Freedom to think. A response to the anti-capitalist ban in schools
This weekend the news broke that the UK government has ordered schools in England not to use resources from organisations which have expressed a desire to end capitalism.
As an organisation championing the importance of teaching children how, not what, to think, here's some thoughts.
Anti-capitalism has been classified by the Department for Education as an “extreme political stance” and equated with opposition to freedom of speech, antisemitism and endorsement of illegal activity. As a critical thinking organisation, ThoughtBox has many thoughts and reflections to share on this news, not least about the threat that this ban has to the place of free and critical thought and discussion in our classrooms.
Firstly, some practicalities. A ban on resources expressing anti-capitalist sentiments immediately causes issues for our History and Politics departments, as it is a ban on referencing key moments in history where different political systems have been overthrown (especially tricky when Marxism and revolutionary socialism are core elements of A-level programmes). It would perhaps also warrant a ban on Geography textbooks which reflect on the conflict between capitalism and environmental sustainability; on Economics, History or Mathematics lessons exploring alternative economic models (in particular following the 2008 Wall Street Crash) such as Donut Economics, Gross National Happiness (as is practised in Bhutan), or The Economics of Wellbeing currently being explored in New Zealand.
This is also effectively a ban for English departments on teaching some of the classics on the Literature curriculum, such as Animal Farm, A Christmas Carol, The Handmaid’s Tale, Shakespeare even (as many of his works explore anti-capitalist sentiments).
More significantly, the statement that all teachers should be politically impartial means this news may even warrant a ban on teachers themselves encouraging alternative ways of thinking in the classroom, or schools inviting young people to think about and explore different ways to respond to our current social, political and ecological crises.
When a ban on free speech is imposed in this way, it is perhaps shielding something vulnerable, something that feels threatened and in need of stringent protection by putting up a solid brick wall. This space of fear or vulnerability is an important place to explore in itself, as it allows us to start to connect with some of the fears and vulnerabilities that our government may currently be holding about the strength and significance of capitalism in a rapidly changing world. Having compassion and empathy with the oppressor is an important stage in developing a strong understanding of why sweeping actions such as this ban are being imposed.
There is a strong invitation to employ critical thinking skills here, to dig a little deeper into the reasons for such an outright ban. Having attempted (but later retracted) to place the non-violent group Extinction Rebellion on a list of extremist ideologies earlier this year, could this be a further way to keep discussions about the climate crisis out of the classroom, or an attempt to prevent young people from discussing or engaging in the climate strikes in school (global climate strikes that continue to spread across the world, with this past Friday seeing thousands of young people across 3500 locations go on strike as part of Friday’s For Future call for climate justice)?
“Schools should not under any circumstances use resources produced by organisations that take extreme political stances on matters. This is the case even if the material itself is not extreme, as the use of it could imply endorsement or support of the organisation.”
What is also interesting to reflect upon is the contradictory behaviour of a government who wish to impose a law upon educators to oppress critical thought, whilst at the same time consenting to break international law through their own Brexit negotiations. Whilst following the rule of law is an essential part of a strong democracy, it is also important for our political leaders to lead the way with honest and authentic behaviours which they wish to be echoed across their communities. It is also important to reflect on why this news broke on a weekend - a time when news stories often get lost - and how this ruling was brought into our system so swiftly and silently.
When we take a moment to reflect on the point of school and the meaning of education, we can see that the roots of the word educate come from the Latin Educare (to train) and Educere (to lead or draw out). One side of this definition calls for education to be the shaping and moulding of minds into the patterns of their elders, whilst the other is an invitation to prepare young people to adapt and respond to a changing world. Whilst both clearly have a role in our current school systems, there is a significant threat to the latter when we start to see rulings such as this imposition made across our schools.
As an organisation championing the skills of critical thinking, empathy and systems-thinking, ThoughtBox encourages teachers and young people to explore the world around them by asking questions – understanding the root causes of actions, systems and behaviours and how they form part of the big picture. This questioning is vital in helping young people to make up their own minds about the world they are growing in – opinions built on skills which enable them to ask questions, feel curious, join the dots, wonder why. Whether this is by exploring the nuances of racism, colonialism, extremism, capitalism, inequalities, oppression, we believe in the value of teaching young people how, not what, to think in order to prepare them for the future and help make sense of the world around them. These core skills are vital in shaping a next generation of compassionate and connected young thinkers, and are skills which should be protected, supported and encouraged in all areas of our education, from the pre-school to the graduation hall and everywhere in between.
A flourishing democracy requires freedom of speech and an educated populace. This ruling from the UK government somehow seems to fail both of those core elements and as such welcomes a significant amount of critical thought, reflection and discussion from us all – both in and out of the classroom.
Rachel Musson, Director of ThoughtBox Education.