The Importance of Debate in Schools

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Creating a culture of speech in your classroom means having everyone doing it, not simply those that are willing – do not let students ‘hide’.

Andrew Fitch,  from the book: Trivium in Practice

In a piece for the TES, Jonathan Simons, head of Education for Policy Exchange, wrote about the importance of debating:

To debate, participants must analyse complex issues of ethics, law, politics, science… it teaches rhetoric, and the ability to stand up and speak in front of an audience. It demands confidence in one’s position. It requires teamwork between speakers. It instils general knowledge. It is transformative.

Simons also points out that debating has been a central feature of our best universities for centuries. As Petrus Ramus put it in his Dialectica of Invention:

What is Dialectica ? A. DIALECTICA IS THE (sic) art of disputing well…

It is the art of dialectic, that puts questioning, reasoning, critical thinking and logic at the heart of the trivium. These are all essential attributes of a great education and to do be able to do them well can help ensure that young people perform well academically and, indeed, socially.

It is not enough for schools just to teach knowledge, knowledge is the base of great thinking, but without the practice of using knowledge to challenge and rise to the occasion when challenged, an academic education falters. Argument is key to thinking well.

Andrew Fitch, the director of spoken literacy at Highbury Grove School helped coach the England schools  debating team that won this year’s world debating championships held in Stuttgart. Highbury Grove school, under the leadership of Tom Sherrington, is undergoing the process of putting trivium principles at the heart of the educational offer to their pupils.

In the book, Trivium in Practice Andrew Fitch has contributed an excellent short guide for teachers called: “Spoken Literacy and Rhetoric in the Classroom…” In his introduction he writes:

…using the three part trivium structure, I have utilised debate, in a variety of forms, to ask students to intellectually engage with relevant material through being forced to attack and defend various aspects of the knowledge that they have been given… Through argument generation and speech creation, students dialectically engage with the material, developing a familiarity with it beyond the simple stating of facts.

Debating competitions and debating societies should be a feature of all good schools. However most young people will not engage with it until debate features as a part of the everyday curriculum. By having to think clearly and defend or attack an idea, a work, or a philosophy, children will be challenged and, in turn, will understand more about the content of the curriculum and what it means to them and the society of which they are a part. I would go so far as to say by grappling with the playfulness of ideas in this way they will, in turn, become more engaged with the issues they are debating and that can only be a good thing.

 

On Independent School Education for Pupil Premium Children

 

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In this morning’s Daily Telegraph Shaun Fenton the headmaster of Reigate Grammar School writes that:

We should increase social mobility by using state funding to open access to independent schools. Independent schools should be challenged to educate even more disadvantaged young people… My proposition is that the partial state funding should be for those who qualify for the Pupil Premium.

Fenton points out that this could only ever be a small part of the educational jigsaw, I wonder if his idea could make a difference to educational disadvantage and/or social mobility? He thinks these schools will need to expand to take an increase in numbers and it is this that makes the argument interesting.

Are our ‘great’ independent schools scaleable? Have they got the staff and indeed the facilities to accept, say, twice as many pupils? Many have the grounds in which they could build… Do they have the funds necessary to subsidise what, comparatively little, money they would get from the state?

Would it increase social mobility? If it did, what does that say about our education system? Is it the quality of education or more about ‘the old school tie’? Clearly it would be something that could annoy some of the middle classes, priced out of private schools by ever higher fees, and not poor enough to qualify for these new places. Would they not also be annoyed to see the establishment to be still drawn from the same schools but involving just the super rich and the poor?

Is it the quality of school that makes the difference to social mobility or is it down to the social capital of the parents and their networks that makes the most difference? In other words are these schools truly great or are they the beneficiaries of truly ‘great’ dynastic intakes that know how the establishment works and ensure it replicates itself? Would the ‘poorer intake’ in great numbers become socially mobile or would they lack the contacts necessary to make this a possibility?

Would the pupil premium intake be chosen via academic selection? If so, who would ensure they had the pre-education to pass the common entrance exam etc?

And finally…

What would happen to one of these schools if it expanded exponentially to include a majority of pupil premium kids, say 75%, would the school be the same? Would well-to-do parents want their darling offspring to mix with the hoi-poloi especially those who have chosen the independent sector deliberately to ensure that their kids don’t mix with the poor and certainly not in such large numbers?

 

When Push Comes to Shove: Kant’s Dove

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The dove, in free flight cutting through the air the resistance of which it feels, could get the idea that it could do even better in airless space.  Immanuel Kant: Critique of Pure Reason

Pity our free spirits, constrained by the school and kicking against the pricks. Teenagers, angst ridden, knowing full well if the school wasn’t there they would be free! Free to be themselves! They could be a contender! Free to make a difference to the world!

A great school tries to get kids to, metaphorically, fly. To the pupils this can sometimes seem like the opposite and it just isn’t fair, in fact it’s a drag; literally.

Weight, lift, thrust and drag are all needed to fly.

Opposite forces can combine to help achieve what can’t be achieved by doing away with those forces that might seem to hinder.

Ensuring the right balance is achieved is an art. Too much drag, too much push and too much pull…

No-one can breath in an airless space.

 

Pokémon Go! Must We be Servants of the Present Moment?

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Think how useless a teacher’s greatest labours are now, when he tries to lead one single student back to the infinitely distant and elusive Hellenic world, the true homeland of our culture, and an hour later that same student reaches for a newspaper or popular novel or one of those scholarly books whose style bears the repulsive mark of today’s educational barbarism!  Friedrich Nietzsche

In 1872 this was Nietzsche’s view, I wonder what it would be now? The teacher might wish to lead a student back to a time when they reach for a newspaper, a popular novel or even a ‘popular science or self help book’…

Or the teacher might have given up on even this meagre hope. Nietzsche has it in for journalists and describes newspapers as epitomising today’s [then] educational system with both as ‘servants of the present moment‘, taking the place of

the genius, our salvation from the moment and leader for the ages

That is some teaching and learning policy, though he meant it more as a gifted and talented policy, I like to think of it as an aim for all…

I can only think a reincarnated Nietzsche would stare in horror at teaching as entirely a servant of the present moment as argued for by some who wish to ‘engage’ pupils in anything that will occupy their time at school rather than uncover their inner genius. Yet servants of the present delight in keeping up to date rather than exploring the ‘true homeland of our culture’, as one can witness with a cursory glance towards the latest ‘craze’ to hit the nation’s classrooms.

Pokémon Go is pushing Minecraft to the back of the class, Edtech magazine states there are ‘3 Ways Pokémon GO Can Create Meaningful Learning Opportunities‘ these are that it can ‘promote data literacy skills’, allow to children to ‘explore the natural world’ and ‘inspire digital storytelling’. That what follows each of these is rather thin gruel seems not to worry the writer of the article. In fact in all three cases the game seems to lessen the activity rather than add to it.

Will it “help students start to become familiar with the data literacy skills of data processing, data manipulation, data presentation and data analysis”? How often will they have to play the game in order for this to occur? How many hours? Are there better ways of achieving these aims, and in more depth? In many ways this is its most obvious use, and maybe I could be persuaded but it seems little more than a passing activity. It could be argued that for autistic children it will help “research habitats that relate to where Pokémon can be found in your local area, as well as learning how to observe in a natural habitat and sketch the living creatures that you find there.” But will it get in the way of observation of the natural habitat, would the painstaking exploration of our natural environment take a backseat because of a fight in a Pokémon Gym? And finally, it might: “…fuel students’ creativity and promote language, research and technology skills by asking students to write stories around the Pokémon they capture in the game.” Or it might be a lesser way of doing that than approaching the same aim by grappling with great literature; is it better to play Pokémon Go or to read Lysistrata or the Oresteia in order to fuel creativity and promote language and research skills? As for technology, I am sure working on a production of a piece of Greek theatre will offer all sorts of opportunities for use of cutting edge technology if one would wish to really ‘Go’ for it.

Now don’t get me wrong, I’ve enjoyed seeing my daughter play the game, we have had fun exploring and noticing things but none of this is in the detail or depth I would call educational, nor is it edutainment, it is play, and that is fine as far as it goes; I love play. But I pity my little ‘un if she has to go back to school and comes across an enthusiastic teacher who has come up with a term’s work based on Pokémon Go in order to engage her interest, it will more likely enrage her to disinterest.

In the classroom, instead of Pokémon Go, can we have Pokémon No?!! And, instead educate for:

the genius, our salvation from the moment and leader for the ages…

 

Theresa May Went to my School

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In her foreword to the book School Songs and Gymslips Theresa May née Brasier wrote:

I went to Holton Park Grammar School in the 1970s and during my time there it changed from a girl’s grammar school to a co-educational comprehensive…

By the time I arrived, in 1975, Theresa May was at Oxford University and the school was now called, ‘Wheatley Park Comprehensive’. I started in the second year (year 8) at the old Secondary Modern site of the Shotover School in Wheatley, which had merged with the grammar in 1971. Later, as a fourth year, I moved to what was known as the Upper Site, mainly in the new build near the entrance of the school and some nissen huts from an old US military hospital in the grounds of Holton Park. There was a moat and a manor house, where the old grammar school had been based (pictured above). For a comprehensive school the grounds were abundant, on both sites, we could run and hide and run and hide we did.

In her book about Holton Park Girls, Marilyn Yurdan, wrote that a 1955 report made by the Ministry of Education described:

…the catchment area from which the pupils came from as ‘a sparsely populated rural area’ extending a dozen or so miles to the foot of the Chilterns and about 4 miles to the north and west. Pupils came from about twenty-five different primary schools. Over 80% came to school by bus, the furthest away having a journey of more than 14 miles…

The report also made the following salient point:

‘The area does not produce a large number of pupils of Grammar School calibre… if the school is to remain full it is necessary to admit a proportion of girls with relatively little academic ability’.

Not all grammar schools cream off the creme de la creme!

By the time I arrived twenty years later the school was in chaos. The Headteacher and senior leaders from the grammar school had remained in charge and the teaching for the top sets was mainly done by old grammar school staff. That we all were being brought up in an area in which there were few of grammar school calibre makes one wonder what it is about rural peasant stock that even a comprehensive school couldn’t sort out. Little aspiration, little hope, we certainly didn’t dream of the spires of Oxford that were just along the A40. Theresa would have been protected from the chaos due to her being educated away from the oiks, across the moat in the old manor, with the same staff and grammar school mores she had become used to. As the school was full of children of ‘little academic ability’ she had also seen herself rise meteorically, being moved up a year and was therefore untainted by the ‘comprehensivisation’.

In Robert Peal’s book Progressively Worse the period 1969-1979 is given the subtitle ‘Riot’, and a more suitable word I cannot think of. That the riot was fed by a huge amount of apathy on both pupils and teachers behalf might give you a feel for how it came across. Anarchy today? Nah, just a bit of passive resistance; the next day motorbikes in the school corridor and a teacher’s car turned over onto its roof. Discipline was attempted by some stronger Secondary Modern teachers, the cane, the ruler, the slipper, the detention and lines and a scary deputy head who was entrenched in the Lower School.

We were streamed and in sets and in the top sets copying out of books and/or copying off boards, was the order of the day. An over reliance on text books or worksheets or reading Macbeth out loud in class for weeks on end might have worked for the girls of Holton Park with “little academic ability” but for us boys full of hormones and 1970’s angst it really didn’t. That a few of my friends did reasonably well is one thing, knowing how much more they could’ve done is another.

A new teacher arrived and he gave us a vote as to whether we should call him sir or by his first name ‘Alan’, we voted to call him ‘sir’… He was the most progressive teacher I can remember and he taught us in rows… but he wrote a musical and I was in it, and we were in the national press, this got me interested in theatre which I will always thank him for… but my overriding memory of school is one of never working very hard, hardly ever being stretched and, having moved from bottom sets to top sets in languages and Maths after a term or two of starting the school, with no catch up lessons, I spent those lessons being totally confused as to what was going on.

It wasn’t progressive teaching that did for me, it was bad teaching, ill thought through curricula, bad or irregular discipline and very low expectations. I wonder how much grammar school education got away with being poor due to a placid intake? There was a malaise on behalf of the teachers and also a lack of ambition in us rural types. The problem was lazy traditionalism: talk and chalk, text book, copy, sometimes marked with a tick, a C+ and a ‘good’. Even if this had been allied with good discipline it would have failed many of us.

Many of those around education who might look back on their school days as hours of boredom, might wish for edutainment approaches but thinking children should all be taught in groups via discovery learning techniques or being educated through ‘Minecraft’ or Pokémon Go does not address the issue. I can see how some teachers have ended up putting an emphasis on the need to motivate and engage pupils, especially boys, and why they sometimes talk about texts not being for ‘our kids’ but none of these things allay the problem of poor teaching.

What I was crying out for was great texts, high expectations, teachers responding to my confusion, knowing what I didn’t know and explaining it to me. I was crying out for great classroom dialogue, stretching me, questioning me, not ignoring me… My cheekiness was probably a cry of “Help! Educate me please!!” Looking back over my exercise books what strikes me is how empty they were, as was my mind, and even the hours of copying from the board resulted in little being copied down, because in the most tedious of lessons we rioted. If only there had been an expectation of us useless idiots producing some great quality work, then more of us might have done!

As for Theresa, the Wheatley Vicar’s daughter, she certainly got out in time but I suspect even for her the secondary school could have done so much more and I wonder if she had attended a better school whether she would have got a better degree than a second class honours at Oxford.

 

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My Worst Job Interview

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I was running late, grabbed some toast, said goodbye “good luck!” came the reply and with that I set off, no worries I thought, the school will offer me coffee…

I arrived at the school on a drizzly summer day and pressed the buzzer, the door opened and in I went. Reception was packed with kids being dealt with, I was at the back of the queue, fifteen minutes later I was able to sign in and taken to a small, stuffy, room in which there were 12 chairs. I had been the first to arrive at 8am, my allotted time, I was told the others would be arriving at half hourly intervals and, yes, there were to be twelve of us. By 9am, gasping for a coffee, I and my two fellow interviewees asked whether there was any chance of a cup? No, we were told, but there was water. Grateful for anything we accepted. Water it was.

One of my fellow interviewees had stayed over in a hotel the night before and the other had come by train, that morning, from Bristol to London. Another arrived, newly flown in via London City airport from Scotland, it was 9.30 am and we were shown around the school by a couple of year 9 pupils who didn’t think much of the school.

When we got back from our travels we were handed a timetable for the day and my main interview, because my surname was R and there were no Smiths or Taylors, would not be until the end of the day.

We condemned interviewees sat in our stuffy room, chatting, wondering what to do and a new applicant arrived with the news that they had heard there was an internal candidate. A deputy head arrived to take someone up for interview, a candidate who had yet to have the inspirational look around the school, we asked whether it was true and we were told yes it was true and that he currently had the role on an ‘acting’ basis, he had had the role for the year and he was applying for the permanent position. At that point the person from Scotland withdrew and looked mightily relieved.

My tummy was rumbling, the others went off for dinner but it was time for me to do ‘the test’, I was taken to the library, given a ‘test paper’ with various questions about what I would do if…. The test was timed, I was hungry, pleased with my answers… But hungry…

I returned from the test and was immediately taken along to the dreaded pupil panel. This consisted of eight year 9 pupils who asked a variety of pertinent questions if they had been asked by adults, they were probably penned with the help of adults, but elicited awkward responses from me as I felt nervous about divulging personal details about my life and experiences to a group of thirteen year olds. I had to stop myself for asking for some chewing gum that most of them clearly had access to…

Beyond hunger I returned to the ‘room’, others talked about the poor quality lunch and I asked the receptionist when I could have mine, only to be informed I had missed it. I enquired as to whether there was a shop nearby and she informed me it was half an hour’s walk away and that my presentation ‘preparation’ time began in twenty minutes. I felt imprisoned by some bizarre regime whose job was to torture me in a variety of ingenious ways.

I asked for some water.

I watched as a plate of sandwiches were taken in to the main ‘interview room’.

Why did I stay? God knows.

I prepared a presentation on a given topic in my allotted half hour and was told to wait until the panel were ready.

Then, finally, it was my time to be interviewed. There were twelve people on the panel and a rather unassuming person introduced themselves as the Head teacher but only after the student voice rep had introduced herself, a parent governor, a teacher governor, assorted deputies of this and that and the other, a union official, and an interested parent observer and a couple of heads of department.

They had empty plates in front of them, coffee cups…

I did a great presentation but as the interview progressed I began to fall apart, hungry, feeling like an idiot for not withdrawing, upset with the way I had been treated, I felt angry and tearful. I didn’t want to show it, but my answers became more and more wild and ill considered, I was past caring.

But I still cared, I needed a job.

That evening I was rung up by the Head who told me I hadn’t got the job. I asked him who had, he said they had decided to offer the job to the internal candidate and had decided they didn’t need to interview him. I was apoplectic I gave the Head teacher a piece of my mind about how awful the whole day had been and how he could improve the whole process coffee and food featured highly in my feedback. He said he didn’t have to listen to this and put the phone down on me.

At the end of the following Autumn term I heard that the Head had been dismissed, suddenly, for unknown reasons. This gave me the opportunity for a wry smile, I wonder what had gone wrong?

Remove Managerialism from the Classroom

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Managerialism is the idea that quantifiable administrative approaches are the correct way to run institutions. Efficiency is all and it can sometimes be value free in that what works becomes more important than what’s right. Employees become pawns in the game of delivery and the idea of management as neutral and post-ideological holds sway. The sociologist Max Weber referred to this idea as the iron cage of rationality, where measurable control of goals shape the lives of people and institutions. The use of technology, bureaucracy, and targets ensures all become slaves to the machine with the manager, their flow chart and tick box being the lynchpin around whom all must be busy.

Managerialism is an ideology that pretends not to be one and although a maverick leader might say they are not interested in such things they often put in place people who are wedded to efficient processing as important parts of their leadership teams.

Weber thought the iron cage was the inevitable result of enlightenment thinking that greater wisdom and freedom will result from rationalisation, he wrote that:

For the “last man” (letzten Mensches  of this cultural development, it might well be truly said: “Specialist without spirit, sensualist without heart; this nullity imagines that it has attained a level of humanity (Menschentums) never before achieved”  (1904)

Disempowered individuals become cogs in the machine. In schools these cogs are pupils and staff and, indeed, leaders. The questions to ask are: Is managerialism the main way schools are run? If so, at what cost? Are there any alternatives? What different way could schools be run?

My answers to these questions would be a resounding yes to managerialism being the default mode of school leadership and that this is at a cost to those who work and study in the institutions and also to the qualitative experience of studying itself. Yes, there are alternatives, and that amongst these alternatives is the need for the experience in the classroom to be one where the study of the subject reigns supreme rather than the needs of the bureaucracy. The pursuit of wisdom through the art of learning about the best that has been thought and said should be paramount and any managerialist desire to infect that is a breaking of the spirit of education.

Avoid the Brexit Classrooms

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It seems some classrooms have embraced Brexit fully, these classrooms can be spotted easily because you need a passport to enter them and sometimes a boarding pass too. On exiting these classrooms you may have to line up at the departure gate with your departure card and undergo some rigorous, yet ultimately futile, bureaucratic exercise before you are able to enter the corridor. These independent Classroom States are meant to be ‘fun’ and ‘creative’ and ‘themed’ with all joining in the jolly jape ‘journey’ where all are engaged due to a clever conceit.

It is interesting that the extent of the conceit is to copy some of the most tedious parts of international travel as a way of motivating children. Children should learn that unnecessary bureaucratic exercises should be treated with the contempt they deserve. That this conceit is to distract from the tedium of learning Shakespeare, Angelou, Meyerhold, Mao, Stalingrad, Euclidian Geometry, Cunningham, Parks, and the Origin of the Species is even more worrying, mindless bureaucratic exercises to make learning fun might be rendering the whole thing a shallow exercise that can be summed up with an ‘exit stamp’ from the customs officer  teacher.

The tricks and gimmicks school of teaching and learning is a most peculiar movement in which the topic is deemed to need some sort of disguise, and often this disguise is ill suited to the subject matter. ‘Paper exit airplanes’ (sic) can be thrown to the front of the class at the end of a lesson on which are written three things you have learnt about climate change, the alimentary canal or gamelan.

I am not averse to play acting, I’m a drama teacher by trade, but by reducing some lessons to a collection of tricks surrounding some important learning I can’t help but wonder what the cumulative effect of all these (distr)actions might be?

Are we at a point where serious engagement with serious topics is sometimes avoided due to the extrinsic activities that might be detracting from students’  intrinsic involvement through in depth study?

Instead of ‘shallow’ play why can’t we indulge in the playfulness and joy of tackling difficult ideas through the pursuit of wisdom?

Instead of the Brexit classroom can’t we have a United States of Studying where all can study freely without having to have their passports and exit visas stamped as they board throw their paper airplane to oblivion?

 

Schools and Freedom of Speech

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Reason is, and ought only to be the slave of the passions

David Hume

Try as we might to be rational beings, devoid of emotions, especially in times of crisis it is in times of crisis when we can’t help but notice we are nothing of the sort. When we experience visceral reactions to events we often give words to our feelings and we shout out into the void. Such has been the temerity of recent events to upset our proverbial apple carts that we can’t help running around, picking up those metaphorical apples, only to see them roll further from us and the few we have clutched to our bosom look lonely in comparison, so we shout. Our beliefs, traditions, certainties guide us in the best of times, these beliefs are not the result of reasoned argument, rather they are the result of custom. Those of a rational bent might say that this is a bad thing but I would argue it is a positive. Positive because it retains as central to the human condition a healthy dose of doubt although we might forever ignore this fact feeling. Rather than use reason to defend our feelings, use it, when we can, as the slave to our deep seated uncertainties. Feelings and reason, side by side, with feelings the ‘master’ and reason the ‘slave’; we feel wronged, but have we been, we feel on top of the world, but should we?

When beliefs are challenged, when certainties are taken from us we become fearful, tearful, angry, depressed… and it is at moments like this when instead of being most sure that we are the only righteous ones in the world and everyone else is mad, bad and dangerous to know, we should be at our most doubtful. As I look around for ‘I told you so…’ justifications for my thoughts, evidence that I was right and you were wrong, so that my conscience may be salved, I should do so with underlying doubt. When circumstances change we have to examine our outlook in response.

Those of a liberal disposition who have spent the last few years in the ascendancy, changing the world economically and socially to be more individualistic, global, connected, tolerant, competitive, creative are having to come face to face with the idea of nationhood, nationalism, community, intolerance, the desire to disconnect, the downside of competition: areas where optimism might fear to tread, and it’s a shock. Some people who last week were castigating other people for a lack of optimism are the pessimists now.

Should they be? Why not? It would be dishonest to their feelings to be anything but. Yet, if custom is to be our guide, there are positives – firstly principles: this is a time to reexamine and make positive changes – witness our two political parties reacting to their gut instincts – time for change that restates what their parties might be for and the pursuit of power in a democracy. That this is occurring now should be no surprise and is an essential part of making things better. A general election ought to follow. A liberal party and, maybe, other parties of the centre need to strengthen if our two main parties veer to left and right, why? Custom: we need the centre.

Look at the large global companies, countries, organisations that have moved beyond the human scale and look to how some of these big brands have delighted in being ‘disruptors’ for the communities they have long since lost touch with, desiring instead to be part of an almost bizarre homogenous, idealistic, utopian, cosmopolitanism in which all people can live in a non-multi-cultural space in which diversity is to be celebrated by all wearing pastel colours, drinking Starbucks, connecting via Apple, driving a Volkswagen, wearing Nike, and supporting Manchester United; diverse under the same or similar branded umbrella. This vision of liberalism became far from liberal, intolerant of diversity it sought to impose a happy-clappy utopia onto the world. Now liberalism is in danger of losing its grip entirely maybe it is time to reject this pseudo-liberalism and replace it with the real thing.

Schools can be part of a solution, by returning to first principles and rather than trying to ‘disrupt’ themselves they should concentrate on what they do best and provide stability in troubled times. Schools should be building links with community, nation and nations, and instead of a tick box pursuit of liberal idealism where nobody is right wing, racist, sexist, or homophobic, where all things intersect and victimhood takes centre stage, where intolerance of intolerance is in danger of closing down debate and where ‘western’ means all things bad, we need our feelings to guide us and have them brought out into the open.

And then what? Blood on the walls? Reason must counteract – argument and debate – patient, well argued, well thought through and, yes, emotional too. For too long we have tried to deny some voices and then recoil in horror when they shout and we resort to the most extreme measures to shut them up, and so we should… As Aditya Chakrabortty  points out racist belligerence, boorishness and downright dangerous viciousness can be encouraged when “cabinet ministers, party leaders and prime-ministerial wannabes sprinkle arguments with racist poison. When intolerance is not only tolerated, but indulged and encouraged.” This needs to be stamped upon as it has been in the past, let custom be our guide – draw on the cry from The Battle of Cable Street: ‘They shall not pass’ and resist with every sinew. But might it be better to also challenge these thoughts at their root rather than just relying on suppressing them when it is almost too late?

When I was at school I had a friend who was proud of his National Front views, he would air them regularly, even to his friends who were black. Instead of no-platforming him, we played, talked, debated with him, told him he was an idiot, got angry, argued and continued over time so to do. We didn’t think it through, this was no co-ordinated plan, we had no idea there was such a thing as ‘no-platforming’, we were just kids, trying to make sense of a complex world. It worked… well, by worked, I mean he changed from being a fascist to becoming a sweet, loving, anarchist hippy/punk type; whatever floats your boat maaaaaan.

In schools, voices should not be shut up – for this is where debate is of most urgent importance, because these children are makers of the future and it is within them that solutions need to be found. This is not easy but it is an essential part of strengthening a consensual democracy. Space needs to be found for arguments to be exposed and not shut away so that feelings turn into simmering resentment and airing of reactionary thoughts retreat back into the safe space of home or group. Our institutions need to encompass real difference, not become ‘safe spaces’ for those who all agree. We need unsafe spaces – not dangerous spaces but spaces where confrontation and debate can take place and instead of intimidating people on trams, at bus stops, and through Naziesque propaganda, the challenge to these, what I consider, abhorrent ideas needs to happen not from a position of shocked defence but one of engaged attack.

All should understand that a muscular liberalism can assert ‘moral truths’ about conduct, that violence and bullying is wrong and that this might include grey areas but if in a school election there is a fascist candidate let them stand and face the arguments and maybe, even, vitriol from their peers. Let them feel it. Liberal democracy needs voices, it is consensual not through physical violence, nor from the violence of excluding people from that debate, but from the  agreed position that freedom of speech is one of its central tenets. Abhorrent views need to be challenged in the open and not just dismissed as ‘wrong’ and closed down.

It is customary to say that free speech is sacrosanct, do the customs of your school have that enshrined? Teach kids to argue and debate about stuff and get them busy strengthening their community so that they can reach out to each other, to the future and to the world with ‘an open hand’ rather than, later, with a closed fist.

 

 

 

A Call for Competence!

Ss this too much to ask?

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Do you remember the days when people voted Conservative because of economic competence, calmness in the face of a storm, ability to know what to do when faced with a crisis and an utter belief in the importance of tradition and the need for strong institutions, and a strong and United Kingdom?

Well, those days seem to belong to a bygone age.

Economically incompetent, panicking in the face of a storm, no idea what to do, pissing on institutions, breaking tradition and disuniting our Kingdom, these Conservatives have certainly broken away from anything that could be remotely classed as competent.

However, not to be outdone, Labour seems intent on trying to keep hold of the title of the most incompetent Party in Britain today.

What an absolute shower, a plague on both your houses!

Come back when you either know what you are doing or you have all resigned en-masse…

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