Article
Change
Character
Purpose
Virtues
7 min read

What’s the point of purpose?

We need a wider understanding of our purpose – grand or small.

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

A white arrow on tarmac points towards a setting sun and people walking by a silhouetted lamp post.
Chris Loh on Unsplash.

In his 2009 book Start With Why, the leadership speaker and consultant Simon Sinek encourages leaders and businesses to think about their purpose. He encourages them to answer the question ‘Why?’ before moving to ‘How?’ Sinek’s book is part of an industry, with no shortage of self-help books, executive coaches and university programmes assisting individuals in finding purpose. Surely Sinek is right that a sense of mission (the ‘Why?’) needs to come before the development of a strategy (the ‘How?’ as well as ‘Who?’ ‘What?’ ‘When?’ and ‘Where?’). Yet working out our purpose is not easy. It takes time, effort, listening and crucially, an open mind.  

In a ‘purpose economy’ (to use the term coined by writer Aaron Hurst), we risk arriving at fast, superficial, or inflated purposes disconnected from the unique vocations to which we are actually called. Several years ago, I undertook a project, of which elements were shared in the Harvard Business Review. One interviewee stated ‘We are a generation that is ruthlessly comparing ourselves with those around us and our role models at the same time. And if we are not doing something exceptional or don’t feel important and fulfilled for what we are doing, we have a hard time.’ In an age dominated by social media and its emphasis on presentation of superficial images inviting us to compare ourselves with others, these are words worth dwelling on. 

This reflection struck me at the time, implying that many people believe that their purposes must be significant. Without grand purposes, we tend to struggle. That interviewee was right. Many of us value purposes involving high levels of excellence if not notoriety, whether pursuing elected political office, climbing the ranks in prestigious industries such as finance or consulting, or entering professions that are well-known and whose value can be readily explained to others (such as medicine, law or accounting).  

The problem with an idea of purpose focused on excellence is that only some people will be seen to have worthy purposes. The consequence is more ‘ruthless comparison, in which we all look over our shoulders to what our peers are doing, wondering whether their respective purposes measure up or not. Of course, this issue could be dismissed as little more than a case of early-career angst, in which ambitious self-starters seek to outdo their peers in climbing the career ladder, but I doubt this is a good explanation.  

Her calling is not as impressive in the world as the more publicly recognised calling of a profession, but surely the calling is of equal value. 

After all, modern workplaces are full of people, across all generations, searching for purpose. More generally, rapid industrial transition over recent decades – whether the loss of the shipbuilding or coal mines (not to mention important parts of the steel industry in recent months) in the UK, or the recent loss of manufacturing jobs in the United States – and waves of technological change leave countless thousands of people feeling lost at sea. A sense of aimlessness is amplified when personal dignity is connected to work rooted in local communities. When this industrial work vanishes seemingly overnight amid shifts in government policy and technological change.  

These examples suggest the need for a wider understanding of purpose, which makes room for many kinds of excellence, whether grand or small. Consider the example of a single mother. In comparison to the high-flying politician, business executive or university administrator, her purpose is anonymous. A paid job in the workplace is unlikely to be the source of the single mum’s purpose. Rather, the raising of a family is almost certainly the driving purpose in her life, a purpose which is nevertheless no less significant than those occupying more esteemed, high-status roles.  

In the eyes of God, the single parent is called to the vocation of parent (I don’t think there is a difference here between a vocation or purpose), possibly through an unexpected event such as a divorce or passing of a spouse. Her calling is not as impressive in the world as the more publicly recognised calling of a profession, but surely the calling is of equal value. Indeed, from a Christian perspective, the lone parent fulfills a vital role of service in raising children who can help to approximate the Kingdom of God on Earth. Martin Luther pointed it out well: every person has a divine calling providing them with purpose, whether they are aware of this or not.  

The idea is that a sense of what we are becoming matters more than the circumstances we find ourselves in. 

How then can we define our purpose when elements of culture, technology and other forces tempt us to identify clear purposes as rapidly as possible? To start, it helps to resist the urge to form large and lengthy purposes. Our purposes are often revealed gradually. Even the most profound events altering the landscape of a person’s life must be digested slowly. Tom Wright, in his biography of Saint Paul, writes that after Paul’s encounter with Jesus while on the Road to Damascus, he returned to Tarsus for ten years to meditate on what he had learned. In all likelihood, Paul spent this time working as a tentmaker, working within a ‘small, cramped workshop,’ in which ‘he prayed, he studied, and he figured out all sorts of things.’  

It is only ‘by the end of the Tarsus decade [that] Saul had worked out in considerable detail what it meant that the One God had revealed himself in and as the crucified and risen Jesus.’ Paul’s purpose was formed over many years, ‘hammering away’ at what he learned on the Road to Damascus. Had Paul wanted to make sense of his encounter with Jesus in a single go, then his purpose would surely have been truncated, thereby limiting the fulfilment of his unique calling that transformed the world we live in today.  

Our circumstances may also limit the scope of our purposes. Our family, geography, gender, and socioeconomic situation all shape the people we become – at least in the short-term. The philosopher Robert Adams writes in Finite and Infinite Goods that ‘One’s actual circumstances condition and in various ways influence and limit one’s vocation. The vocation, however, is not the circumstances, but what one is called to do in them.’  

The idea is that a sense of what we are becoming matters more than the circumstances we find ourselves in. The question of who we wish to become is a crucial one, involving personal vision, and Adams sees this question as outweighing extensive consideration given to existing circumstances. Another idea of vocation, proposed by the theologian Oliver O’Donovan, is more gradual. He says that we come to be a certain person over time, without too much planning. Our purposes develop one day at a time. Specific events give us chances to put our purposes into action, but we do not know when these events will occur.  

With this approach, clear purposes are formed over time through constant practice, rather than revealed at the outset of an activity. 

How then can we find our purposes when they are often ambiguous, intertwined with our personal circumstances, and without too much recourse to self-help books, life coaches or university programmes recommending quick answers?  

Our purposes need to be worked out through consistent, small-scale practice of the things we enjoy. For some, this is the playing of a musical instrument, for instance the piano or guitar, two hours per day. For others, this is the constant practice of a given sport in the early hours of the morning. And for others, this is working away on a tricky mathematical problem that simply grips them.  

With this approach, clear purposes are formed over time through constant practice, rather than revealed at the outset of an activity. It is then unexpected events – as Harold MacMillan said ‘Events, dear boy, events’ – which shape us. These events may change us, setting us in entirely new directions much like Paul’s encounter on the Damascus Road, or the lone parent following a divorce or death of a spouse. But it is not only the events that create purpose. The seeds of purpose are planted well ahead of time, through practice in relation to the things that bring us joy.  

Our purposes, then, should be less a cause of anxiety requiring self-help industries – needing to figure everything out at once – than a reason for play, practice, and prayer, listening to the still small voice – perhaps the voice of God, gently leading us to a settled sense of purpose. This allows purposes we never imagined to reveal themselves to us over time, sometimes merging with – and sometimes out of – our circumstances and personal attributes that are more easily visible.  

Rather than search for fast answers to our purposes, we can take comfort knowing that we do not need to do all the work ourselves. We may begin to work out our purpose through action, but trust that our purposes will come to fruition when the time is right. 

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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