When a wallflower blossoms

Unpicking Bridgerton’s complex coding.

Bex Chapman

Bex is a freelance journalist and consultant who writes about culture, the church, and both government and governance.

A young lady in Regency dress, holds a fan while looking around a garden.

Lady Penelope Featherington, played by Nicola Coughlan.

Shondaland.

Dearest gentle reader, are there any among us who do not love that most marvellous of transformations, a makeover? Something about a new dress, a new hairstyle, even a new lipstick, somehow has the power to make you feel full of potential. Maybe today will be different. Maybe today I won’t stand on the sidelines. Maybe today, I will be different. A lipstick isn’t going to dramatically change how you look of course – the power is in how it makes you feel. But what do you do when how you feel inside seems so different to how you behave on the outside? When you know that you can be witty, and funny, and charming, but somehow what comes out is shy silence, or worse, utter waffle?

And so, in series three of Bridgerton, the hugely popular Netflix show from Shondaland that brings together regency romance, pop-anthem string covers, colourblind casting and some very modern sensibilities – we see Penelope Featherington, to-date the wallflower of the show, step out from the shadows. She has given herself the most modern of regency style transformations. Her clear instructions to the modiste about her new colour-scheme, her hair, how she wants to present, brook no argument. And she pulls it off with aplomb – the gasps as she descends the inevitable staircase, looking stunning as the strings belt out a-b-c-d-e-f-u, are gratifying. It is hard not to be thrilled for her at the response elicited – the garish citrus florals are gone, and in their place is a new, soft, romantic look, complete with Rita Hayworth hair. She is owning it, finally full of confidence, and it’s fabulous. Our fan-favourite sidekick has become a compelling heroine in her own right.

This third series is full of romance, but also relationships. It is only in figuring out who we are, that we can best relate to others.

But this isn’t the end. This story is just getting started. She might look fabulous, but as Pen tries to launch herself at the town's marriage mart (third time lucky?!) she anxiously fluffs it on an epic scale. And she knows it. Flinging herself onto her bed, she throws down her fan in despair; ‘deep inside, I know I can be clever and amusing but somehow my character gets lost between my heart and sometimes I find myself saying the wrong thing, or more likely, nothing at all’ she explains subsequently. Her work is thriving – as gossip columnist Whistledown she is the talk of the town, making money, with a pen that gives her a power she never dreamed possible as she shares all of Mayfair’s secrets. But her personal life is a mess. On paper she is nailing it; in person she is a disaster.

Charm school isn’t a new concept in a romcom, but nonetheless upon Pen pouring her heart out to long-time crush Colin Bridgerton, he decides to offer a My Fair Lady approach, promising that he has picked up plenty of tips in Paris that he can share. This won’t go exactly according to plan, and the judgement of the town comes down on poor Penelope again, but this series she isn’t going to retreat in shame or fear; the Whistledown in her isn’t prepared to let her go back to just being an accepting wallflower. This series the colours are brighter, the wigs are that much higher, the ballgowns are even more brilliant, and this time, Pen is going to get herself a husband, despite the assumptions and agendas of her truly awful family. And we are here for it - 3.6 million UK-based viewers watched the season 3 premier within a week of release, outperforming the season 2 opener. 'Polin', as fans have named the burgeoning romance between Pen and the newly-buffed up Mr Bridgerton, is perfect for binging.

If the first series of Bridgerton was all about the steamy sex, the second series seemed like it was all about longing and yearning for what couldn’t be, then this third series is full of romance, but also relationships. It is only in figuring out who we are, that we can best relate to others. That might be with potential partners, as Pen rejoices as she finally pulls off a successful interlude with a suitor she concedes – ‘I was feeling so low, in fact it somehow allowed me to stop caring so much about how I was perceived and … I was simply myself’.

God knows us inside and out. He can discern our thoughts from far further away than across a crowded ballroom.

Being confident in who we are is appealing, even in the Bridgerton world, and Lord Debling (her paramour of the moment) acknowledges ‘I want to be with someone who knows who they are and embraces their own peculiarity as I do’. This isn’t purely about who we are on the outside, or on image, but about identity. And how we make that identity authentic, even when we act differently depending on who we are with. Nicola Coughlan who plays Penelope calls this code switching and notes Pen is ‘code switching a little more than most people do’ as she juggles her public role as a debutante with her private role as Whistledown. Maybe we aren’t exactly the same at work as we are with friends, or with our grandma as we are with our partner, but does this make each aspect less authentic?

We may try to choose which aspects we present to our peers or even our partners, but none of those different parts of us can be hidden from God. Terrifying though this might sometimes seem, because as humans we are prone to anxiety and awkward mistakes, God knows us inside and out. He can discern our thoughts from far further away than across a crowded ballroom, and yet he knows how many hairs are on our head (however high it is styled!) – and yet he loves us so much. He already knows the parts of ourselves that we chose to show, and those we try to hide from the rest of the world. As author Philip Yancey wrote ‘There is nothing we can do to make God love us more and there is nothing we can do to make God love us less.’

People, however, are easier to keep secrets from. Pen is still hiding the secret of her alter ego from almost all her friends and family. It’s a secret that has already ruined her relationship with BFF Eloise. Showrunner Jess Brownell has described the will they/won’t they of the wreckage of their friendship as the ‘secondary love story of the season’ noting that like any relationship, friendships just aren’t linear. Nor do all relationships develop in the same way – this series we have seen Mama Bridgerton have her own meet-cute to a Sia soundtrack, and Francesca Bridgerton has herself a very reserved romance incorporating silence and sheet music. This has led to discussions online about whether Fran’s character is on the autistic spectrum due to her introvert nature and rich internal world. Love can come in all shapes and sizes here in the Bridgerton universe – literally as well as figuratively. This reality has room for everyone. But it remains to be seen if Pen and Colin can have a future in a world where both her identities are revealed; he has sworn to ruin Whistledown… when he discovers the truth, will he want to marry his former wallflower?

Bridgerton series 3 part 2 will be released on 13 June.

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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.