Queen Charlotte’s determined love

Is the backstory better than the original? Bex Chapman reviews Queen Charlotte, Netflix’s blockbuster, and finds a determined love story with a lesson.

Bex Chapman

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

A regency queen and king stand beside each other looking pensive.

India Amarteifio and Corey Mylchreest play Queen Charlotte and King George.

Shondaland.

Regency romance is very definitely back, if indeed it ever went away. Fans of Bridgerton will be aware how very binge-worthy the Jane Austen-meets-Gossip-Girl world brought to the screen by Shonda Rhimes is. But her new spin-off prequal has outdone itself. Since it landed on Netflix on May 4th, 307 million hours of Queen Charlotte have been watched – especially impressive given it only has six episodes – and now it looks set to become one of Netflix’s most popular series of all time. All the fun and frivolity of the Bridgerton world is here – sumptuous costumes, compelling drama about strong women, electric chemistry between the two leads, supported by a strong and diverse ensemble cast, shown in stunning period locations as they dance at elaborate balls… and all set to a soundtrack of modern pop songs reimagined as orchestral anthems.

Gentle reader, prequals can be something of a curate’s egg – they can provide the joy of returning to a much loved, familiar world to learn more about favourite characters. But there might be the devastating discovery that the world you love has become disappointingly plodding, or worse, been leveraged for profit – would this prequel be a Better Call Saul or more of a Cruel Intentions 2?

Thankfully, Queen Charlotte: A Bridgerton Story is that rare thing – a backstory that betters the original, with more emotional heft as it shows us how several much-loved characters developed. We see the context for how the Bridgerton world came into being - controversially described previously as colourblind, in this new show race is part of the story as ‘the great experiment’ unfolds; Queen Charlotte is a love story that supposedly leads to a societal shift.

This is a very modern love story, with a difference. It remains frothy and funny, but there is a serious focus and insight too.

While the two leads may be familiar from history lessons, the show opens with the dulcet tones of doyenne Julie Andrews reminding us, in her role as Lady Whistledown, that Queen Charlotte:

“is not a history lesson. It is fiction inspired by fact. All liberties taken by the author are quite intentional.”

We all already know how this story ends – and yet as we spend time with such compelling characters the suspense builds all the same. This is a very modern love story, with a difference. It remains frothy and funny, but there is a serious focus and insight too. This is still a swoon-worthy romance, but here women grow in their power as they understand themselves, and each other, better. Whether or not you have someone to sweep you off your feet (or help you over the garden wall!) that understanding is something we can all aspire to.

Meanwhile, many of the men in the Bridgerton world have their own challenges to work through (from abusive fathers to more loving ones who die in front of them), and this show is no exception. Juxtaposed with the lightness, banter, and of course the love scenes, there is a heaviness and darkness here too.

We see George struggling with his mental ill-health such that though he has fallen head over heels for Charlotte from the moment of their meet-cute, he feels he must hide himself away from her to avoid hurting her, and then undergoes a shocking, traumatic series of ‘treatments’. Having seen their relationship from her perspective, we have our eyes opened from episode 4 as his attempts to hide his illness are revealed, first to the viewer and then to his beloved. His devastating illness is shown compassionately, but despite the empathy, it is still hard to watch. This is storytelling so strong that it has left many with a passion for a character they previously thought of as the ‘mad king’ from Hamilton who tried to prevent American independence!

This level of narrative ability is perhaps why the legend that is Julie Andrews called Shonda Rhimes ‘one of the most powerful creative forces in film and television today’. We live a world where we see many romances on screen just as they are getting started – we see from the meet-cute to the declaration of love or the ‘I do’, ending as we reach a happy ever after. Yet Shonda Rhimes has been clear that she is not interested in telling the ‘sort of romantic story of a marriage where everything's perfect’. Each of us knows we are not perfect, and we know that nor (even in the first flush of romance!) are those we love. The Book of James in the Bible reminds us that ‘we all stumble in many ways’. But we choose to love anyway. In this show, love is not just about a belief in destiny, being deserving, or mere attraction. Lecturing her son, Charlotte reminds him:

“Love is not a thing one is able or not able to do based on some magic, some chemistry. That is for plays. Love is determination. Love is a choice one makes.”

From arranged marriage to meet-cute, from working through an unconsummated marriage to having 15 children and devastating long-term mental ill-health, we see a love that remains constant despite the challenges; Charlotte shouts at George ‘I want to fight with you. Fight with me. Fight for me’ when she thinks him indifferent.

he actress who plays young Charlotte, India Amarteifio, beautifully noted that ‘unconditional love is the river that runs through their relationship’. Even as George descends deeper in his madness, Charlotte meets him where he is at (frequently literally as well as figuratively!) to be with him. As fan-favourite Lady Danberry observes:

“what matters madness when true love flourishes? For them, the weeds are all part of the process”.

This is a love that acknowledges the challenges, the imperfection, the pain and the sacrifice, but it persists. How do any of us find the strength to love like that? We may not all be King George, but we are all imperfect, and flawed – we all make mistakes and must ask for the forgiveness of those we love. For those with a faith, there is the hope of God with us to help us; the Bible says ‘we love because he first loved us’. The Dutch priest and psychologist Henry Nouwen powerfully wrote:

‘our life is full of brokenness – broken relationships, broken promises, broken expectations. How can we live with that brokenness without becoming bitter and resentful except by returning again and again to God’s faithful presence in our lives’.

In a world filled with perfect-looking screen romances, the bittersweet depth of Queen Charlotte touched me far more than any aspirational happy ending. This was far more interesting, more powerful, and more complex. Part of romantic love is attraction and feelings, but also choice and action; hearts and flowers if that’s your thing, but also being a team, wanting what is best for them above yourself, supporting one another to be your best. To quote the passage from the book of Corinthians and so often quoted at weddings, this ‘Love bears all things, believes all things, hopes all things, endures all things’. In a world filled with perfect-looking screen romances, this depiction of love as a daily choice, made with courage and compassion, is what I long to see more of. But I’ll happily take it with a side of regency glamour – it wouldn’t be Bridgerton without it!

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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.