Interview

Culture

S&U interviews

30 June 2023

4 min read

Kelsey Grammer is back in the building

As vintage comedy Frasier reboots, Kelsey Grammer talks with Krish Kandiah about his comeback and the significance of another recent role in Jesus Revolution.

Krish Kandiah

Krish is a social entrepreneur partnering across civil society, faith communities, government and philanthropy. He founded The Sanctuary Foundation.

A group sit in a lounge playing musical instruments while the man closest to the camera laughs.

Kelsey Grammer plays Pastor Chuck Smith in Jesus Revolution.

Lionsgate.

Staying up late on a Friday night to watch Cheers was one of the regular highlights of my childhood. My parents were as bewitched as I was with the sonorous voice of Kelsey Grammer. Indeed, the whole world loved it. His spin-off sitcom Frasier went on to run for 11 years, winning 37 Emmy awards, a feat only recently surpassed by Game of Thrones. Grammer himself became one of the most decorated, well-loved – and well-paid - actors in the world.

Nearly 20 years after its final episode Frasier is being rebooted. This time it is returning to Boston, the place where everybody came to know Dr Frasier Crane’s name. I, like many, are jubilant, convinced that the warm, masterful and often farcical humour will resonate just as well with a new audience. But what about Grammer? How does he feel about putting on the jester’s motley and playing Dr Crane again?

“He's fantastic.”, Grammer explains to me with a broad smile and clear enthusiasm. I find myself wanting to tell him everything that’s keeping me awake at night.

“Whatever it is about this journey with Frasier: he's lived a kind of a parallel life with me. Now we've found our way back to one another.”

Grammer seems to be as excited as I am about the comedy comeback, but has Dr Frasier Crane changed over the decades? He explains:

“He's a little wiser, a little calmer about some things. He's still a bit of a nuts on others. But the growth of the last 20 years or so in his life is reflected, I think, in this performance now.”

Sometimes our greatest triumphs are accompanied by our lowest moments. At the same time that Frasier was first showering Grammer with fame, fortune and critical acclaim, he was wading through personal trauma. Substance abuse, addiction, and divorces resulted. I had to ask Grammer if he was a stronger person this time around:

“I came to this one differently. I came to this one prepared to enjoy it. The previous manifestation of Frasier was a little bit much maybe a little bit too soon. It was challenging at times.”

Grammer’s personal journey fascinates me. He seems to have resolved the sense of emptiness that so often accompanies great success. Perhaps a clue can be found in the film Grammer is in London to promote. Jesus Revolution is based on a true story from the 60s and centres on a small church in Florida which gets invaded by hippies. Grammer plays the role of Chuck Smith, the pastor who is torn between two very different congregations.

“He spoke to my sense of good. People finding themselves, finding their way forward and not giving up, not relenting. I loved his search and his courage in the face of a waning congregation and the challenge of trying to make God relevant in that time.”

Time magazine covers from the 60s and 70s.

Two Time magazine covers beside each other. One reads 'Is God dead?' The other 'Jesus Revolution'.

The film illustrates this challenge by bookending two editions of Time magazine. At the start of the film Grammer waves a 1966 cover at his sparse, stiff congregation. It is jet-black and asks pointedly “Is God Dead?” By the end of the film Grammer, surrounded by a crowd of unlikely long-haired worshippers, is clutching a Time Magazine from 1971, this time featuring on its cover a psychedelic picture of a bearded Christ proclaiming “The Jesus Revolution”.

Grammer’s character experiences his own personal Jesus revolution in the movie. He welcomes those long-haired bare-footed hippies into his home, his church, and his life, and as he begins to see the world – and God - through their eyes, he becomes a kinder, braver and happier person.

This is what I see in the Hollywood superstar I am interviewing: someone willing not only to talk openly about his faith, but to actively promote it. He is a man on a mission as he tells me:

"You can defend and champion and be an activist for a sort of alternate lifestyle or any number of things that you think are important. I applaud that. But it's also okay to applaud and champion the idea that a life of faith has equal value…”

Grammer, now wistful and warmer, adds:

"I just thought, I want to do something that has value, meaning, you know, other than just making people laugh."

Grammer grew up in a family of faith, but that family was also torn apart by heartbreak. His father was brutally murdered when he was just 13 years old. Seven years later his sister was abducted, raped, stabbed and left to die in a trailer park. I ask Grammer bluntly how he can have faith in God after such horrors and suffering:

“Well, I've been wrestling with it my whole life, since the early days of when tragedy first came knocking at the door… And I spent a long time looking around, you know, thinking, what the heck happened? Very recently, I stood on a baseball field at one of the harvest revivals and I just said, “Where were you?”. He said, “I was right there.”

Grammer has found a way to make sense of his life, a way to deal with trauma and tragedy. Like Chuck Smith making room for the outcasts, like Dr Frasier Crane making time to listen to troubled people on the radio, Grammer could be a new sort of pastor for a new generation.

“I think people are walking around with broken hearts. I hope they have a chance to say: ‘Well, maybe, maybe this faith thing isn't so bad.’”

Maybe he’s right. For a man that has experienced more than his fair share of personal tragedy, I have the feeling that he knows what he’s talking about. I came away feeling moved by his continuing faith in God despite everything he has suffered and despite everything he has struggled with. I hope audiences will see something of that authenticity and challenge in Jesus Revolution.

Jesus Revolution is on UK and Irish cinema release. Tickets are available now.

Article

Comment

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.