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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.

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6 min read

Bled dry: some red flags for those who hope to date a vampire

A philosopher's guide to undying love.

Ryan is the author of A Guidebook to Monsters: Philosophy, Religion, and the Paranormal.

A modern vampire stairs at the face of his girlfried.
Kristen Stewart and Robert Pattinson in Twilight.
Lionsgate.

Writing from his new book, A Guidebook to Monsters, Ryan Stark delves into humanity’s undying passion for all things gothic.  In the first of a two-part series, he asks what is so irresistible about vampires, what do we want from them, and what’s the deal with the armadillos? 

 

Historians point to John Polidori’s The Vampyre as that vital moment in Western vampire lore when the grisly undead creature becomes instead a Casanova. London, 1819. Lord Ruthven, the suave vampire in question, seduces young women and orchestrates chaos in the lives of others—all for his own carnal pleasure. Importantly, he does this by way of persuasion, not rote coercion, which illustrates a key aspect of the modern vampires’ modus operandi. They prefer romance to compulsion, seduction to force. They prefer thrall, almost to the end, at which point the monster fully emerges and the victims fully grasp that their good senses have been compromised. But by then it is too late. 

“None are more hopelessly enslaved than those who falsely believe they are free,” Goethe once observed. Similarly, none are more hopelessly enslaved than those who believe themselves to be dating vampires. 

To resist, however, is easier said than done. Even Buffy the vampire slayer succumbs to thrall, so much so that she invites Dracula to bite her. And he happily obliges, if “happily” is possible in the mind of a vampire. Later, having sobered up from the ordeal, Buffy stakes the villain, but we are nonetheless left with an uneasy feeling. Despite all her experience, despite all her kung-fu knowhow, Buffy still crumbles in the wake of thrall, at least temporarily, putting herself in grave danger and eliciting from us a pressing set of questions. How could this have happened so easily? Will this happen again? Are women attracted to men in capes? 

Much like kryptonite, vampire magic also affects Superman. Two vampires have so far succeeded in hypnotizing him. Crucifer, not fortunate in name, enthralls our protagonist and sends him on several errands, until the Man of Steel has a moment of clarity, as the alcoholics call it, at which point he punches the ancient vampire through the heart. Dracula, too, disguised as an aristocrat named Rominoff, charms our superhero rather easily and then bites him on the neck, only to explode—hilariously—on the premise that Superman’s blood is tinged with sunlight. A moment of dream logic used to subvert the expectation that superblood might somehow benefit the Count. 

Lord Ruthven of Polidori fame also wanders into the DC Comic Book Universe and, per usual, charms his way through problems, until he inadvertently skewers himself on a war memorial. Before this happens, however, we get the strong impression that Ruthven could beguile Superman with ease, if given the chance: that pens are mightier than swords and always have been. 

On the contrary, vampires have a long history of not pointing to Heaven. Instead, they gild the lily. In their attempt to out-gothic the gothic, they turn their style inwardly upon themselves.

Psychoanalysts observe that to empathize with sociopaths is to negate the self most dangerously. They are right, I think, and right—too—that self-erasure proves difficult to recognize at times, because it feels like love. Such is the predicament of those who hope to rendezvous with vampires. Perhaps they have a death wish, some will say, or maybe a savior syndrome, as if they are to save the brooding scoundrels. As if they can. Regardless, the monsters have another plan entirely. As an early church father once explained, those who dine with the devils should bring long spoons. 

Not that vampires are particularly good at banquets. They inevitably exaggerate, like the Macbeths as they welcome King Duncan to the castle: “All our service,” the lady says, “in every point twice done and then done double.”  

Or recall the embroidered hospitality of Bela Lugosi’s 1931 Dracula, caught between silent film and sound: “I bid you welcome,” he says, acting out the part as if the audience must see the motive on his face. A perfect moment when the silent cinema and talking pictures conspire to produce the quintessential vampire ethos, an overstated affectation framed for the modern age. The bow of pretended humility, the elongated gesture, the monumental gravity. The outfit.   

Some speculate that if vampires were able to see themselves in mirrors, they would reconsider their wardrobes. We have reason to think otherwise. Of course, the true gothic is not the vampire aesthetic, because the true gothic always points to Heaven, as in Notre Dame Cathedral, for instance, or Westminster Abbey. On the contrary, vampires have a long history of not pointing to Heaven. Instead, they gild the lily. In their attempt to out-gothic the gothic, they turn their style inwardly upon themselves, incurvatus in se, which signals not grandeur but rather self-apotheosis. In essence, vampires are their own cathedrals, and with this premise proceed accordingly, candelabras in tow. 

If the vampire could only find pleasure in chocolate, if he could laugh with children, if he could be loved like Bella loves Edward in The Twilight Saga, then maybe there is hope enough in the world for all of us.

Longinus, in On the Sublime, uses the term “frigidity” to describe the emotional effect produced by such false grandeur. He means to convey both rhetorical and metaphysical coldness, as does Dante, who places the Devil in a block of ice at the Inferno’s gaudy center. As does Stanley Kubrick, too, who freezes the possessed Jack in the maze at the end of The Shining. And somewhere near the frozen middle of Hell we find the vampires, those who betrayed the strangers in their midst and preyed upon the lonely and the desperate. But now they only devour themselves. We are punished by our sins, not for them. 

On a side note, and concerning the vampire’s many choristers, the opening scene of Lugosi’s Dracula features three armadillos. They wander about the castle and mind their own business, it seems, as wolves howl and spiders weave their webs. On how they got there we do not know, but the armadillos further confirm Longinus’s additional point that the ridiculous and the sublime bear a family resemblance. 

What, then, are we to make of the vampires who sparkle and the vampires with souls? Or, if not in the direction of the dreamy, then in the theater of the absurd: Count Chocula, the mascot for a popular breakfast cereal, or the puppet Count von Count from the children’s program Sesame Street, who teaches viewers how to add and subtract—hitting all the numbers with his heavy Transylvanian accent. We might deem these manifestations too unserious to be taken seriously, but in fairness to the spirit of Count Chocula, perhaps something else happens here. Namely, we find more variations upon the culture-making effort to rehabilitate the demonic, and the almost demonic, as the case might be.  

If the vampire could only find pleasure in chocolate, if he could laugh with children, if he could be loved like Bella loves Edward in The Twilight Saga, then maybe there is hope enough in the world for all of us. Indeed, maybe some vampires have grown tired of being vampires. That said, we do well to heed the old Transylvanian proverb, lest we over-empathize with the villains: the sane would do no good if they made themselves monsters to help the monsters. 

A recent meme depicts the real Dracula in the company of Count Chocula, Count von Count, The Twilight Saga’s Edward, and several other less-than-scary princes of darkness, at which point Dracula laments that the vampires have lost their edge. 

And, true, I have yet to comment on psychic vampires and flaming extroverts, which is an oversight to be sure. As a corrective, and by way of conclusion, I observe the following: for twenty-seven dollars, one can buy a beaker of psychic vampire repellent from Gwyneth Paltrow’s Goop Store in Beverly Hills, California. The Paper Crane Apothecary makes the product, which—with an essential blend of rosemary, lavender, and juniper—protects against the fiends who corner people at parties. At present, however, shipping will be difficult: the website tells me “This item is sold out.” 

  

From A Guidebook to Monsters, Ryan J. Stark.  Used by permission of Wipf and Stock Publishers.