The corrosive effect of profuse profanity

The coarsening of speech prompts Yaroslav Walker to remember that what you say influences who you are.

Yaroslav Walker

Yaroslav is Vicar of Christ Church, Hampstead.

An irate man holds a mobile phone to his ear while gesticulating with his other hand.

Malcolm Tucker makes his point.

“You breathe a word of this to anyone, you mincing f*****g C**T, and I will tear your f*****g skin off, I will wear it to your mother’s birthday party and I will rub your nuts up and down her leg whilst whistling ‘Bohemian-f*****g-Rhapsody’…right!?”

This is my favourite Malcom Tucker line of all time. This is what Malcom might call, ‘top swearing’. The Thick of It exploded onto our screens in 2005, supposedly lifting the lid on the workings (or absolute lack of) of the twenty-first century British government. The show immortalised the sweary Scot Malcolm Tucker – supposedly partly based on real-life New Labour spin-doctor Alastair Campbell, and played to perfection by Peter Capaldi. The nation watched with a mix of horror and delight, enraptured by the best political comedy since Yes, Minister. However, unlike Yes, Minister, power in The Thick of It is not wielded through the obscurantist language of the elite Oxbridge-educated civil service, but through the terrifyingly unhinged and violent rantings of Tucker’s Svengali spin-doctor. I can only assume that most people on the outside of government took it all with a pinch of salt – I certainly did. Surely, SURELY, it couldn’t be as bad as ‘that’!?

Dipping in and out of the coverage of the UK’s COVID public inquiry showed me just how wrong I was. Civil servants and political appointees writing on WhatsApp were indistinguishable from eighteenth century press-ganged sailors in a tavern. The highlight was the testimony of Dominic Cummings, who was confronted with his use of the saltier elements of the English language: “Due in large part to your own WhatsApps, Mr Cummings, we’re going to have to coarsen our language somewhat…” the investigating KC chided. “I apologise”, was the rather phlegmatic response.

We were then given a tour-de-force of aggressive sweariness – ministers were called ‘useless f**kpigs’, ‘morons’, ‘c**ts’, and it was suggested that in the case of civil servant Helen MacNamara he would ‘handcuff her and escort her’ from Downing Street. Upon being asked whether this language might have contributed to a lack of effectiveness in the Downing Street COVID response, Mr Cummings denied the charge – he was just reflecting the prevailing mood…but of course such language did.

He is very clear in teaching people that the words that leave their mouths have the power to bless them or damn them.

We live in a culture where speech, especially public speech, has progressively been coarsened. The television ‘watershed’ excludes less and less offensive speech, performative profanity is now de rigueur for many celebrities and even some politicians, and there has emerged a real generational divide between those of my generation and the baby-boomers. We appear to have forgotten a basic rule that the ancients knew all too well: affect has effect. What you say influences who you are.

What we say, just as what we do, impacts the sort of person we become and the virtues (or lack of them) that we build up and possess. If we look to Aristotle, we are introduced the concept of habitus. It isn’t just a habit – not just an activity that we engage in on a regular basis – but is a repeated behaviour that builds up our character, for good or for ill. This idea was taken up in some form by Augustine, Averroes, Aquinas, and even people whose name doesn’t begin with the letter A. Our speech, if repeated over and over again, moulds our character. Kind speech, lovely speech, righteous speech – repeated ad nauseum – will have as their end product a kind, a lovely, a righteous person. Violent speech, aggressive speech, coarse speech, will have as their end product a violent, aggressive, and a coarse version of the same.

Going beyond Aristotelian categories to biblical ones, the use of language is often a favourite theme. The most famous Hebrew example is perhaps the commandment: “Thou shalt not take the name of the LORD thy God in vain…” Our speech is important to God, because it is a basic indicator of how we conduct ourselves – and so an indicator of who we are – and we ought to be conducting ourselves in the light of God’s will and God’s law: “Let the words of my mouth, and the meditation of my heart, be acceptable in thy sight, O Lord, my strength, and my redeemer.”

As we move from the Old Covenant to the New, we find St Paul continuing this idea and extending the principle – our words reflect our relationship with God, and so will impact our relationship with other people (who are made in His image). He asks the Colossians that they speak ‘always with grace’, tells the Ephesians to avoid ‘filthiness…foolish talking…jesting’, and commands the Romans to always have a word of blessing ready rather than a curse. The community of holy people, living a life for God and for each other, can easily be destroyed by a cruel slip of the tongue – a fight can break out over even a mild insult. Perhaps this is why Jesus is quite so strict about speech – “But I say unto you, That every idle word that men shall speak, they shall give account thereof in the day of judgment.” He is very clear in teaching people that the words that leave their mouths have the power to bless them or damn them.

Perhaps one of its recommendations could be that at the highest levels of national decision making, our leaders and officials always strive to behave with calm and considerate courtesy.

“Do you think your description of your colleagues, the way in which you described them, their functions, their abilities, their talents, added to that dysfunctionality?” the KC asked Cummings. “No, I think the opposite…” came the slightly bewildered reply. But how could it not? How could speech that has been revealed to be so chaotic, so hostile, so unpleasant, and so callous contribute anything positive to the working environment? More importantly, and I don’t know Mr Cummings and am not making a statement on what his inner character and virtue actually is - how can it contribute anything positive to the person who utters it?

The COVID inquiry has been set-up to teach us lessons on how to be better prepared to tackle the next pandemic. I pray that it succeeds in this aim. Perhaps one of its recommendations could be that at the highest levels of national decision making, our leaders and officials always strive to behave with calm and considerate courtesy, where speech is used to edify, support, and commend. I believe, and Scripture teaches, that if this is taken on as a vital lesson we will, not only be better prepared to steer the country through the crises of the future, but the entire tenor of our political and public life will be better – holier even. The good news is that it costs nothing to put this recommendation into practice...all it takes to get started is a kind word.

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Education

15 May 2023

5 min read

Why the RE teacher recruitment crisis is a problem

In the week that over a quarter of a million young people sit their GCSE Religious Studies exam, Paul Smalley analyses the crisis in religious education -demand for which is rising.

Paul Smalley

Paul Smalley is a Senior Lecturer in Religious Education at Edge Hill University and a Local Missional Leader in the Diocese of Liverpool.

Credit: Get Teaching

I could have laughed at Nick Gibb, the Minister of State for Education recently – but unfortunately, I don’t think he was trying to be funny. What caused my outburst of hilarity was a written answer he had given to a parliamentary question. The question had been asked by Catherine West, a shadow minister, and was enquiring about what steps the government was taking to ensure that recruitment targets for religious education teachers are met. As the daughter of a headmaster and a practising Quaker, it seems reasonable that she might take an interest in such matters; she is clearly aware of the recruitment crisis that is threatening the teaching of the subject in schools up and down the country. This awareness seemed to be lacking in the Minister of State’s response.

The first part of his answer was to report that the number of teachers remains high. And of course, he is correct – the number of Full Time Equivalent Teachers in England has remained fairly steady at around half a million for the last few years. What he didn’t mention is that there are over a quarter of a million more pupils now than there were five years ago. The pupil to teacher ratios in secondary schools has risen each year since 2013. Every teacher needs to teach more pupils. Last year the recruitment target for teachers was missed by some way and will be only slightly better this year.

Gibb’s answer was designed to suggest that there was no problem, nothing to worry about – when in fact there is a crisis.

But the question was about RE teachers specifically. And again, Nick Gibb chose his answer carefully, choosing the one year (2020/21) in the last ten when the recruitment target for RE teachers was exceeded – the year that the target was substantially reduced. In 2022/23 the recruitment target was missed by 25 per cent. On average between 10 and 12 per cent of RE teachers who train leave the profession within five years of training. This is higher than the average across all subjects.

Gibb’s answer was designed to suggest that there was no problem, nothing to worry about – when in fact there is a crisis. Teacher recruitment for all subjects is down 22 per cent from last year. However, RE stands out, being down a third of applicants from the last recruitment cycle.

Students often describe it as the one time in school where they can think independently about the people, events and beliefs in the world around them.

Why does it matter if there aren’t enough RE teachers?

Religious Education is the only subject which every state school must provide for all of its pupils. It has been this way since 1944 – but the subject has changed beyond recognition in that time.

It is a popular and increasingly important subject for our young people to study. Over the last five years entries to the GCSE have stood at around an average of 250,000 with entries to the full course GCSE rising by 30 per cent over the last decade. It is a subject which helps young people navigate the complex and dynamic nature of our multi religious, multi secular world. It has never been more important, recognised by wider society as vital for preparing students for life in global Britain.

Students often describe it as the one time in school where they can think independently about the people, events and beliefs in the world around them. It is a space where ultimate questions are discussed. Big questions such as: ‘Why do people suffer?’, ‘Is death the end?’, and ‘How should we behave in the world?’. In an increasingly secular world, young people need a space where they can explore these questions, gain insight into how Christians, members of other faiths and non-religious people respond to these issues and develop their own understanding of their place in the universe.

I wouldn’t go as far as some in saying that RE is an opportunity to de-indoctrinate young people against a prevailing secularising agenda, but RE is a curricular space where pupils can come to realise, that whatever their own personal background, someone’s belief or worldview, shapes and influences how they engage with and interpret the world around them. For some people these beliefs are fundamental; there is no place of neutrality on such matters – nobody stands nowhere. Pete Greig reminds us (in the book How to Pray: A Simple Guide for Normal People) that even those who state that they are not religious will often pray: there is a spiritual side to life, even if people fail to explicitly recognise it. If children are growing up in non-religious households, school may be the only place where spiritual matters are discussed openly and objectively.

High school pupils are now three times more likely to be taught RE by someone with no qualification in the subject than, for example, in history.

Teaching young people is a demanding job, and as someone who has been training people to teach RE in high schools since 2006, I know that teaching RE demands a particular skill-set. RE is multi-disciplinary, so it requires a teacher who understands how to think like a theologian, and a historian, a philosopher and a social scientist. It requires academic skills such as ethnography and literary analysis, but also the people skills to act impartially, empathetically and sensitively when discussing important and controversial issues. And all that on top of the skills required of any teacher – to manage behaviour, plan lessons and monitor progress for example.

However, such is the level of crisis that all too often RE is being taught by non-specialists, simply because there are not enough trained RE teachers. High school pupils are now three times more likely to be taught RE by someone with no qualification in the subject than, for example, in history. Of those who teach RE in secondary schools over half spend most of their time teaching another subject (compared to only 13 per cent of those who teach English and 27 per cent of those who teach Geography). These same pressures contribute to many schools’ RE provision simply not being good enough.

What can be done?

The first step for the government to take is to acknowledge that there is a problem – with teacher recruitment across the board. The teaching profession as a whole needs a boost – to show that teaching is an attractive career. Significant workload reductions and pay increases will help this perception.

But there is a specific problem with RE recruitment. Postgraduate teacher training attracts a bursary to teach Geography of £25,000. RE trainees receive no bursary. I have heard of well qualified humanities or social science graduates who have chosen Geography over RE simply because of this. In years when there has been a bursary available to train as an RE teacher, then recruitment has risen significantly.

But what might really make a difference is a properly funded National Plan for RE to ensure it is properly resourced and taught by professionally trained teachers.

For more information about becoming an RE teacher or supporting the campaign, visit: Teacher Recruitment - Culham St Gabriel's (cstg.org.uk)