Poetry, the French writer Paul Valéry once wrote, is that 'long hesitation between sound and meaning.' To judge from Belgian painter Luc Tuymans’s 2006 canvas Easter, art might similarly be defined as that long hesitation between sight and sense - so long, in fact, that stable meaning never fully materializes. Characteristic of Tuymans's work, Easter relies on seemingly straightforward gestures comprising what should, on the surface, cohere into an easily interpretable narrative. The simple linearity of the painting's three figures, progressing from left to right along a low path against the sparest of overcast skies, dares the viewer to detect any complexity at all in the story from which the moment has been removed.
But lean closer and the scene suddenly unravels into a string of ambiguous signs, as opaque as the humid horizon Tuymans has occluded behind them. The three figures, clad indistinctly in ecclesiastical robes, appear to be either exiting or moving towards some kind of congregation or ceremony. Though the middle figure is frozen in mid-salute, arms either rising or falling, what has puzzled some writers is whether these gesticulations are intended to bestow goodwill or shame onto the hooded penitent who strides in front of him. Is this an excommunication, a blessing or a desperate appeal to the departing that he return? The shadow-faced figure behind him turns his countenance towards us, the haziness of his features serving only to amplify the fuzziness of our comprehension. - Kelly Grovier
He is affection and the present since he opened the house to foaming winter and the hum of summer, he who purified drink and food, he who is the charm of fleeting places and the superhuman deliciousness of staying still. He is affection and the future, strength and love that we, standing amid rage and troubles, see passing in the storm-rent sky and on banners of ecstasy.
He is love, perfect and reinvented measurement, wonderful and unforeseen reason, and eternity: machine beloved for its fatal qualities. We have all experienced the terror of his yielding and of our own: O enjoyment of our health, surge of our faculties, egoistic affection and passion for him, he who loves us for his infinite life
And we remember him and he travels. . . And if the Adoration goes away, resounds, its promise resounds: “Away with those superstitions, those old bodies, those couples and those ages. It’s this age that has sunk!”
He won’t go away, nor descend from a heaven again, he won’t accomplish the redemption of women’s anger and the gaiety of men and of all that sin: for it is now accomplished, with him being, and being loved.
O his breaths, his heads, his racing; the terrible swiftness of the perfection of forms and of action.
O fecundity of the spirit and immensity of the universe!
His body! The dreamed-of release, the shattering of grace crossed with new violence!
The sight, the sight of him! all the ancient kneeling and suffering lifted in his wake.
His day! the abolition of all resonant and surging suffering in more intense music.
His footstep! migrations more vast than ancient invasions.
O him and us! pride more benevolent than wasted charities.
O world! and the clear song of new misfortunes!
He has known us all and loved us all. Let us, on this winter night, from cape to cape, from the tumultuous pole to the castle, from the crowd to the beach, from glance to glance, our strengths and feelings numb, learn to hail him and see him, and send him back, and under the tides and at the summit of snowy deserts, follow his seeing, his breathing, his body, his day.
I myself became a decent teacher only when I started to relinquish some control over the classroom - stopped worrying so much about “getting my points across” and recognized that those moments of disorder that would sometimes occur, those spontaneous outbreaks of intelligence, were the most interesting parts of the class, for both my students and myself. We were going somewhere new, and we were going there together.
…students gravitate toward teachers with whom they have forged a connection. Learning is an emotional experience, and mentorship is rooted in the intimacy of intellectual exchange. Something important passes between you, something almost sacred. Socrates remarks that the bond between a teacher and a student lasts a lifetime, even once the two have parted company. And so indeed it is. Student follows student, and professors know that even those with whom they’re closest now will soon decline to names in an address book, then at last just distant memories. But the feelings that we have for the teachers or the students who have meant the most to us, like those for long-lost friends, can never go away. They are part of us, and the briefest thought revives them, and we know that in some heaven we will meet again.
For all the skill that teaching involves, you ultimately only have a single tool: your entire life as you have lived it up until the moment you walk into class. “The teacher, that professional amateur,” said the critic Leslie Fiedler, “teaches not so much his subject as himself.” He provides a model, he went on, “of one in whom what seemed dead, mere print on the page, becomes living, a way of life.” I developed a rule of thumb in graduate school. If a professor didn’t mention something personal at least a single time - a reference to a child, an anecdote about a colleague - then it was a pretty good bet that I had nothing to learn from him. It’s not that I needed my teachers to be confessional; I just needed them to be present. “Mortimer Adler had much to tell us about Aristotle’s Ethics,” Saul Bellow wrote about the University of Chicago eminence, “but I had only to look at him to see that he had nothing useful to offer on the conduct of life.”
Students want you to be honest, not least about yourself. They want you to be yourself. You need to step outside the role a bit, regard it with a little irony, if only to acknowledge the dissonance between the institution and the spirit. It often feels that there are certain things you cannot say inside a classroom - the most serious things that you want to say, the most genuine things. You want to say that life is tragic, that we are dangling above a void, that what’s at stake, when you read a book, is nothing less than life itself. But you feel your institutional surroundings holding you as if between quotation marks. You fear that your words will fall to the ground with an audible clink. That is where a little distance from the situ¬ation is of service. Just because I say this stuff in class, I used to tell my students, doesn’t mean I don’t believe it.
There are two things that kids invariably tell you about their favorite professors. The first one is “she teaches about everything.” That’s never literally true, of course, so what does it actually mean? Great teachers, as Andrew Hacker and Claudia Dreifus remark, are not bound by disciplinary ideas of what they’re allowed to say. They connect the material at hand, in a way that feels spacious and free, with anything to which it might be relevant. They connect it to ex¬perience, and so they shed light on experience - on your experience. Just as great art gives you the feeling of being about “life” - about all of it at once - so does great teaching. The boundaries come down, and somehow you are thinking about yourself and the world at the same time, thinking and feeling at the same time, and instead of seeing things as separate parts, you see them as a whole. It doesn’t matter what the subject is. A student put it to me this way, about a professor in an oceanic studies program: “He made marine ecology reflect universal truths.”
You know great teaching the moment you encounter it. Yes, you feel, this is it - this is what I came for. It reaches deep inside you. It satisfies desires that you didn’t know you had. It makes the world feel newly large and meaningful - exactly, again, like art. The other thing that students say about their favorite teachers is “he changed my life.”
- William Deresiewicz
They jumped from the burning floors –
one, two, a few more,
higher, lower.
The photograph halted them in life,
and now keeps them
above the earth toward the earth.
Each is still complete,
with a particular face
and blood well hidden.
There’s enough time
for hair to come loose,
for keys and coins
to fall from pockets.
They’re still within the air’s reach,
within the compass of places
that have just now opened.
I can do only two things for them –
describe this flight
and not add a last line.
