Article
Comment
Digital
General Election 24
Politics
4 min read

Are we really our vote?

Elections exacerbates the worst of our digital personality.

Jamie is Vicar of St Michael's Chester Square, London.

A AI generaed montage shows two politicans back to back surrounded by like, share and angry icons.
The divide
Nick Jones/Midjourney.ai.

All the world’s a stage. Never more so than in a general election. Amidst the usual stunts and gimmicks of political leaders in election season (and much of the drama unintended or badly scripted) we too have become the performers. It doesn’t matter that Rishi and Keir are ‘boring’ - the digital space has created platforms for us also to posture and present our political positions. But in acting for the crowd, I worry that we’re losing a sense of who we are. 

If fame is the mask that eats the face of its wearer, then we’re all at risk of losing ourselves. Absurd! You might say, I’m not famous! But we have become mini celebrities to our tens and tens, if not hundreds or thousands of followers. Every post, story, or reel is an opportunity to project who we are and what we’re about, and what we think. Times columnist James Marriott goes so far as to write that ‘the root of our modern problem is the way opinion has become bound up with identity. In the absence of religious or community affiliations our opinions have become crucial to our sense of self.’ 

A recent study by New York University shows that many people in America are starting with politics as their basis for their identity. They say, "I'm a Democrat or a Republican first and foremost", and then shifting parts of their identity around like ethnicity and religion to suit their political identity. I’ve stopped being surprised when I see someone’s Twitter bio listing their ideology before anything else that might be core to their identity. But are we really our vote, or is there more to us than that? 

The platform is a precarious place to position yourself, as is the harsh glare of the smartphone blue light. 

If politics is the mask that we are presenting to the world, then we are engaging in a hollowing out of our representative democracy. Who needs an MP if we’re all directly involved? Don't get me wrong – I'm not in favour of apathy, inaction, or even lack of protest. But we elect members of parliament because we can’t all be directly engaged all of the time. Speaking all the time, about all of the things. Strong opinions used to be the possessions of those who had too much time on their hands… now you can be busy watch and pass on a meme in a matter of seconds without proper reflection and engagement. And so we’ve imported the very worst of student politics into our everyday digital lives and identities. 

Student politics is the often-formative, immature peacocking of ideologies one way or the other. It also often reduces others to caricatures, and the campus culture has increasingly become one that cancels rather than listens and illuminates. And so, the loudest voices dominate and intimidate others to comply. Someone I barely know recently sent me an invitation to reshare a strong opinion on social media. We’ve never spoken about this topic, and they have no idea if I've in fact developed an opinion on it. Marriott writes, ‘For many, an opinion has achieved the status of a positive moral duty… the implication: to reserve judgement is to sin.’ And without a merciful judge, sin means shame: not just what I do is bad, but who I am is bad too. 

The dopamine hit we get from these short bursts of antisocial media use is killing us. Martin Amis said that 'Being inoffensive, and being offended, are now the twin addictions of the culture.' That was 1996. Now engaging in politics in the era of the smartphone, we are addicted to the current age’s offended/being inoffensive dichotomy. Like the drug that it is, wrongly used, it will disfigure us as it propels us to play the roles the crowds want. The platform is a precarious place to position yourself, as is the harsh glare of the smartphone blue light.  

Every general election transforms the wooden floorboards of school halls into holy ground. 

Countless commentators have offered the wisdom that you are who you are when nobody’s watching. But we’re all watching, all the time. First, we had the Twitter election, then the Facebook election, and now political parties have recently launched accounts on TikTok (all the while wondering if they are going to try to ban it). What we need is a post-social media election. If the world is facing impending doom, then we don’t need doomscrolling to help. Whether it’s activism or slacktivism, our politics need not be our identity. We need a greater light source that reveals our truest selves, and helps us to be fully ourselves. This ‘audience of one’ is a much simpler, if not easier, way to live. 

After all, a secret ballot means nobody’s watching, and we don’t have to broadcast our vote, unless we really want to. On the 4th July, the ‘only poll that matters’ is private. We step out of the spotlights of our screens, and we cast a vote for the kind of leaders we want. Every general election transforms the wooden floorboards of school halls into holy ground. 

We’d do well to treat the online world as a sacred space too, and each person as a sacred person. Perhaps it’s time not only for a general election, but also a personal election: to step out of the spotlight, and the light of our phones, and quietly cast a vote for who we want to be. 

Article
Character
Comment
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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