Review

Books

Comedy

Culture

Trauma

23 October 2024

5 min read

Miranda Hart's diagnosis of the unseen

Beyond a medical illness she's on to something supernatural.

Belle Tindall

Belle is the staff writer at Seen & Unseen.

On a TV chat show, guests look to one of their own talking to the audience.

Mirnada regales a chat show.

There I was, standing in the book aisle with a choice before me. One that would dictate my mental state for the week ahead: I could pick up Boris Johnson’s hotly anticipated autobiography (although, at £30, it would mean putting the bottle of wine in my basket back on the shelf) or I could choose Miranda Hart’s latest literary offering.

Externally, all seemed calm. Internally, an almighty battle of the books was raging within me. The price of Boris’ ruled out the option of buying both. So, which should I pick? Whose voice should I invite to live inside my brain for the next five days? Both books were offering me a cultural bandwagon to hop on, I just had to decide which wagon looked like the better option.

Boris… Miranda… Boris… Miranda… Boris… Miranda…

After some intense deliberation, I popped BoJo’s memoir back on the shelf and became the proud owner of Miranda Hart’s new book. And I must admit, after hearing from friends who chose Boris to be the victor of their own battle of the books, I am very happy with my decision.

Miranda Hart, the deeply beloved comic actor, sit-com writer, and stand-up comedian, hasn’t been entirely honest with us. For decades, she has been suffering with what she now knows to be Lyme Disease. In her book, she draws back the curtain and reveals a lifetime worth of suffering with illness after illness – bronchitis, tonsillitis, pericarditis, gastroenteritis, labyrinthitis – as Miranda succinctly puts it, ‘too many itises’. Despite illness being her body’s default state, Miranda kept calm(ish) and kept on. That is, until around a decade ago when her symptoms became simply unbearable.

She tells the story of collapsing onto her living room floor, extreme fatigue rendering her utterly unable to pick herself up. This was the beginning of months of being bedbound and years of having to press pause on her life. Miranda recalls how she wept with relief at being able to crawl to the bathroom, of how she had to watch the television with sunglasses on because of neurological symptoms, and how she would ‘look at a cup of tea on the table and wonder if I had the strength to take a sip’. She also paints a terrifying picture of not being believed - of living with an illness that nobody can understand, of suffering with symptoms that have no explanation. Miranda contracted Lyme Disease when she was fourteen, and had it diagnosed when she was in her forties.

It seems that Miranda Hart is trusting that all that she can see is not all that there is – that her suffering is not the truest thing about her and that she doesn’t need to be the source of all of her healing.

For those with no experience of living with a chronic illness, Miranda’s honesty will open your eyes to the pain and frustration that comes with your body not allowing you to live the life you crave. If you do have experience of chronic illness, this book will make you feel seen.

But, alas, this is Miranda Hart we’re talking about. If you’re looking for a woe-is-me book, this isn’t it (maybe you’d have more luck trying Boris?). This book is brimming with:

A) End-of-chapter dance breaks

B) Jokes about wind (obviously)

C) Theology

I kid you not.

Each of her chapters outline a ‘treasure’ that she has found in the depth of her suffering, the ‘watchwords’ that she uses to encapsulate these treasures are: love, faithfulness, peace, self-control, kindness, goodness, joy, gentleness and patience.

I got to chapter four of the book and had myself a real – ‘hang on a minute…’ - moment. As a Christian, I’ve grown up with another way of grouping those words together: I call them ‘the fruits of the Spirit’.

By chapter five I was convinced: Miranda Hart has released a spiritual book.

She has, quite excellently, trojan-horsed a bunch of Bible into the Sunday Times best-seller’s chart. And nobody seems to have noticed, I almost feel a little guilty for outing her. All the book reviews I’ve read note the hard-won warmth and wisdom included in this book (both of which are there, by the way) and conclude that it is a truly lovely self-help manual. And that’s where they’re wrong.

This is precisely not self-help.

In fact, I get the subtle sense that the self-help industry is one that irks Miranda a little bit, and understandably so – the idea that we can ice-bath ourselves into wellness must sound odd to someone who can’t pick themselves up off their living room floor. So, I’ll say it again: self-help is not what this book is.

Instead, it seems that Miranda Hart is trusting that all that she can see is not all that there is – that her suffering is not the truest thing about her and that she doesn’t need to be the source of all of her healing. She mentions, again and again, that the truest thing about her (and us, her 'Dear Reader Chums') is that she, and we, are loved. Deeply, unconditionally, unshakably loved. We haven’t earnt it and therefore can’t lose it. In her darkest moments, she had lost everything – her career, her social life, her home, her hopes and dreams - but she never lost that love. Everything else she has to say in the book flows from that belief.

I happen to think she’s dead right – but that is, undeniably, a faith statement. This book is built upon them.

And listen, you could read this lovely book – giggle and weep your way through it – without ever sensing anything supernatural within it. But, make no mistake, there is the supernatural within it.

What Miranda has affectionately called her ‘treasures’ and the Bible calls ‘the fruits of the Spirit’ are just that; they’re what grow when one lives a life informed by and infused with God’s spirit. They’re the tangible symptoms of putting yourself in God’s presence, of keeping company with him. They are him rubbing off on us.

What I’m trying to get at is this: these ‘fruits’, they’re seen in us, but they’re all God. They’re not the fruits of the self and so the way to obtain them cannot be self-help.

Miranda obviously appreciates that belief in any divine/supernatural/transcendent thing can be complex, that the notion of ‘god’ can come with baggage, and religion can be an all-out no-no. And so, she is incredibly subtle with what she has to say. This book is not self-help, but it’s not evangelism either. She uses her beloved ‘ists’ (phycologists, neurologists, sociologists etc.) to unpack the ‘treasures’/’fruits’, showing how recent research and ancient religion have many of the same things to say.

I really am unspeakably glad I didn’t pick Boris.

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.