What do I want for my students?
I teach theology to undergraduates. That means, on one hand, that I’m not teaching them a skill. Many professors pass on a set of concrete skills meant for a job or some other professional activity: how to interview a client; how to detect a speech impediment; how to parse a verb; how to mix solutions. Not me. That’s not what theology is about.
On the other hand, I’m not teaching my students a discrete collection of facts, such that they might memorize them and, having done so, be assessed for their (or my) success. To be sure, theology contains facts—the date of the seventh ecumenical council, the name of the angelic doctor, the location of the crucifixion—but these are not the point of theology; they are necessary but relatively unimportant elements along the way.
Moreover, nine out of ten students register for a class with me because it is part of a menu of courses they are required to take. In other words, they’re with me because they have to be, not (necessarily) because they want to be. I cannot assume either prior knowledge or present interest.
Finally, professors should be honest with themselves. Whatever a student learns from me, she will almost certainly forget within five to fifteen years. No student is going to see me at a restaurant in 2035 and say, “Dr. East! Chalcedon! Theotokos! St. Cyril and the Tome of St. Leo!” Even if they did, they wouldn’t remember what those words meant. It would be an impressive student who did.
I imagine it’s hard for some teachers to accept this. Why teach if they’re going to forget it all?
Well, to contradict myself for a moment: I remember verbatim a line from a professor in a course on teaching my senior year of college. He said: Learning is what you remember when you’ve forgotten everything you were taught. (Or something like that.) That is, you do take something with you, even if you forget all the facts and figures. So what is that something?
The answer will vary based on the teacher and the topic. Here’s mine.
My principal task as a teacher of theology is the act of exposure. I want to expose my students, usually for the first time, to the Christian theological tradition. I want to show them that it exists, that it makes a claim on their lives, that it is of crucial importance to understanding God, and that it is supremely intellectually interesting. If I do nothing else whatsoever, and students walk out of my classroom having imbibed those lessons, I will have succeeded beyond my wildest dreams.
Put from a different angle, and more simply, my goal is for students to understand—or at least to see a visceral instance of someone who believes—that God matters. There is nothing more important than God, nothing more interesting, nothing more vital, nothing more imperiously imposing, nothing more existentially significant.
Further, I want my students to see that the person in front of them not only believes this to be true but has staked his life on it. More, that this person is morally and intellectually serious and—for this very reason, not in spite of it—believes it to his core. In other words, having taken me, no student will be able to say, for the rest of his or her life, that he or she never met an educated, intelligent, committed Christian adult. I’ve got all the credentials. I’ve got the knowledge. In worldly terms, I’ve got the goods. Not the goods that matter, mind you—like the fruit of the Holy Spirit or the cardinal virtues or any meaningful sign of holiness—but the goods that the world cares about. The Ivy PhD, the books and articles, the whatever other superficial symptoms of success that are meant to impress on social media and dust jackets.
If the students listen to my teaching, then they will know that the point about the gospel is that these things don’t matter. They are means to other ends, often little more than filthy lucre and in any case full of temptations—not least to seek after prestige or to be impressed with one’s own resume. Nevertheless, one thing they communicate is that the person bearing them cannot be dismissed as a country bumpkin or a dime-a-dozen fundie. Even if I’m wrong, it’s not because (as they say) I haven’t done the reading. No student finishes a semester with me and thinks I haven’t done my homework. That’s the one thing I make sure to rule out.
In that sense, then, I use what’s to hand as a tool for amplifying what I’ve judged to be most important for them to hear. For the most part, they won’t remember the grammar of orthodoxy as I’ve tried to spell it out for them. What they’ll remember is that there is such a thing as orthodoxy. And whether or not they were raised on it in their home church, now they can’t claim ignorance: it exists, it’s grand, it’s rich and wide and deep—the sort of thing one might give one’s life to, as their (somewhat excitable and quite strange) professor seems to have done and (even stranger) seems to think they should, too.
My courses, in a word, remove plausible deniability. They can’t say they weren’t told. Through sheer relentless heartfelt passion, energy, and love, I give all that I have and use all that I know to show forth the truths of the gospel of God. The assignments aren’t onerous, but the reading is. I want to saturate them in the wisdom and beauty of the doctors and saints and martyrs of the church. (I want them, secondarily, to imagine that reading might be a habit worth acquiring.) I want them to see themselves in the writings of the tradition, by which I mean, I want them to see the Christ they already know in the words of ancient and unknown forebears. They knew Christ, too! Perhaps, as a result, they might have something to teach us of Christ in the here and now.
More than anything, I want my students to see in the sacred tradition of the church what Rilke saw in the torso of Apollo: A peremptory and inescapable word from beyond, addressing them by name: You must change your life.
That’s what I want for my students. I want them to know Christ, and to keep on knowing him for the rest of their lives. They can do that while eventually, or even quickly, forgetting all I ever said. And that would be just fine with me.
