Explainer
Culture
Masculinity
5 min read

Authenticity and the problem with men

The problem with men rarely leaves the headlines. James Ray looks beyond, seeking one potential solution - authenticity. Part of the Problem with Men series.

James leads the XTREME CHARACTER CHALLENGE. He is also a priest in the church of England.

Three men wearing pink, spotty and yellow face masks stand in the street.
Chris Curry on Unsplash.

Masculinity is under scrutiny like never before. Knowing and living out what it means to be a man is a cultural challenge, a generational responsibility and a personal mission. Yet so much of the talk about men comes from the mouths of those who are not living the example themselves.  

Take Caitlin Moran - the award-winning Journalist and feminist – for example. She too believes the masculine gender requires a reboot to assist what she calls 'the second half of feminism' and has offered insights of her own as to what might be required in this process. In her book What about Men? she highlights the side effect of so much energy being devoted to finding solutions to girls’ problems being a vacuum for contemporary men. A disaster for all.

The stats to support this are alarming. You may be aware that when compared to girls, educationally boys are falling behind and more boys are excluded from schools. We know that most jails are populated by men. Homelessness is mostly a male issue. Addiction (alcohol, drugs, porn) is a hugely male concern. Perhaps most alarmingly, suicide is the leading cause of death of males under fifty. Men are FOUR TIMES more likely to lose their lives to suicide. Nick Fletcher MP knows all this and has recently called for a Minister for Men to avert this masculinity crisis….. A Minister for Men! 

The problem with men is one men must also be active in solving. 

However, whilst Moran claims to have the wellbeing of men in sharp focus, the very fact that she is setting out the blueprint for the issue and offering some solutions is, in itself, an offence to many – especially some men – who have suggested she isn’t the person to lead the charge. They imagine the shoe on the other foot: a man telling women what their problems are and how to deal with them. We have been there (for too many years) and we don’t want to go back. No: the problem with men is one men must also be active in solving. 

And some men are.  

In his book, Of Boys and Men, Richard Reeves highlights many of the same issues as Moran offering statistical and empirical data to support his claims. He is dedicated to the issue and recently founded the American Institute for Boys and Men to help address the urgent need in research and policy making. But it was also through his research that Reeves noted that, in order to change, men need to be taught how to be men. Masculinity needs to be created, unlike femininity which happens often as an impulse response, masculinity is more often developed through such moments as a rite of passage or is passed down father to son (master to apprentice, Jedi to Padawan).  

This all seems to make sense, and perhaps we could just stop there – with the instruction for men to teach other men how to man. But the problem is deeper than that because many men are incapable of teaching others for the inescapable reason that they just haven’t learnt themselves. Their own version of masculinity has been warped by selfish impulses, or after generations of poor role models, as well as a breakdown in communities and shared values. The adage ‘you can’t teach what you don’t know’ has never rung more true.  Add to this the fact that you might not know anyone to teach and the problem deepens…..Meanwhile, the masculinity crisis rages on.  

At the same time, men are also increasingly isolated, so much so there are many who claim men are in a friendship recession.  

Max Dickens reflects on his own experiences of loneliness in his book Billy No Mates .  Dickens was planning his wedding when his suddenly occurred to him that he couldn’t select a best man….because he had no mates! But before you men reading this think ‘how pathetic’, ask yourself, how many close friends do you have? Who would you ask to be your best man? How well does that guy know you? Apparently, you are increasingly unique if you have more than three very close friends.  

Men are lonely. 

So, it seems 50% of the population are in real trouble. But there is hope. Having spent thousands of hours discussing these issues with thousands of men I think we have found a path. It is a narrow route suspended between extremes. It’s the way of purpose, balance and responsibility. It is wide enough to contain all men but narrow enough to be individual to each man. It is the way of the Authentic Man. 

Authenticity is more closely linked to integrity. It means being who you say you are. It’s about the outside and the inside being aligned. 

Being “authentic” has sometimes been aligned to the idea that ‘this is me’, and ‘only I get to say exactly what that looks like’. ‘You just have to accept me as I am, including what I want to do and say, whether you like it or not’. But to me, that’s not being authentic, that’s more like a supercharged form of self-expression. Authenticity to me has a grander, more challenging mandate. Authenticity is more closely linked to integrity. It means being who you say you are. It’s about the outside and the inside being aligned. Another way to express it is that it’s the opposite of inauthentic – like not being fake. Someone who’s external image, reputation and appearance matches the life he is actually living behind closed doors. And here we start to see the Authentic Man emerge. In fact, when you look for him, you will find him everywhere. Because he isn’t just a self-construct, he is also a ‘we’ construct; he is challenged and mediated (and changed) by the needs and expectations of the wider world around him - of partners, family, community, faith and culture - and also by what is ultimately healthier and better for him and for us.  

Thus, the Authentic Man is a kind of ideal towards which I can point all men. And in that sense following (or even pursuing) the Authentic Man is about discovering truth. The truth of who you are but more importantly the truth of what you could become. Looking ahead at the Authentic Man and seeing what you could be. Perhaps what you should be. Sometimes the Authentic Man might be visible out there in front of us in someone else. Sometimes others might be able to glimpse the Authentic Man in us. But for all men, the Authentic Man represents this true ideal. A true guide, who can lead us beyond the pitfalls and mires into which we all have a tendency to fall, towards firmer, higher ground. Better ground. For us and for everyone around us. 

So, as we begin to take seriously again the question of what masculinity is, and what it looks like, and what it needs, I look to the Authentic Man and the authentic men in my life. Men who know their purpose and are grounded in responsibility: responsibility for our past, balance in our present and are taking responsibility for our future. 

So, What About (Authentic) Men? – you will see, they are on the move!

Podcast
Culture
Education
Original sin
S&U interviews
5 min read

My conversation with... Katharine Birbalsingh

A stubborn hopefulness drives Katharine Birbalsingh. Belle Tindall reflects on her conversation with the controversial headteacher for the Re-Enchanting podcast.

Belle is the staff writer at Seen & Unseen and co-host of its Re-enchanting podcast.

A head teacher sits at her desk, holding her hands in a gesture in front of her.

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I’m finding it very hard to sum up my conversation with Katharine Birbalsingh, to place it neatly in a mental box. But I’m wondering if that’s the value of it.  

Katharine has infamously been dubbed ‘Britain’s Strictest Headteacher’, and after spending an hour in her company, I can understand why – it’s as if an air of authority was baked into her DNA. She is the founder and headteacher of Michaela Community School in Wembley, a school which has garnered a huge amount of attention not only because of their outstanding success, but also because of the ‘clear ethos’ that Katherine accredits the success to.  

Michaela School has silent and single-file corridors, meaning that transitions between classes tend to take ninety seconds. Turning around to talk to another child in class is immediately punishable by detention, children are taught to stand for Katherine when she enters assembly, and lunch times have set conversation starters. When Katharine says, ‘I believe in strictness’, she really means it.  

It’s safe to say that Katherine has both avid admirers and passionate critics, and perhaps many people who can’t quite decide which camp to pitch their tent in.  

What struck me the most about Katharine’s approach to education during our conversation was the why behand the what. It seems to me that these behavioural expectations are not for their own sake. She defined her approach this way, 

‘It’s holding them (the pupils) to high standards, and loving them enough to do so… People don’t like strictness, but it’s a way in which you can support the most disadvantaged children’.  

Katharine’s educational philosophy is driven by a stubborn compassion, a stubborn hope, a stubborn confidence. Michaela school, a school with no kind of selection process, refuses to underestimate a single child that flows through it. Katharine has made the decision to give her life to helping children, particularly those who are so often overlooked, reach their full potential, and therefore, happiness. And who can fault that? Her school may be extreme in its methods (although I’m sure she would refute that), but I find the reasons that undergird its culture hard to find any kind of fault with.  

Another thing that I can fully agree with is Katharine’s palpable admiration for teachers, something which she believes to be lacking in common consciousness,  

‘People who aren’t teachers don’t realise just how much teachers have to give; how exhausting it is, how much energy it requires, and how intellectually demanding it is. I think that being a teacher is the biggest privilege and the hardest job. And people who haven’t done it, they just don’t realise… they don’t realise how clever you have to be, how skilled you have to be.’ 

I, like you, know and love enough people who are/have been teachers to be able to wholly agree with these words. We are not nearly thankful enough, and we need more teachers to tell us so.  

So, this was the arc of the first half of our conversation with Katharine, we were able to soak up her obvious passion for her job and the children that she spends her days with. I found myself thankful that Michaela School exists, but equally thankful that my parents did not send me there.  

Katharine is a campaigner by nature, and so the second half of our conversation with Katharine seemed to focus on some of her more controversial views on wider culture. It is at this point in the episode that you will undoubtedly be reminded that she has become quite the polarizing figure. There is plenty to admire about Katharine, there is also, as you can imagine, plenty to disagree with. I’m willing to place my own cards on the table and admit that there was much that Katharine said that I do not agree with. While there is no need to go into the specifics (what you think about her views because of this conversation is of far more importance), on reflection I have noticed that there is a theme that ties together the places where we differ in opinion and conviction: the theme is binary characterisation.  

When surveying the cultural landscape, there is a tendency (amongst us all) to place people into binary categories in a way that I’m not convinced is actually happening within the cultural landscape itself (at least, not to the extent we are assuming). There is nuance to us all, I’m afraid it is an inescapable by-product of humanity, we are not 2D creatures. And so, there is nuance to our political and cultural ideas, our convictions, perceptions, hopes and fears. Any characterisation of us that strips away such nuance is doomed to be a caricature, a mischaracterisation.  

I found her reference to ‘original sin,’ and the way she uses it as a means by which to regard children as inherently ‘naughty’ particularly interesting, not least because she does not believe in God. The whole theological concept of ‘original sin’/’the fall’ (as Marilynne Robinson refers to it on a previous episode of Re-Enchanting), isn’t binary. The Genesis literature, from which Katherine is drawing her thesis, is intent on answering the question of why good and bad seem to co-exist, why we aren’t all one-dimensionally-good, why goodness prevails in some cases, and evil is triumphant in others. Why, to borrow a phrase, what we want to do we do not do, but what we hate we do.  

Beauty and brokenness are neighbours within us, living in astonishingly close proximity – and that, as I understand it, is the reality of ‘original sin.’  

Perhaps this is where our tendencies to place people into rigid cultural categories, to treat each other as if we come with some kind of moral package-deal, comes from: what we believe about human nature becomes what we perceive when interacting with it.  

Nevertheless, interviewing Katharine from her desk in her school, with the ‘pips’ that signify the end of class as our backing track, I was reminded that Katharine is a person who lives out her convictions, and I am sure her pupils are profoundly thankful for that. Sure, she seems to make herself many an enemy whenever she stands on a national platform, but far more of her life is spent behind the doors of Michaela School, serving her community with her disposition of stubborn hopefulness.  

And so, there they are – my anything but neat reflections on my conversation with Katharine Birbalsingh, you can listen to her episode of Re-Enchanting now.