Article
Comment
Politics
5 min read

Why we need a gentle radical revolution

Our social arrangement needs to prioritise human relationships, argues MP Danny Kruger.

Danny Kruger is the Conservative MP for Devizes.  He is the author of Covenant: The New Politics of Home, Neighbourhood and Nation.

A group of people stand in a field by a fence and a railway footcrossing.
Danny Kruger with a campaign group in his Devizes constituency.

Democracy divides us. The political system best calculated to hold together a diverse society is also one that exacerbates differences and obscures our common opinions and interests. A two-party system - and all Western politics is largely binary, split between conservative and progressive parties or groups of parties - encourages vicious disagreement across the aisle, and polarises opinion in the country.  

The paradox is that, despite our party disagreements, the most popular opinion with the public is that ‘they're as bad as each other’. The view held in common across the country is that ‘they’re all the same’; that ‘there’s nothing to choose between them’. And deep down, the public is right, but in a good way. Fundamentally the parties share a worldview, which derives from our common inheritance as the heirs of the Christian tradition. 

That tradition taught us that individuals are intrinsically, personally, valuable, without reference to the identities of sex, household, tribe or race which, in pagan cultures, gave people their only worth (or for most people, their lack of it). It also taught us that, despite our individual personal value, our mission in life was other-facing. Our object of worship was outside the self. God’s will was made material and meaningful through the institutions of our common life, in what we came to call civil society. These institutions in turn, especially the institution of the law, worked to protect the individual and make diversity safe.  

This tradition split into two parts in the modern age, as an old, anti-Christian idea, which Christianity had expunged, crept back in. In my book Covenant I call it ‘the Idea’, as opposed to what I call ‘the Order’. The ‘Idea’ is that I am god, with the creative power to order reality and decide for myself what is right and wrong. This ancient heresy has been refreshed in our times precisely by the principle of individual rights and freedoms that Christianity gave us. This is because we have steadily degraded the other side of the Christian bequest: the other-facing, institutional life that gave individuals a more textured sense of who they were, i.e. members of a community with something to live for outside themselves. The consequence is both the narcissism of self-worship and the rise of identity culture - a return to the pagan belief that your value is determined by your sex, race or tribe.  

In the age of tech we can create a decentralised, responsive and personalised system that will give us both belonging and agency. 

Individual value and dignity, made safe and meaningful by a social arrangement which emphasises solidarity, peace and care for the stranger - these are the elements of what I call the ‘Order’. They are not absolute principles: even individual rights to life and liberty must be constrained in certain circumstances, and other-facing generosity likewise needs to be limited in order to be sustained. To take a current example, ‘care for the stranger’ does not, in my view, mean offering a home in the UK to anyone who manages to arrive on our shores and claim asylum. It does mean treating every asylum seeker humanely, whether we admit them or remove them, and it means committing part of our wealth and power to preventing, or mitigating the effects of, war and natural disaster in other parts of the world.  

How does such a covenantal politics approach other policy areas? The principles that Graham Tomlin set out in the report he compiled after the Grenfell Tower fire, after listening to local voices, are a helpful guide. We need to ‘humanise welfare’, dismantling the inefficient bureaucracies which see people as units to be managed, rather than as people to be helped and given responsibility and agency, and build instead relational systems of social support. We need to ‘provide homes’, which means so much more than the sterile term ‘housing’: it means attractive, affordable, safe buildings where people can live both with privacy and in community. As this suggests we need to help people ‘become neighbours’, with the means and the motivation to connect with others who belong to different identity groups. We should ‘notice faith’: as happened after Grenfell, it is local community faith groups which more than any official agency provide support, belonging, cohesion, and practical change at a local level.  

And lastly, overall, we need to ‘renew democracy’. In Graham’s words, ‘we need to find ways to enable people, especially in more deprived areas, to have more of a say in issues that directly affect their lives, rather than politics happening at a distance by competing parties remote from local life.’ The sense of this is both deeply conservative (small-c) and deeply radical. Of course, we need power to be close to the people; this was the traditional way of things before the Durkheim and his followers  decided that the centralised state, not local civil institutions, was the proper place for managing human services. In the Middle Ages, according to Robert Tombs’ history of England, fully a third of men, of all classes, played a responsible role of some kind in the management of their neighbourhood. Yet a return to this model would be radical, because it involves upending Durkheim’s assumptions - shared by his heirs in the school of New Public Management beloved of the Blairites - about the proper arrangement of society. 

We need a gentle revolution: a return to some old ideas about social organisation that prioritise human relationships, the organic and the natural over utility, efficiency and equality of outcome; ideas which actually lead to a more useful, more efficient and genuinely more equal system. These are the ideas of what I call the Order, derived from theories of the social covenant that lie deep in our history but which are also best fitted to the modern world.  

In the age of tech we can create a decentralised, responsive and personalised system that will give us both belonging and agency. We can recreate a more localised economy, but this time more fair, equal and capable of supporting a larger and more diverse population than the pre-modern world knew. And we can make a democracy that more closely reflects the principle that we all, whether progressive or conservative, share a common inheritance and belong to a single political community. 

 

Covenant: The New Politics of Home, Neighbourhood and Nation is published by Forum Press. 

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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