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Loneliness
6 min read

Why do we feel so lonely?

Re-reading some classics of English literature leads Graham Tomlin to wonder what lies behind our epidemic of loneliness.

Graham is the Director of the Centre for Cultural Witness and a former Bishop of Kensington.

Individual underneath a galaxy of stars

These days I can’t seem to avoid the spectre of loneliness. Bob Geldof recently described Sinead O’Connor as ‘full of a terrible loneliness’ in the weeks before she died. Elon Musk, who owns Twitter, one of the world’s greatest social networks, was recently described as a cutting a lonely figure. Even more widely, over a quarter of all Londoners say they often or always feel lonely - and that in a city where you can’t get away from people – all 8 million of them.

Loneliness is an epidemic these days. In the UK we even have a Minister for Loneliness and a Department of Government offering ‘Loneliness Engagement Fund’ grants for groups coming up with good ideas to combat it. Loneliness, as Roger Bretherton writes, causes psychological and social damage and is one of the main threats to mental health in contemporary life. I would hazard a guess that if you’re reading this there are times you feel isolated, and would love to have a greater sense of community where you live, or richer friendships. If you don’t, then count yourself fortunate.

Underneath our immediate sense of isolation, our social unease, the ache in the soul that comes with feeling out of connection with others, lies a deeper sense of cosmic loneliness.

During the pandemic, looking around for books that would shed some light on that strange experience of isolation as so many did, I re-read two novels: Daniel Defoe's Robinson Crusoe published in 1719, and Joseph Conrad’s Nostromo, published in 1904. In both stories, people get stranded on deserted islands. Somehow lockdown didn’t seem that different.

Everyone knows the story of Robinson Crusoe. You might have thought that being the sole survivor of a shipwreck, alone on a remote island, would lead to a crisis of loneliness and self pity. Well, he does have moments when he reflects on the possibility that he might die in that desolate place, and remarks how ‘the tears would run plentifully down my face when I made these reflections.’ But the self pity doesn't last long. He goes on to ask himself the question of why he alone was saved out of all crew of the ship that foundered. He sees some kind of providential design in this - that he has been saved, not just by chance, but for some wider purpose, which gives him a sense of comfort. In fact, the novel is the tale of a kind of spiritual awakening, as he gradually sees in his story something of the hand of God mysteriously guiding and preserving him through his trials. Seeing this enigmatic hand directing his affairs, and discerning some kind of purpose in his isolation, Crusoe sets about the tasks of building a kind of small civilization on his island, constructing increasingly sophisticated shelters, planting crops, capturing and taming animals, mapping the island, until his final rescue. He is alone (until Man Friday appears of course) but strangely not alone.

In Conrad’s Nostromo, it turns out very different. This is a story of attempts to protect a hoard of silver from revolutionaries in the troubled (and fictional) South American republic of Costaguana. In the course of trying to hide the treasure, alongside Nostromo, the main figure in the story, the politically ambitious and romantic journalist Martin Decoud, also finds himself stranded on a deserted island, albeit with the load of valuable silver for company. His experience however is totally different. He has no such belief in providence and so for him, the isolation bears more heavily: “solitude appeared like a great void, and the silence of the gulf like a tense, thin cord to which he hung suspended by both hands, without fear, without surprise, without any sort of emotion whatsoever…” Unable to bear the isolation, the aimlessness of his life on the island, and the apparent failure of his plans and projects, he fills his pockets with silver ingots from the treasure, rows in a small dinghy a short way out from the shore, shoots himself with a revolver and falls overboard, sinking slowly to the bottom of the sea. And so, as Conrad describes it, in a cold, yet superb turn of phrase: “the brilliant Don Martin disappeared without a trace, swallowed up in the immense indifference of things.”

Even though they both faced isolation and loneliness, the fates of these two characters are very different. One is a story of spiritual growth, learning, meaningful activity and ultimate rescue. The other is a tragedy of lost hope and potential. It touches the heart, yet remains a tragedy.

Is it surprising that when we tell ourselves that we are alone in the cosmos, that there is no-one there to hear our cries or heartfelt longings, that the aching hole in the universe finds its way into our own hearts?

Of course, both are novels not historical episodes, yet the two books, separated by nearly 200 years, operate in very different frameworks. The first operates in a world which assumes a kind of providential ordering of things. The working of a divine hand of providence is, as Crusoe (and presumably Defoe) realises, hard to discern and difficult to distinguish in any one moment, and so leads many to doubt it is there at all. Belief in providence has always been a choice - an act of faith rather than a scientifically proved theory. And yet the story is framed within the overall belief that in the strange twists and turns of life there is a deeper divine order that leads towards a distinct purpose of good and which makes human activity directed towards that purpose meaningful.

The other story has lost that sense of divine order, and is left only with the “immense indifference of things.” This is a world in which there is nothing beyond what we can see and feel, no objective purpose, direction or goal other than that dreamed up by us. Human activity, in this case, the search for wealth and riches, seems strangely pointless. All that is left is human love and relationship and when that becomes impossible, due to enforced loneliness, there seems little point left to life.

Richard Dawkins famously wrote: ‘the universe we observe has precisely the properties we should expect if there is at bottom no design, no purpose, no evil, no good, nothing but blind pitiless indifference.’ For the moment I'll leave to one side the question of whether the universe does point in that direction, but either way, if we tell ourselves that story, as we have so often been doing for the last couple of centuries, is it surprising that often we feel dreadfully alone? Is it surprising that when we tell ourselves that we are alone in the cosmos, that there is no-one there to hear our cries or heartfelt longings, that the aching hole in the universe finds its way into our own hearts? It doesn’t take much imagination to see that the ‘immense indifference of things’ leaves a hollowness in the heart of life and the pit of the stomach.

Such a deeper cosmic loneliness might explain why we can still feel alone even in a city, even in a crowd or even sometimes among our friends. It helps us see our loneliness not just as a tragedy but as a pointer towards our need from greater sense of connection than any human being could give.

In Matthew’s gospel, the very last sentence depicts Jesus saying to his perplexed but bewildered disciples, scarcely daring to believe that he has actually risen from the dead: “Surely I am with you always, to the very end of the age.” This simple promise is one that has held and sustained Christians for generations, in prison cells, through dangerous voyages, through purges, in times of persecution, misunderstanding and sickness and, yes, times of loneliness in modern western societies. Of course, we need a sense of belonging, and the company of others, as we are made for that. But underneath it we need a deeper connection, a bond with something, or someone at the very heart of things. Such a promise doesn’t remove loneliness, but it makes it bearable, even meaningful.

Article
Character
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Education
Fun & play
5 min read

Is your child school ready?

What really matters as a child develops
A teacher looks on as a young child concentrates on writing.
Department for Education.

In the coming weeks, those little critters will start to emerge, easily identified by their autumn plumage of coloured sweatshirts and oversized backpacks. Anxious parents and caregivers can be spotted, shepherding their young along paths and pavements, casting worried glances left and right at the pelican crossings. Listen carefully and you may hear the squeak of uncomfortable new shoes and juveniles complaining about the wearing of a coat, as adults of the species re-establish social bonds with cries of, “Back to school already, I can’t believe how fast it’s gone!”   

As they congregate upon the tarmac staging ground, some will be taking part in this ritual for the very first time. Neophytes who have maintained social bonds throughout the pre-school years might be seen to greet their fellows cordially, “Did you have a good summer? Can Flo make it to Izzy’s party?” Others will stand alone, scanning the playground for a half-remembered face from the bygone days of antenatal classes. That was only five years ago, but it feels like a millennium. The faces are changed; everyone looks more…tired. 

The world has been turned upside down in those past five years. It’s been said so often that it is almost trite, but nonetheless true: nothing prepares you for becoming a parent. In the UK, new parents increasingly raise their children without the immediate support of extended family, coupled with the tyrannous expectation that one will retain one’s employment rank and contribution to the labour market alongside this new and 24/7 full time job of looking after baby. The Key Performance Indicators of parenting are ambitious. Deliverables for the first five years include toilet training, instilling speech and language skills, establishing basic recognition of 26 alphabetical characters (including the child’s ability to recognise the alphabetical sequence that spells their own name) and ensuring the recognition of and (ideally) ability to correctly sequence numbers 1 to 20.  If your child can do all of this by the age of 5, whilst also learning not to punch, kick or bite other children, not to eat food off the ground, and not to stick rocks up their nose, then congratulations! Your child is school ready

It may comfort some readers to know that very few 5-year-olds manage to hit absolutely all of these milestones. As the education secretary, Bridget Phillipson, commented recently – parenting is too hard. She is working to establish a new iteration of Labour’s ‘Sure Start’ programme (rebranded as ‘Family Hubs’) to offer parents more support in the community. As part of her rationale she states, “When one in four children are leaving primary school without having reached a good level of reading, then something’s gone seriously wrong in those early years that has to go beyond the school gate.”  

Whilst I’m keen to see more support for new families – I’m intrigued by this particular rationale for it. Ability to read well by a certain age seems an unlikely metric by which to measure whether a child has had a positive experience of childhood; it appears indicative of what autism-researcher Anne McGuire calls “The normative time of childhood,” in which the success is measured against an imagined future of economically productive years. By this metric, if a child learns to read at a prodigiously young age this is taken as an indicator that they will enter the workforce with greater velocity than their peers, essentially that they will have “more future-yet-to-be-realized” than those around them. McGuire writes, “In a neoliberal regime where ‘time is money’, the child is figured as ‘time-rich’ and so represents a good investment opportunity indeed.”  

McGuire’s analysis is piercingly accurate of how we often talk about our children, despite knowing all too well that it represents a fallacy. There are multitudinous stories of adults who have gone on to make staggering contributions to human flourishing, despite being placed (literally or figuratively) under the dunce’s cap at school. But even without focusing on those who go on to excel, those who attract fame, fortune, or both, we don’t have to look far to find cause to re-evaluate what it means for a child to be school ready.  

My son’s year group recently finished their own primary school journey, and a quick glance through some of the leavers’ books reveals that children are very good at valuing each other for what is here in the present, without recourse to an imagined economic future. As children wrote goodbye messages for each other they said things like,

“Thank you for always having such good ideas for games to play.”

“You helped me on my first day when I got lost.”

“You’re a great house captain and you always help the teacher.”

No one was particularly keen to predict fame and fortune for the future of their friends, and there was an understandable indifference towards academic milestones. As a literary corpus, the leavers’ books were testament to the old adage that people will not remember you for what you say or do but will remember you for how you make them feel.  

One the subject of childhood, Jesus once said something that defies easy explanation. He was out, teaching in the open air, surrounded by crowds of adults including important religious leaders and wealthy individuals who wanted to ask complex and deep theological questions, but in the midst of it all there were parents bringing their children, elbowing their way to the front of the crowd to ask Jesus to pray for their little ones. When some of Jesus’ followers tried to usher the children away, Jesus said, “Let the little children come to me, and do not hinder them, for the kingdom of heaven belongs to such as these.” The precise meaning of this utterance has eluded thinkers and theologians for centuries – what exactly is it about childhood that Jesus was alluding to?  

I wonder if it is something about the capacity of children to live in the immediate, and therefore to value what really matters – justice, kindness and friendship. In primary school, yes it helps in some ways for children to arrive aged 5 with a certain command of the alphabet and the ability to finish the day wearing the same set of underwear that they arrived in. But perhaps what matters more is children arriving ready to enter the fray of friendships – being kind, being helpers, having the self-confidence to know that they have something to give to the learning community that they are joining, whatever their learning speed might be. Such things are gloriously untethered to economic potential or a future-yet-to-be-realized, but they are closely tethered to a child’s understanding of themselves as a valuable and important person. If Labour’s intention to offer new parents more help in the community goes some way towards communicating to our pre-school children that they have that have – and will always have – value, regardless of what they will or won’t attain to academically or economically, then it will help many more children reach the milestone of being school ready.  

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Graham Tomlin
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