Eternal Sunshine of the Spotless Mind: 20 years on

Memory and the meaning of suffering.

Beatrice Scudeler

Beatrice writes on literature, religion, the arts, and the family. Her published work can be found here.

A coupe sit on outdoor steps against a blue sky. One holds a plate and the other looks towards them.

Carrey and Winslet as Joel and Clementine.

Michel Gondry’s Eternal Sunshine of the Spotless Mind came out in 2004. Twenty years on, its stubborn insistence that the memory of pain gives meaning to our lives is as relevant as ever.

I first watched Gondry’s cult classic earlier this year, in the midst of recovering from postnatal PTSD. When we are faced with heartbreak, it can be easy to wish that we could retreat from painful memories, hiding them away until the initial pang has seemingly died down. That was my experience, at least. But I quickly learnt that the traumatic memory of my daughter’s birth would continue to resurface until I processed it and accepted it as part of my life. Just so, Eternal Sunshine of the Spotless Mind teaches us that being vulnerable to suffering is a gift, that suffering itself is necessary to our moral growth, and that our ability to remember the past is an invaluable faculty of the human mind.

The film begins simply, with a meeting between its protagonists, Joel Barish and Clementine Kruczynski. As Joel and Clementine start making small talk, they seem immediately comfortable, almost familiar with each other, and yet the atmosphere is eerie. Soon enough, we discover that Clementine was a patient at Lacuna, a clinic which erased every memory of Joel from her mind after their two-year relationship ended in a painful breakup. When Joel finds out, he asks Dr. Howard Mierzwiak, the director of Lacuna, to do the same for him. As viewers, we now start to wonder: was that meeting we witnessed their very first, or have they met again after their memories were erased, unaware that they loved each other in a ‘past’ life?

This tone of disorientation continues throughout the film, and that’s what makes it so special. As Joel’s memories of Clementine are erased one by one, he realises that the removal of one’s painful experiences is in itself a kind of trauma; what promises to be a relief, turns out to be nothing more than loss.

We experience this sense of disorientation and loss alongside Joel as we jump through snippets of his and Clementine’s happiest and saddest moments together, trying to piece together in our minds a linear narrative of their relationship. While this is happening, the film’s subplot focuses on Stan, Patrick, and Mary, three young people working for Lacuna. As Stan and Patrick, the ‘technicians’, work on Joel’s memory removal, Mary, Lacuna’s naive receptionist, muses on the beauty of their mission. She begins quoting aloud the passage of poetry which inspires the film’s very title, taken from Alexander Pope’s verse epistle Eloisa to Abelard (1717):

How happy is the blameless vestal’s lot!

The world forgetting, by the world forgot.

Eternal sunshine of the spotless mind!

Each pray’r accepted, and each wish resign’d.

Mary has an idealistic vision of her work: she believes she is helping suffering people experience the kind of ‘eternal sunshine’ that only a ‘spotless mind’ can achieve. But the human mind is not so simple. Joel’s desire for forgetfulness quickly turns nightmarish. As he realises he has made a mistake, he starts fighting to retain the memory of his love for Clementine, but his is a hopeless quest. Dr. Mierzwiak’s intervention ensures that the procedure is completed.

Left alone without Stan and Patrick, Mary confesses to the married Dr. Mierzwiak that she is in love with him. It is at this point that her idealism crumbles down. He reveals that they’ve already had an affair in the past and that she agreed to let him erase its memory from her mind. Mary is devastated. She decides that what Lacuna is doing is unethical - even if Mierzwiak technically has the patients’ consent to the procedure - and releases the clinic’s files back to the patients. It is this decision which leads Clementine and Joel, just a few days after they ‘meet’ again, to discover that they’ve already loved each other in the past.

Accepting suffering and holding it in our hearts, not with bitterness, but rather with courage, requires endless patience and infinite hope.

Although the script of the film doesn’t spell it out, Mary’s story emphasises that the absence of painful memories is in itself experienced as a painful loss. What’s more, it shows that, without the memory of the suffering which we have inflicted on others, and which others have inflicted on us, we are incapable of moral growth. Thanks to the knowledge of the past, Mary is able, this time around, to resist having an affair with a married man. Just so, the final scene of the film, which sees Joel and Clementine vow to renew their relationship, is hopeful not in spite of the fact that they have regained the memory of the ways in which they hurt each other in the past, but precisely because of it.

Accepting suffering and holding it in our hearts, not with bitterness, but rather with courage, requires endless patience and infinite hope. But that is what we were made for. Each one of us is called to endure pain in imitation of Christ, and, out of that pain, to discover a greater capacity for sacrificial love. We make meaning out of pain: that’s what human beings do.

The very last lines of Eternal Sunshine of the Spotless Mind perfectly express the fruits of this Christ-like acceptance. As Joel reassures Clementine that he can’t see anything he doesn’t like about her, she expresses her doubts and anxieties: ‘But you will! But you will.’, she repeats, ‘You know, you will think of things. And I’ll get bored with you and feel trapped because that’s what happens with me.’ Joel and Clementine look at each other, and, after a pause, they simply say to each other: ‘Okay’. Their ‘okay’ is not an indication that they are doomed to repeat old mistakes. Rather, it signals a new choice: this time, when their relationship becomes difficult, they won’t just run away; this time, they will face discomfort, heartbreak, and disappointment, armed with the knowledge that seeking a sense of permanence by loving another person completely is an inherently valuable pursuit. In accepting the most traumatic parts of our past we grow closer to God; and in bravely deciding to look ahead to the future with hope, we catch a glimpse of the unadulterated joy which we will finally experience in God’s eternity.

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Education

Leading

26 July 2024

5 min read

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.