Democracy Café – October

The debate covered what was worth knowing and arms sales to Israel

October 2024

Full house for the October meeting with two lively debates.  We were also pleased to welcome several new members.  The first debate which won the vote was What is worth knowing? which quickly changed into a debate about what was taught in schools.  The first suggestion was ‘all that they need to know after they leave school’.  Another thought knowing the names of things important especially as it related to the natural world. This was followed by the suggestion that children should be taught the (true) history of the monarchy and what scoundrels and ‘thugs’ many were.

A deeper question centred around knowledge or wisdom.  This point was made by several in the course of the debate and concerned the distinction between facts and the capacity to think critically about them. 

In a similar vein, the importance of relationships was stressed.  Indeed, there was a torrent of suggestions which included the importance of an appreciation of the arts and music; to develop a passion for something in young people; to teach young people to trust their own instincts; teaching how to look for information and the need to teach practical skills especially as so much was spent at the keyboard.

Critical thinking was mentioned more than once.  It was felt by several that facts alone were not sufficient but there was a need to foster enquiry and scepticism.  In Dicken’s Hard Times, currently being serialised on Radio 4, the main character’s insistence on facts and only facts, that’s what’s wanted – should not be the sole the focus of education.  Was education just about learning stuff to get a job (which sometimes seems to be a government view)?  This brought us to the national curriculum which was seen as something of a straitjacket.  This arose in a discussion about citizenship which some thought had disappeared because of time pressures and the need to get through the national curriculum and pass exams.  It turned out from a quick google search that it’s still around but it is very narrow and focuses on local government and similar parochial matters. 

One speaker said how disturbed they were to see in a school a chart on a wall with a grading of children on it.

Faith schools were introduced into the debate.  There are many in the country and a sizeable number were unregulated.  Creationism was still being taught in a few for example. One said ‘faith in schools’ was important rather than faith schools per se.  Spiritual awareness was important.  On the other hand, we now live in a secular society, faith should be a family thing.  The morning assembly was mentioned – a requirement of the 1944 act – but has now been replaced by what is termed an ‘act of collective worship’.  One person said that it used to be the case that non CofE pupils (Jews for example) were excluded from morning assembly.  It seemed to be agreed that teaching pupils about religion was important in view of its significance in our history and culture.  You needed to know about it to evaluate it one said. 

We were reminded of a pertinent fact namely: children are naturally curious.  Why is it that this seems to get lost?  We did not debate this but the tenor of our discussion was about didactics and what should be learnt.  Yet the system seemed one way or another to dampen this natural curiosity found in children. 

The mania for exams and qualifications was mentioned in connection with the College. It ran a course called ‘philosophy of our time’.  However, when the government introduced the lifelong learning initiative, perversely it required a qualification at the end and the tutor decided to run it privately. 

Of course arguments about what should be taught in schools are as old as the hills.  How we acquire knowledge is changing rapidly, one said that their previous role as a librarian has all but disappeared.  What children need for life is also changing rapidly.  There seemed to be a consensus around the problem of government-imposed restrictions.  This meant that time given to ‘life skills’ (however defined) was limited.  There was a real need to facilitate critical thinking and a questioning attitude. 

The second session after a break, tackled the vexed question How do we stop selling arms to Israel?  The question inevitably morphed into should we still be selling arms? There were several interventions concerning the history of the area.  Historically, British and French interests focused on the Suez Canal’s importance. It was a crucial link to India. At the beginning of the last century, oil also became significant. They did not want Arab run states on both banks of the canal.  The UK’s role in setting up the state in 1948 and the violence which followed was mentioned.  Balfour also got a mention and by implication the Sykes – Picot Agreement which divided up spheres of interest in the region after the collapse of the Ottoman empire.

It was noted that, however much we might disapprove of the weapons sales and the use to which they are put, Israel thinks it is fighting and existential war.  Hamas and Hezbollah – as proxies for Iran – are devoted to the destruction of the country and to drive all Jews into the sea.

While some may have agreed with this, the worry was the disproportionate nature of the destruction.  The seemingly wanton destruction of entire blocks of flats allegedly because it contained a terrorist. The ‘human shield‘ justification was often quoted but seldom evidenced.

A problem was the hard right and hawkish elements in Israel who were influential it was said.  Although diplomacy was mentioned several times, the present Israeli government is not in any mood to engage in it.  Aggression was ever present with a ‘you kill one of ours and we will kill a hundred of yours’ philosophy.  Both sides have to want peace for a solution eventually to be found.  Israel had to establish relationships with those in the region and – a point made more than once – they were all the same people and shared the same DNA.  Indeed, it was noted that historically in the Middle East, all sorts of communities: Christian, Jewish, Moslem and others lived and traded together in city after city.  It was not true to say there has been a perpetual state of animosity. 

The role of the Jewish lobby in the US was discussed.  They are influential and powerful and able to get Senators and academics sacked it was claimed.  It was noted that the US supplies the bulk of military materiel: around two thirds of Israel’s needs.  What the UK supplies is small by comparison although we do make parts of the F35 which are not included in the embargo.  When questioned about this the Foreign Secretary, David Lammy, said ‘it was part of a global contract’.  Make of that what you will.  It was also noted that an Israeli arms firm Elbit Systems has a plant in the UK near Bristol.  It is not just arms we supply but it was claimed the UK provides aircraft based in Cyprus to overfly Gaza for intelligence purposes.

What will be the situation if Trump wins the presidential election next month someone asked?  It was Trump, when president, who ended the deal with Iran.

It was suggested that a root issue is trauma and Thomas Hübl was mentioned.  The trauma was not just about the holocaust it was claimed. 

We were reminded that this issue of arms supplies to Israel is not a new one.  Both Mrs Thatcher and Edward Heath imposed sanctions on the country in the past.  In fact, this link shows that six prime ministers have imposed sanctions and hence Labour’s decision is one of a long line of such decisions.

Another point concerned war crimes and the International Court of Justice. If it is decided against Israel, then the UK will be obliged to end arms sales. 

We were chided for not answering the question put namely how do we stop the arms sales?  Perhaps another day …

Peter Curbishley

In an article by Kenan Malik in the Observer (13 October) he reminds us that Netanyahu supported Hamas as a means to divide the PLO and prevent a Palestinian state.

[amendment made 13/10: F15 should have been F35]