When obsession shakes certainties and challenges beliefs

What happens when questions of belief are subject to obsessive behaviours? The impact of OCD on key life moments.

Paula Duncan

Paula Duncan is a PhD candidate at the University of Aberdeen, researching OCD and faith.

A close-up of a complex clock mechanism featuring small statues within it.

The Millennium clock tower.

National Museum of Scotland.

I’m eleven years old and I’ve been given a New Testament in our school assembly. This is the first time I’ve owned a copy of the Bible. So far, I’ve only heard it read to me in school or the few times I’ve gone to church with my family. I flick through it that evening, taken by the table at the front that directs you to different verses that speak to how you might be feeling. I find myself reading Revelation. The imagery frightens me. The tone, the threat, the fear, and the condemnation… would this be me if I didn’t believe in the right way? If I didn’t believe enough? I’m terrified of this book, these words, terrified of God, even. Mostly, I’m terrified by my own doubt and uncertainty about all things religious, despite wanting to believe. What if God isn’t real? What if God is and I just don’t believe enough? God will know I’m not sure. I tell myself not to think about it. If I’m to avoid thinking about it, I can never read the Bible again. I accept this as a rule.

I’m twelve years old and I’m standing in the National Museum of Scotland in Edinburgh, listening to one of Bach’s minor key concertos playing from the Millennium Clock. To me, it looks like it depicts some sort of hellscape straight from the book of Revelation. Death, suffering, and evil are everywhere in this model with its eerie red glow at the bottom. It brings up all the thoughts I’ve been trying to avoid – “you don’t believe enough” and “this is what hell looks like.” I tell myself to forget about it. If I’m to forget about it, I need to make sure that I never talk about it and don’t tell anyone how afraid of it I am. Talking about it makes it real, I think. I accept this, too, as a rule.

I’m thirteen years old and I’m sitting in a church trying to concentrate on the service. I can’t because I keep having the thought that I don’t believe enough. I’m worrying about what the reading might be – I’m still too scared to read the Bible and I can’t prevent myself from hearing it in this space. I’m afraid of thinking that I don’t believe enough, and that God will know because this is God’s church after all. I tell myself that I do not belong in this place if I cannot control my thoughts. If I can’t do that, I can never go to church again. This too, becomes a rule.

I’m fourteen years old and I’ve started praying every evening. I’m not sure what prompted this, but I also know that I must do it correctly. If I pray and forget to conclude with “amen”, then it seems obvious that God will continue to listen to my thoughts as if I’ve forgotten to hang up the phone. I try to keep my thoughts corralled and pure when I pray. If I don’t end my prayer, God will hear all my worst thoughts – the ones I am ashamed of, the ones that scare me, the ones that fill me with doubt. I tell myself that I can no longer run that risk. If I’m to prevent this, I shouldn’t pray. Another rule.

I was scared to say these things aloud – to voice my fears or doubts in case they somehow became worse if I acknowledged them.

I’m now in my late twenties, and I have been diagnosed with Obsessive-Compulsive Disorder (OCD) and I’m slowly unlearning the rules I’ve created for myself over the years. Each of them, in their own way, was designed to keep me safe from harm, safe from thinking about something that frightened me, or acknowledging difficult emotions like doubt and uncertainty.

It has been a long road to reach that diagnosis. OCD is regularly misunderstood and presented as punchline of jokes – “I’m so OCD!” is one that I’ve heard far too many times when someone simply means that they’re organised. The problem with these jokes is that it disguises the reality and makes it that bit harder for people to recognise what it is they’re really dealing with. OCD-UK, a charity to whom I owe a great deal, describe OCD as follows: “Obsessions are very distressing and result in a person carrying out repetitive behaviours or rituals in order to prevent a perceived harm and/or worry that preceding obsessions have focused their attention on.”

Obsessions could cover virtually any topic, and everyone will experience compulsions in slightly different ways. I didn’t recognise that I was living with OCD because almost all of my compulsions were mental rituals or avoidance behaviour. I would try and avoid thinking about things, check whether thoughts upset me, avoid reading the Bible… Layers and layers of compulsive behaviour in response to frightening intrusive thoughts that became associated with faith. I was scared to say these things aloud – to voice my fears or doubts in case they somehow became worse if I acknowledged them. I now know to call this “magical thinking” but I still find it difficult at times to accept that I cannot cause something to happen simply by saying it.

It can be particularly difficult for people with OCD to cope with uncertainty. I can see why anxiety and doubt about the existence of God has been hard for me to tolerate. I also know that I can never achieve absolute certainty and part of learning to live with OCD is learning to accept that and make choices despite it. Last year I attended the International OCD Foundation (IOCDF) Faith and OCD conference and was overwhelmed by the sheer number of people there. So many people with the same worries and doubts as me, and many more who had found that OCD impacted them in different ways.

But it was hard for a doctor to diagnose me until I could find the words to articulate what I was experiencing. It wasn’t until I started reading books about other people’s experiences with OCD that I started to recognise my own thought patterns, my own fears and doubts in other people’s words. Author and video creator John Green shares a very powerful video titled “What OCD is like (for me)” where he shares what his experience of having OCD and says:

“I can say what it is like more than what it is.”

This gives me a little more courage to tell people what living with OCD can be like and represent some of the diverse experiences of the condition. For someone who was too frightened to open a Bible, I think it’s a little ironic that I am now a theologian. My doctoral research project is focusing on faith and OCD, and in particular, how it might affect someone’s relationship with God. I hope to make use of some of my own experience along the way – examining my fear of not being sure enough, my worries that my intrusive thoughts would somehow offend God… I hope that by sharing this, I can raise a little more awareness of an experience that so many of us try to keep secret or just aren’t ready to speak about.

Through advocacy and research, I’d like to share a little of, as John Green says, what OCD looks like (for me). I’d like to add my voice – now that I’ve found it – to the discussion in the hopes that someone might read this and recognise what they’re going through. And if that’s you? You’re not alone. There is help and there is hope.

Review

Books

Culture

Education

Monsters

11 September 2024

5 min read

Are we letting a monster or saviour into the classroom?

Examining Sal Khan’s confidence in artificial intelligence.

Krish Kandiah

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

A board of experts sit at a table against a conference backdrop.

Sal Khan, left, at an AI summit.

White House via Wikimedia Commons.

I've watched enough dystopian movies to know that there are lots of reasons to be nervous about the rise of the machines. Whether it’s the Terminator universe where the internet becomes sentient and creates autonomous robots to eradicate humanity, Neo battling an artificial intelligence that enslaves humans in The Matrix, or Will Smith fending off helper robots bent on taking over the planet in I, Robot, technological advances often fuel an array of nightmare scenarios. As if to make matters worse, science fiction has an uncanny knack for becoming science fact – I think of how shows like Star Trek accurately foretold mobile phones, wearable tech and virtual assistants. The line between imagined catastrophe and reality might be thinner than we might like to admit.

Perhaps we shouldn’t be surprised then, that our creative industries are sending out dire warnings about the impact of the latest breakthrough technology - Artificial Intelligence (AI). Like Mary Shelley’s Frankenstein in the middle of the industrial revolution, and Godzilla in the dawn of the nuclear era, dystopian fiction is par for the course of scientific advancement. It all stems, I believe, from our deep human response to the unknown – the fear instinct. But I have recently come across a surprising new voice of reassurance in Sal Khan’s book Brave New Words: How AI Will Revolutionize Education (and Why That’s a Good Thing).

Khan’s book comes recommended by Bill Gates - a reliably voracious reader and one of the founding fathers of the global information technology revolution. But Khan also has his own excellent credentials. From tutoring his niece online using a simple online drawing programme called Yahoo Doodle, he began creating YouTube videos and soon amassed over 450 million views. This led to his creation of the now world-renowned Khan Academy which has revolutionised online education. By 2023, it had more than 155 million registered users, with students spending billions of hours of learning on the platform.

Teachers are concerned that AI could undermine their expertise, much like satellite navigation diminished the skills of London Black Cab drivers.

You may also like

It seems to me that AI has the potential to upend the Khan Academy business model, however Khan does not take the opportunity to discredit AI or even to highlight its dangers in a bid to reinforce the advantages of his existing products. Nor does he buy into the doom and fearmongering about the impact of digital technologies on young minds, as Jonathan Haidt does in his recent bestselling book Anxious Generation. Instead, he writes a hopeful and imaginative book on AI’s potential for further transforming education for good.

Khan’s perspective comes amidst great fear in educational circles that generative AI will mean the end of education. Students can currently ask ChatGPT to generate an outline for them for an essay, suggest copy, check grammar and accuracy, offer improvements, translations, and factchecks, as well as write a conclusion, edit for wordcount, add footnote references and more. Indeed, entire books available for sale on Amazon have been allegedly written solely by AI. Teachers and lecturers are understandably concerned about the potential for plagiarism. If teachers are no longer able to discern what a student has written for themselves and what a computer has generated, the assessment process becomes meaningless.

Teachers are concerned that AI could undermine their expertise, much like satellite navigation diminished the skills of London Black Cab drivers. After years of mastering 'The Knowledge'—an arduous and demanding process requiring exceptional memory and recall—this once-essential qualification was rendered almost obsolete. New drivers now need little more than a GPS and an Uber account to compete, a shift that highlights how quickly hard-earned skills can become irrelevant in the face of technological advances. Many teachers fear a similar fate as AI continues to encroach on their domain.

While AI may not be the evil monster that will destroy us, neither is it the perfect saviour that will solve all society’s ills.

Khan offers an important alternative view. He sees the possibility that AI could, for example, help coach students on essay writing. By reading work, marking it and suggesting improvements, AI could not only save the teacher valuable time but help students take their work to an even higher level.

Khan offers a similar hopeful alternative to those who blame digital technology advances for the crisis in young person’s mental health. What if AI could help offer coping mechanisms, coaching and tailored advice that can help improve the mental health of students? His vision for the Khan academy virtual assistant ‘”Khanmigo” reminded me of BayMax from Disney’s Big Hero 6 – the large inflatable, huggable robot with a calm, compassionate and loyal personality, highly committed to every aspect of his user’s wellbeing.

Amid voices that demonise AI, Khan’s is a useful antidote, however I wonder if he has gone too far. While AI may not be the evil monster that will destroy us, neither is it the perfect saviour that will solve all society’s ills. Understatement is not Khan’s strong point. Instead, sometimes he becomes so carried away in excitement that I feel his book begins to sound like an infomercial for his own, current and future products.

I wish that Khan had taken a slightly different tack – no less inspiring about the potential of AI, but also recognising its limits. After all education is as much about transformation as it is about information. It should lead to character formation as much as skill acquisition. Emphasising these aspects of moral and perhaps even spiritual mentorship, we can see that education remains irreplaceably human.

AI has huge potential to help and to hinder us in our educative responsibilities to the next generation– and so questions remain – not if AI will change our world, but how. We need to ask not just what benefits it could bring, but who it could benefit most usefully.