Article
Comment
War & peace
7 min read

How to disagree agreeably

How do we converse passionately about controversial topics without falling out or falling into war? Jörg Friedrichs shares his insights after a difficult conversation with a colleague.
Two 1950's men un suits sit at a table dominated by a large hanging microphone. One points a raise hand and finger into the air. The other listens.
A 1951 BBC debate between Iorwerth Thomas MP and Gwynfor Evans Teitl.
Llyfrgell Genedlaethol Cymru / The National Library of Wales, vis Unsplash.

Last year in spring, I bumped into an academic colleague whom I had not seen for a long time. I mean, we had talked over screens but not seen each other in person. He is a valued colleague, yet we ended up having a difficult conversation about the Ukraine war where we could have easily fallen out. It was close but, fortunately, did not happen, so let me share how we had a productive discussion instead. Of course, we did not end up agreeing on everything, but we did let one another finish. Avoiding an escalation was not easy then and is never easy in situations of this kind, but it is worth trying because relationships are more important than asserting personal viewpoints. 

Differences of opinion escalate easily in so many situations, especially in war-like ones. We see this with the war in Ukraine, but also in the context of the so-called culture wars. How do we disagree agreeably when people hold strong and principled views about controversial issues? Gender and lifestyle? Religion and race? How do we express a nuanced view that might question strongly held opinions, without either being labelled as something nefarious - “racist”, “woke”. Or thus labelling somebody else? What I am going to share is applicable to many situations, from the culture wars to marital disputes, from conversations over football to a post-mortem between parents when their kids have had a meltdown in the playground.  

Difficult conversations

There is no question that conflict generates false moral certainties, and it is often good to question them. Just because Russia attacked Ukraine, is anything to punish Russia justified? Conversely, just because Ukraine has suffered an attack, is it a victim nation deserving unlimited and unconditional support regardless of its own actions? Is the West, because it supports Ukraine, unquestionably in the right? Is any support of Russia, or even an attitude of neutrality, totally objectionable?  

In a war situation, people tend to look at things in a black-and-white fashion, and even-handed views are unpopular. Expressing them requires courage because partisan observers will attack us when we fail to roundly condemn one side while exonerating the other.  

How are we going to react when they do so? We will certainly feel put on the spot, but this does not disqualify their arguments. We therefore must consider their accusations with humility.  

In my conversation with the colleague, he accused me of spreading “Kremlin propaganda” when I suggested that the West should be more sensitive to the concerns expressed by Russia as a humiliated great power. Spreading Kremlin propaganda is not a minor accusation these days, and I did not feel I deserved it. I therefore found that, in a situation like this, keeping one’s patience is challenging. I was tempted to counterattack, perhaps accusing the colleague of being prejudiced. Instead, I had to take a deep breath and explain to him, as calmly as I could, that my aim was not to side with Russia but to suggest something that might have enabled, and might still enable, diplomatic negotiations and peaceful change rather than replicating a conflict that is so hugely damaging.  

From my point of view, the colleague had accused me unjustly, and so I found it difficult to render justice to what he was saying. Yet, while spreading Kremlin propaganda was not my aim, I had to recognise that part of what I had said overlapped with what a Kremlin propagandist might say. It was uncomfortable to accept that, perhaps, my colleague had put his finger on a vulnerable spot and I should take greater care to distance myself. To make things worse for myself, my colleague also pointed me to a factual inaccuracy regarding a historical detail.  In all honesty, I found it challenging to accept any form of criticism from someone who had just accused me of spreading Kremlin propaganda. Yet, the intellectual virtue of docility demanded me to concede the inaccuracy of this particular historical claim and stand corrected. I had to remember that, ultimately, what unites us is a search for truth, and that the truth can only reveal itself in a discursive spirit of give-and-take. 

Disagreeing agreeably 

We then had a productive discussion where I was able to point out that, during the crisis preceding the attack, Russia had made it very clear that the casus belli (cause of the war) had been a dispute over whether Ukraine was entitled to join a military alliance perceived as hostile by Russia. The USA and its allies insisted that this was not negotiable. Was that, and is that, worth a conflict that is killing countless people and has dire consequences for global energy and food systems? Has everything been done to avoid the war, and is everything being done to end it? While it is easy to see that Putin’s Russia is wrong, are we sure that “we” are right?  

Since the end of the Cold War, “we” (that is, Washington and its allies) have been involved in a significant number of military interventions, from Kosovo to Afghanistan and from Iraq to Libya. By comparison, Moscow has hardly been involved in any out-of-area interventions. Where Russia has invaded an adjacent country or region, as in Crimea and South Ossetia, the trigger was always the fear of a neighbouring country turning hostile. While attacking a neighbouring country is unacceptable, it seems fair to ask if the USA would stand by idly if a hostile power were extending its reach into its own regional neighbourhood (Cuba, Nicaragua, Granada). While a US attack on a country in its regional neighbourhood seems unlikely under present circumstances, there is a need to understand Russia beyond condemning the invasion of Ukraine. 

Unfortunately, propaganda from both sides has become so intense that it is becoming difficult to gain an even-handed understanding. There has even been open debate about using nuclear weapons. 35 years ago, the Cold War ended with a consensus that a nuclear war cannot be won and must never be fought. Indeed, fear of a nuclear holocaust was one of the reasons why the Cold War remained, largely, “cold.” There was communication with Moscow even under Brezhnev. Today, some would see a dialogue with Putin as treason. How can fundamental lessons of diplomacy and deterrence be unlearned so quickly?

We must value and recognize not only those whom we find it easy to empathize with, such as the Ukrainian and Russian people, but also those whom we dread and whom we fear. 

While my colleague stood his ground and reminded me, repeatedly, that “we” must punish or even humiliate Putin’s Russia for its attack on a sovereign country, we were able to have a calm debate where he listened to my arguments as much as I listened to his.  

This was only possible because I had stuck, as best I could, to a series of intellectual virtues, highlighted above in bold: courage; humility; patience; justice; docility; and search for truth. The list goes back to Nigel Biggar, a moral theologian who has adapted Christian virtues for intellectual needs. Professing such virtues is easy in principle, but hard in the heat of a real encounter. In the exchange with my colleague, I passed the test by the skin of my teeth. At other times, I fall short.  

Now, for those familiar with the lore of Christian virtues, you will know that 'six' is a weird number. Everything should come in 'sevens'. So Nigel Bigger gives us a final, seventh intellectual virtue. Charity. Quite possibly the most important.

If only we could become like brothers and sisters who are able to carry out our disagreements in love, giving each other the benefit of the doubt in having sincere intentions and reasoning to the best of our abilities.  

Of course, virtue sounds like a very grand word. Perhaps there are saintly figures who “possess” virtues as personal qualities. For the rest of us, virtues are aims to which we should strive, however much we struggle to reach them. Centuries ago, even a child would have been able to enumerate the seven virtues of Christian morality. Today, some of us may still remember the three theological virtues (love, faith and hope), but what were again the four natural or cardinal virtues? Well, never mind.  

In a twist that encapsulates the best of the Christian tradition, the virtues are not about being virtuous in a self-righteous way. Contrary to the pagan tradition where virtue is something heroic, Christian virtues are about valuing and recognizing others while humbling and decentring ourselves. We must value and recognize not only those whom we find it easy to empathize with, such as the Ukrainian and Russian people, but also those whom we dread and whom we fear. Christian virtues equip us for the arduous task of entering a dialogue with Putin’s Russia, with the view to seeking peace. Having negotiated with everyone from Stalin to the Vietcong, from Gaddafi to the Taliban, we hear today that the idea of negotiating with Putin’s Russia is naïve at best and misguided at worst. Yes, it is going to be fiendishly difficult. Yet, it is necessary. Equipped with intellectual virtues, nothing should stop us from trying. Neither should we stop trying to have conversations across the trenches, even those of the culture wars.   

Note: this post uses material from an earlier post by the same author.  

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.  

Support Seen & Unseen

Since Spring 2023, our readers have enjoyed over 1,500 articles. All for free. 
This is made possible through the generosity of our amazing community of supporters.

If you enjoy Seen & Unseen, would you consider making a gift towards our work?
 
Do so by joining Behind The Seen. Alongside other benefits, you’ll receive an extra fortnightly email from me sharing my reading and reflections on the ideas that are shaping our times.

Graham Tomlin
Editor-in-Chief