Article
Change
Character
Purpose
Virtues
6 min read

Life is messy, take part

James Baker's political vocation sheds light on why character counts in this networked world.

Emerson Csorba works in deep tech, following experience in geopolitics and energy.

Two men in seats adress a pyjamap-clad Ronald Regan.
James Baker, left, briefs a recovering Ronald Reagan, right, in hospital .
White House via Wikimedia Commons.

Few White House Chiefs of Staff have been better than James A Baker III. Nicknamed the ‘Velvet Hammer,’ Baker was originally a Democrat, and only introduced to politics in his forties. But he made up for lost time, serving as the original catalyst behind President Ronald Reagan’s time in the Oval Office. He later served as Secretary of State, helping maintain peace following the Cold War.  

In their recent biography of Baker, The Man Who Ran Washington, Peter Baker (no relation to James) and Susan Glasser write that, when called out of his retirement to lead the Republican strategy in the Bush-Gore 2000 Florida vote recount, ‘Baker’s reputation was so formidable that Democrats knew they would lose the moment they heard of his selection.’ More precisely, Baker ‘was not defined by his era; he helped to define it.’  

And yet, the calm, cool and collected former Texas lawyer was – by the end of his tenure as White House Chief of Staff – broken. In Chris Whipple’s The Gatekeepers, a history of American White House Chiefs of Staff, a former Reagan staffer reflects that in a conversation long after their tenures, ‘Baker’s eyes filled with tears. He told me what it had been like for him to be chief of staff in a White House riven by different philosophies and ideological outlooks. And every day various people would try to take Jim Baker out.’  

Baker, a problem-solver and political moderate, battled with his more ideological counterparts for the ‘soul’ of the Reagan presidency. This battle was ‘more emotionally grueling and deeply painful than almost anyone around him knew.’ His struggles were a harbinger of the more divisive American politics to come. Surrounded by long-time Reagan loyalists, he was an unexpected selection for the Chief of Staff role. He ran the Gerald Ford and George Bush presidential campaigns against Reagan but was recognised by the Reagans as the right person for the job. Baker kept focused within the Reagan Administration despite team members undermining him.  

Baker shows that responding to a call requires that a person engage in the world as it is. This realism helps us to reform the world through service. 

Through his participation in the world, Baker reminds us that life is messy. This is especially the case when engaging in communities involving competition between multiple worldviews, philosophies, or ideologies. Keeping the ship steady amid such variation comes with emotional cost. But participation is better than withdrawal from the scene of action, and into the safety of technology.  

Balancing between perspectives requires a personal sense of restraint. Peter Baker and Glasser note, for instance, that ‘one of the keys to Baker’s success over the years was knowing when to back off’ in meetings. This balancing is difficult. Baker succeeded in his political vocation in part because he participated in this swirling mix of perspectives, but the balancing involved suffering.  

What can we learn from Baker on the messiness of life? What does he show us about the living-out of a vocation? Baker was clear-eyed about his calling: that of serving his friend Reagan (and afterwards his close friend George Bush). He put his strategy and negotiating skills to good use as part of a larger life project. This calling strengthened Baker’s persistence, despite the trials and tribulations of participation in the world. Baker shows that responding to a call requires that a person engage in the world as it is. This realism helps us to reform the world through service.  

‘Once we remove ourselves from the flow of physical, messy, untidy life… we become less willing to get out there and take a chance.’ 
 

Sherry Turkle 

How did Baker discover his political vocation? And what is a vocation? The philosopher Robert Adams defines vocation in his Finite and Infinite Goods as ‘a call from God, a command, or perhaps an invitation, addressed to a particular individual, to act and live in a certain way.’ The theologian Oliver O’Donovan defines vocation somewhat differently in his Finding and Seeking. He describes it as ‘the way in which the self is offered to us…. The course of our life that will come to be our unique historical reality.’ O’Donovan focuses on service, where vocation is ‘not a single function, but an ensemble of worldly relations and functions through which we are given, in particular, to serve God and realise our agency.’  

Sometimes, as O’Donovan suggests, a calling captures our attention, even if we only know the immediate next step, as if stepping from a quayside onto a boat (a helpful metaphor used throughout O’Donovan’s work). For Baker, it was the death of his first wife that precipitated a call from his friend George Bush. In this conversation, Bush asked whether Baker would be interested in volunteering for a campaign, to help take his mind off his grief. What was initially a way to help keep his mind off a trauma became, over time, a life project.  

Baker thought carefully about the world and the people around him as precursor to action. He epitomised the thinking of Dietrich Bonhoeffer, who writes that individuals should participate ‘in the times and places which confront us with concrete problems, set us tasks and charge us with responsibility.’ We must remember that people are multidimensional. This is not easy, Baker as a case in point through his political vocation. 

Unfortunately, while recognising this is a realm of considerable debate, aspects of our culture discourage genuine engagement in the world. Sherry Turkle, Professor of the Social Studies of Science and Technology at MIT, describes ‘networked life,’ where individuals use technological devices (we might think today of WhatsApp or Instagram) to withdraw from hard, in-person conversations. She says that people nowadays tend to communicate with others on their own terms. It is easy for people to engage – or disengage – others whenever convenient.   

Yet, as Turkle writes, ‘Once we remove ourselves from the flow of physical, messy, untidy life… we become less willing to get out there and take a chance.’ Networked life is for Turkle an escape from the messiness of life. It prevents encountering others as they really are. This leads to weak personal foundations: personal characters built on sand rather than on rock. It helps to be tested by conflict with others that are different than ourselves. This testing helps to reduce narcissism, in which we think more about ourselves than about the wider world.  

Marshall McLuhan, in his Understanding Media, reflects on the Greek word narcosis meaning numbness. The service of networked technologies, to which Turkle alludes, is in McLuhan’s eyes a worshipping of these technologies as God. This numbing via the worshipping of technology is contrary to Baker’s more engaged way of life – encountering others in person in their complexity.  

We can remind ourselves that life is messy. What we think we see upon first impressions may evolve upon continuous examination. And what is previously unseen may become evident over time. Jesus states that ‘For nothing is hidden that will not be disclosed, nor is anything secret that will not become known and come to light’ and later, that ‘Nothing is covered up that will not be uncovered, and nothing secret that will not become known.’   

The genius of James Baker was found not in academic intellect, but in his ability to understand others through real engagement in the world. This understanding of others, serving them, was the cornerstone of his vocation. Former White House speechwriter and now-columnist for the Wall Street Journal Peggy Noonan once commented – as reported in The Gatekeepers – that Baker ‘was a guy who didn’t seem to move forward with a lot of illusions about life or people or organizations or systems.’ Baker embraced the messiness of life, but also the importance of taking part to serve others and help restore the world.

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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