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.

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.