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
Comment
Education
6 min read

Shouldn’t you be in school?

Beyond headlines about school refusers and ghost children, lies a challenge to adult notions of schooling. Henna Cundill unpacks the issue, inspired, in part, by fish.
A school of tropical fish swims to the right, while one swims to the left.
A school of tropical fish off the Maldives.

The squeaky black shoes are back in the hall, and by now all the white polo-shirts in the land (except aged 4-5, slim-fit) have been snaffled by harassed mums and dads. Yes, it is that time of year again – the time for newspaper editors to dredge up some statistics about the rising number of “school refusers” – anxious young people whose squeaky shoes and white polo shirts are looking set to never leave the house.  

The numbers are “spiralling” frets the Guardian, and the Daily Mail asks “Are you raising a ‘ghost child’?” Forth come the stock images of a sulky teenage girl pulling the duvet over her face, or a young boy with an oversized backpack and hands clamped firmly over his ears. A parent, frowning, is quoted as saying that the school isn’t doing enough. A headteacher, eyebrows knitted, says how difficult it is without the support and cooperation of the parents. Then everybody shakes their heads and blames the pandemic. 

In my time as a School Chaplain, before the pandemic, I saw how truly awful school refusal is – for everyone involved. Beneath the covers, underneath the backpack, there is actually no “refusal” of anything – in fact, there is a campaign to get rid of this term, which I heartily support. Refusal implies there is a choice, but when a young person feels so overwhelmingly anxious and afraid, there is no choice for them, other than fight, flight, or freeze. Parents and caregivers feel judged, teachers are largely helpless. Social workers, when they get involved, quickly feel like they are the enemy of absolutely everyone involved. Surrounding any long-term school refuser there is often a hot mess of frustrated adults, and underneath the frustration, sadness.  

No Scouts, no community choir, not even traipsing down to the park to hang out informally with their peers. Instead, anxiety traps them into the perceived safety of home. 

Why sadness? Because we know that, regardless of our views on the importance of cookie-cutter educational attainments, no young person should be isolated. Even families who are committed and evangelistic about home-schooling will also schedule social activities for their children, be it membership of various clubs and organisations or group sessions of learning with other home-schooled kids. But the school refusers I have known have typically also refused anything like that. No Scouts, no community choir, not even traipsing down to the park to hang out informally with their peers. Instead, anxiety traps them into the perceived safety of home, that one tiny corner of the world where they have a sure sense of belonging and some modicum of control.  

With the idea of “belonging” in mind, perhaps it is helpful to think about what a school actually is. The word school is multi-faceted in meaning. In nature, it denotes a group of fish, all swimming together. Such behaviour would seem counter-intuitive, since it means that all the fish are then competing for the same food or other resources. But ask any fish and it will tell you that being part of the group is itself a resource, enhancing their ability to find food and to protect themselves from predators. We could put this a more familiar way: a school is where the whole is greater than the sum of its parts.  

There’s also another meaning to the word school – groups of creatives or philosophical thinkers whose styles and methods influence and complement each other, e.g., “His paintings are those of the Impressionist school.” We can see how, in these schools, people spark off one another, constantly developing and refining their own work in response to the work of others. Those with greater skill and experience mentor those who are just beginning. In this respect, we could say that a school is where people can push the boundaries of human creativity and knowledge.   

Since the ancient days, when learners gathered around the Greek philosophers, first to listen, then to discuss, and then to refine ideas, we have gathered our young people into schools for the purpose of educating them. We have long acknowledged that the best learning is a group activity which takes place over time. This is why home schoolers also schedule the clubs and activities – not just because children need friends (although that is important) but because there is a particular “other” kind of human progress that happens when we have to rub along with other people. When learners are placed in groups, ideas can be tested, boundaries can be overcome, creativity meets with critique - the whole quickly becomes greater than the sum of its parts.  

You may notice that many schools promote themselves as being a “learning community” or a “family.” It’s not just about being twee – research shows that promoting a sense of belonging reduces the amount of school refusal and non-attendance. We know that belonging matters, as Belle Tindall has recently discussed, and that a sense of belonging can impact our health and even our mortality. (“Well, I told you so!” says the fish.)  

This was something the early Christians knew too. In the first few decades after Jesus’s life and ministry they gathered in groups to pray and to discuss, just like those earlier followers of Plato and Aristotle had done. There was an eagerness to learn from those who had heard Jesus’ teaching first hand, and to develop and refine their understanding of what that teaching could mean in practice. It was a school, although they called it a church – or strictly speaking an ecclesia in the Greek, which just means a gathering of people.  

In the ecclesia there was good natured debate, but also some spicy disputes and arguments, along with a lot of discussion about who was “in” and who was “out” - something which is also a hot topic in the school playgrounds of today. Into that context, Paul (one of the first leaders of the ecclesia) wrote that the church was a bit like a human body, in which:  

The eye cannot say to the hand, “I don’t need you!” And the head cannot say to the feet, “I don’t need you!” 

His point was that belonging is about knowing not just that you belong but that you are needed. In a human body, different parts have different roles, and Paul also asks his readers to consider this point:  

“If the whole body were an eye, where would the sense of hearing be? If the whole body were an ear, where would the sense of smell be?”  

I have seen that schools do often try very, very hard to communicate to young people that they belong. But, shackled to the syllabi and never more than a few short months away from the next round of exams or individualised assessments, it’s much harder for schools to show young people that they are needed. With our present system, how can we show young people that, even if they are not predicted to be the student in the class who gets straight A’s, their presence there in the group and their role in the learning process is vital, and contributes to the learning of others? 

When it comes to the presence of absence among our young people, schools have often gone as far as they can practicably go, as have parents, as have social workers. And the young people themselves? Well, they are stuck – biologically their only options are fight, flight, or freeze.  

So that leaves us, the society that over-emphasises individualised achievement, that glorifies celebrity and individual success. In adulthood we so quickly forget how to “do” school, how to model it to our young people, swimming all together in a way designed to promote human knowledge, protect each other from danger or even just to ensure that everyone gets fed. No wonder our young people absorb a sense that their presence isn’t needed, when in so many areas of life it’s every fish for themselves. 

As adults, perhaps we should be asking ourselves the question: why aren’t we in school?