How to react in an era of social media outrage

Media executions and the quality of mercy.

George Pitcher

George is a visiting fellow at the London School of Economics and an Anglican priest.

A man in a suit stands on a gallery above a cavernous space in which are rows of desk

Huw Edwards stands above the BBC news room.

BBC.

The story of Huw Edwards presents challenges to anyone who wonders how to respond appropriately. The news anchor is back, on the news agenda rather than presenting it, having resigned from the BBC on “medical advice”. In news terms, it seems a long time ago – nearly a year – when stories emerged that he had paid a teenager for what are blushingly called “explicit images”.

His departure, rather belatedly said to have been inevitable, follows disclosures that he has continued to draw a very handsome BBC salary during his suspension from duty – and one that the corporation would rather not still be paying when it publishes its annual review of figures shortly.

The difficulties come when, putting aside prurience and distaste, one scrutinises why exactly the life and career of Edwards have been ruined. The police wasted little time last year in concluding that there was no evidence that a criminal offence had been committed. All that is left is a salacious whiff and the knowledge that Edwards has suffered a depressive breakdown of some sort

But that’s more than enough to make a major story in the era of peak social-media faux outrage. Think Philip Schofield, life ruined by stupidly lying about a fling with a much younger colleague (of consenting age). Think Caroline Flack, a reality actor with demonstrable mental health issues, hounded to her suicide. Think even the internet-sleuthing landslide that threatens to cover and suffocate comic Richard Gadd’s “true story” Netflix movie, Baby Reindeer.

While forgiveness liberates the forgiver (rather than necessarily the one being forgiven), Christians need to be wary of using forgiveness as a get-out-of-jail-free card.

So how to respond to the Edwards resignation? The question supposes that we must indeed respond and that might contain the principal point. A senior news anchor with the BBC is a public figure. As such, he (or she) needs to be trusted by the public. Consequently, Edwards is called to a higher standard of behaviour than that of his invisible viewers.

Serious people in serious jobs need to be taken seriously. And anyone caught with their pants down, literally or figuratively, cannot look serious.

Yet that still doesn’t supply us with a response (beyond “don’t be an idiot”). Actually, it rather complicates matters. It’s easier if a crime has been committed, because we can take refuge in justice, reparation for the victim and punishment for the perpetrator. None of this seems to be available in Edwards’ case.

Some will reach for forgiveness under these circumstances. But that’s insufficient, since for most of us Edwards has done nothing more than read the news off an autocue and speak for the nation during royal events.

We risk disempowering a real victim if we forgive on their behalf, so it’s inadequate to talk only of forgiveness in this circumstance. While forgiveness liberates the forgiver (rather than necessarily the one being forgiven), Christians need to be wary of using forgiveness as a get-out-of-jail-free card.

By contrast, “the quality of mercy is not strained” in this way through our mortal experience. It’s universal and unqualified.

In any event, forgiveness is a quality of compassion, the latter being the virtue to which we might most usefully aspire in response to the circumstances in which Edwards suffers. The root meaning of compassion is “to suffer with”, as in to share and, in doing so, profoundly to understand the suffering of another. In popular parlance, it might be to walk a mile in their boots.

To view the media execution of Edwards with compassion is to walk a mile in his boots and to accept, with humility, that we can be as fallible as him. Vitally, this is to show mercy rather than pity. The latter is filtered through human experience – Pieta is a Renaissance artistic meme, which invariably shows the Virgin Mary’s essential humanity at the deposition of her son from the cross.

By contrast, “the quality of mercy is not strained” in this way through our mortal experience. It’s universal and unqualified. Shakespeare’s famous line is given to Portia in The Merchant of Venice. One of the things it tells us is that to pity is human, but to be merciful is divine.

It’s from theological, cardinal virtues that mercy flows. But it’s born of compassion, which has its Christological source in the suffering (or Passion) of Christ, in which the human condition – sin, frailty, pain, death – is shared with the divine.

That’s a worldview that holds Huw Edwards in its gaze. It’s a wholly loving gaze that seeks to share his despair and failure, which is the ultimate act of compassion. Edith Cavell, the nurse who was shot as a spy in Flanders in the First Word War, came very close to it when she said before her execution: “Patriotism is not enough. I must have no hatred or bitterness towards anyone.”

Edwards doesn’t (literally) face a firing squad, so direct comparison is invidious. But our response might still be a compassionate one. We may not be able to walk a mile in his boots. But we can try.

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Education

4 September 2023

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.

Henna Cundill

Henna is a researcher with the Centre for Autism and Theology at the University of Aberdeen.

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?