William Shakespeare, Edward Gibbon and Monty Python are among a host of famous English writers, thinkers and celebrities who took inspiration from events, peoples and cultures from outside Merry England. They stand among many other British creators who lived and produced their finest work centuries or decades before the earth-shaking event that would definitively transform their nation: Brexit.

Brexit, a carefully orchestrated psychodrama fueled by the ambition of Boris Johnson, played out during a period spanning nearly four years. The British nation could finally affirm not only that it was no longer part of Europe; it had equally lost any sense of connection with the rest of the world.

Things have taken a further dire turn over the past ten days with a spate of extremely violent xenophobic riots spread across the “scepter’d isle.” Is the world witnessing the death knell of English culture, that for centuries fed and stimulated European and even world culture? John Donne famously told us that “no man is an island,” affirming that “if a clod be washed away by the sea, Europe is the less.” Has Britain now become that clod washed away into a state of utter irrelevance?

Events of the past week demonstrate that significant numbers of English men and women are willing to organize, demonstrate, assault, burn and destroy to prove that what unites their nation and defines their identity is essentially race and a skewed notion of national origin.

Britain’s new Labour prime minister, Keir Starmer will not have it. Leading the resistance, Sir Keir believes he is intent upon building “a ‘national capability’ across police forces to tackle violent disorder.” He believes it should include technology such as facial recognition. That should make average citizens feel safer and protected. What better way to defeat xenophobia than provide new pretexts for paranoia?

Others in Starmer’s government have identified non-technological solutions to the visibly degraded situation. The Guardian notes the approach of Education Secretary Bridget Phillipson, who “said she was launching a review of the curriculum in primary and secondary schools to embed critical thinking across multiple subjects and arm children against ‘putrid conspiracy theories.’”

Today’s Weekly Devil’s Dictionary definition:

Critical thinking:

1. The opposite of conformist thinking, an ideal around which most national educational programs and curricula are designed in the interest of making sure citizens never become too curious about how their behavior needs to be controlled.
2. The single most important life skill that has traditionally been excluded from all national educational programs and curricula that have been crafted to promote conformist thinking and, though sometimes regretted, is unlikely to reappear.

Contextual note

One is left wondering what Philipson means when she says she will “embed critical thinking across multiple subjects.” Is she intending to build critical thinking into the learning process as a fundamental feature or simply add some new techniques aimed at spotting disinformation?

This is an important distinction. Critical thinking for learning can be framed as either a discipline unto itself — with its own rules, built on the grounds of epistemological reflection and logic — or as a useful gadget for categorizing things like “putrid conspiracy theories” and rejecting them as sources of disinformation.

The Secretary’s drift tends to suggest the second solution, which bears little resemblance to authentic critical thinking. It consists of providing a system for recognizing clues that something might be disinformation because of its apparent resemblance with officially identified conspiracy theories. But such a practice is the contrary of critical thinking. It is nothing less than propaganda.

When faced with insufficient evidence needed to account for a known problem, a disciplined scientist first constructs and then tests one or more hypotheses. Some of them may seem far-fetched, but truth is sometimes far-fetched. In contrast, when your aim is to identify and reject “putrid conspiracy theories,” correct hypotheses can be dismissed before being tested. This violates the basic premise of empiricism, the basis for scientific critical thinking.

Philipson explains, “One example may include pupils analysing newspaper articles in English lessons in a way that would help differentiate fabricated stories from true reporting.” If there was a serious method to what she proposes, this would certainly represent a much desired breakthrough in any nation’s approach to education. The first problem to recognize is that, contrary to her belief in something called “true reporting,” all reporting contains some bias. Here the notion of “true reporting” can only be a chimera.

Historical note

Let’s take a case from recent history to test Philipson’s suggestion. An interesting place to begin might be a slew of stories published by The Guardian starting in 2016. All were designed, in typical conspiracy theory fashion, to make the British public believe a falsehood: that because Jeremy Corbyn had expressed criticism of Israel’s treatment of Palestinians, he should be labeled a rabid anti-Semite. The problem with determining that these were examples of false rather than true reporting is that it would require not only reading dozens of articles over a period of several years just to deal with one specific case, but studying the various objective reports on, for example, Israel’s policies that appear to be similar to apartheid. Can we expect school children at any level to engage in that kind of research and then apply their skills of critical thinking?

The other problem with that example is that it could create confusion about the meaning of “conspiracy.” The standard notion of antisemitism, citing the “Protocols of the Elders of Zion” as the incriminating piece of evidence, is that anti-Semites are conspiracy theorists. But a study of The Guardian’s anti-Corbyn campaign might reveal something else: that The Guardian may have been part of a conspiracy organized by Britain’s powerful Israeli lobby so brilliantly (and controversially) exposed in a daring documentary by Al Jazeera? Making such a suggestion about The Guardian might easily get one thrown into the basket of those who fall for “putrid conspiracy theories?”

Just to be clear, The Jewish Voice for Labour actually did explore the history of that anti-Corbyn campaign. “In March 2016, the Guardian published a column by Jonathan Freedland with the title ‘Labour and the left have an antisemitism problem.’ If we could identify any single article as the starting point for the whole controversy, this was it.”

This and other articles to follow effectively led to the shaming of Jeremy Corbyn. “By the second half of 2019, bigoted views of Palestinians were so pervasive in British public discourse as to pass unnoticed.”

The self-inflicted wounds of Labour helped set the scene for the election of Boris Johnson. It was deemed a cautionary tale that established a simple principle, applicable anywhere: Criticizing Israel is a cardinal sin and a clear indicator of antisemitism. This principle is still in force for a majority of politicians of all parties. It has served to excuse what the International Court of Justice called a plausible genocide in January. Since January, the level of plausibility has significantly risen.

Britain’s Secretary of Education is right in principle, even if the practice she recommends is likely to be aberrant. Yes, it’s time to put in practice critical thinking at the core of our curricula, or simply bring it back after a long historical exile. Nurtured by Greek philosophers two and a half millennia ago, Western thinkers practiced it in various forms, from the disputio dear the scholastics in the Middle Ages and the inquiring minds of the French Enlightenment. But with the Industrial Revolution the cultivation of critical thinking was banished from our schools. The future for today’s youngsters is not open, critical dialogue. As everyone should know by now, it is about coding… or maybe trading or banking, something useful and cash positive for the practitioner. 

Look at the world of “public debate” today. What dominates in both politics and the media? Monologue. The college essay represents little more than proving one’s skill at the art of monologue. Critical thinking is born of… critical talking, or at least of active and even interactive exchange. But this is an age that conducts international relations as a zero sum game. It has abandoned diplomacy — which requires dialogue — in favor of waging war to impose “inviolable” principles. Talking itself has adopted the unique model of monologue. You’ll find it everywhere on commercial as well as social media.

Anyone interested in Plato’s monologues?

*[In the age of Oscar Wilde and Mark Twain, another American wit, the journalist Ambrose Bierce produced a series of satirical definitions of commonly used terms, throwing light on their hidden meanings in real discourse. Bierce eventually collected and published them as a book, The Devil’s Dictionary, in 1911. We have shamelessly appropriated his title in the interest of continuing his wholesome pedagogical effort to enlighten generations of readers of the news. Read more of Fair Observer Devil’s Dictionary.]

The views expressed in this article are the author’s own and do not necessarily reflect Fair Observer’s editorial policy.

[Lee Thompson-Kolar edited this piece.]

The views expressed in this article are the author’s own and do not necessarily reflect Fair Observer’s editorial policy.