. The Push factors are war, oppression and economic deprivation and these are very much more the territory of the Foreign Office.

A big problem arises when the Home Office tries to do the Foreign Office’s job, as when Mahmood threatens Trump-style visa bans for the likes of the Democratic Republic of Congo, Angola and Namibia. Good luck with that – it betrays a neo-colonial instinct and there, perhaps, is the rub.

We pay a post-colonial price in both illegal and legal immigration. A predominantly Christian Europe and New World endeavoured to make disciples of every nation and now many of them are coming home. Christian culture as a former weapon of oppression is perhaps overstated, but there’s some truth in it. An even more stark truth is that we have to address the Push elements of migration if we are to find common ground on which we can make progress.

Our colonial oversight left Afghanistan a modern and post-modern historical mess. Syria is almost untouchable in its post-Assad dynastic horrors. The Indian subcontinent is still a wreckage that we abandoned only some 80 years ago.

Trying to deal with the Taliban in Afghanistan or the former al-Qaeda breakaway al-Sharaa interim regime in Syria may not be so much a triumph of hope over experience as of naivety over history. But our current position with China may point a way forward. Tariff-free trade and economic co-development is a surer way to address migration crises than making arrivals unwelcome.

It’s admittedly more complicated than China. A US/UK post-colonial future will need to align neo-Christian western cultures with an enlightened Islam that concentrates on the Quranic instructions of co-existence, respect, fairness and the explicit injunction that there can be “no compulsion in religion”. But if it was easy everyone would be doing it.

That’s the call of the 21st century and it is, quite clearly, a global rather than nationalistic one. The US will need to recover its position in the world. And, in the UK, foreheads will need to be raised from being banged on desks to solve foreign crises before they wash up on our shores.