Monday, 5 June 2023

Katharine Whitehorn’s Cooking in a Bedsitter: an appreciation

(Copied from my original post 15.2.2021 on the electricwordcraft.com site.)


When I went off to uni in 1977, Cooking in a Bedsitter was one of the books I took with me, and it got a great deal more use than any of my textbooks. Although Katharine Whitehorn had written it for a different generation of young people (it was first published in 1961), the material conditions of life had not changed so very much; if your student room was in a moden block you might be lucky enough to have a shared kitchen, but if you were in an old university building or living out in digs, the best you could hope for was a single gas or electric cooking ring in your room, and no fridge. There were no take-aways other than fish and chips; pizza was still regarded as foreign food and McDonalds had yet to achieve a serious presence on the high street. Chilled ready-meals were many years in the future. So if you wanted to cook for yourself, the challenges were enormous – and it was those that Katherine Whitehorn addressed. Cooking in a Bedsitter was not a book of recipes; it was a lifestyle book, shot through with her trademark down-to-earth simplicity and straightforward common sense.

It was that punchy pragmatic tone which characterised her Observer column. Take for instance her observation (early ’60s, remember) that a woman at a party needs to hold a bag, gloves, plate, drink, serviette, fork and cigarette – AND have a hand free for shaking hands. Having identified the problem, she then worked out the answer, and a photograph of her doing it appeared on the cover of her Social Survival (1968). (Bag goes on the arm, gloves between fifth and fourth fingers, serviette between fourth and third, cigarette between third and second. Hold the plate with first finger and thumb, with the thumb holding down the wineglass and the fork resting on the plate. Your other hand is free for eating, drinking, smoking and shaking.)

In the same vein, Whitehorn’s opening chapter of Cooking in a Bedsitter defined “The problem – and some of the answers”.

Cooking a decent meal in a bedsitter is not just a matter of finding something that can be cooked over a single gas ring. It is a problem of finding somewhere to put down the fork while you take the lid off the saucepan, and then finding somewhere else to put the lid. It is finding a place to keep the butter where it will not get mixed up with your razor or your hairpins. It is having your hands covered with flour, and a pot boiling over on to your landlady’s carpet, and no water to mop up any of it nearer than the bathroom at the other end of the landing. It is cooking at floor level, in a hurry, with nowhere to put the salad but the washing-up bowl, which is any case is full of socks. (p. 13)

My copy of the book had one of Penguin’s great new photographic covers of the 1970s, which “allowed the title to be ‘read’ instantly from the image alone” (Baines, 2005, p. 205). In this case the image was of a cast iron bed frame, hung with cooking utensils and food items (see above). Arresting and funny, this was an illustration of the same problem: that the place where you cook is also the place where you sleep.

Whitehorn’s answers to this problem included casseroles (“far the best way of cooking a number of different things together, as one must on a gas ring” p. 16); a damp cloth (for wiping), a water jug (for adding water during cooking) and a plastic bucket (for emptying dregs); newspaper (as a work surface and wrapper for rubbish); and equipment (“it is not a question of the best possible tools, but the fewest” pp. 20-21). All these she covered in her magisterial first chapter, followed by a supremely useful “beginner’s index” of ingredients, including “how much to buy, how to prepare, standard cooking times” (p. 27). The recipes, although they occupied the remainder of the book, were in a sense secondary; fundamentally this was a book on how to approach and think about cooking – which is why its popularity endured, even as ingredient availability expanded and food tastes changed.

Here are some of Whitehorn’s best insights, which have shaped my cooking from that day to this.

  • “Cooking to stay alive.” Most of the recipes in the book fall into this category, the other being “Cooking to impress”, for which there are special tips. “(1) Finish any cleaning. You can finish cooking without shame in front of your visitors, but you cannot very well sweep under their embarrassed feet. (2) Set the table – it will reassure people that they have come on the right day, and that there will be a meal eventually. (3) Get yourself looking nice. In a house you can disappear and finish dressing – in a bedsitter, no.” (p. 145) And for the cooking itself: “Never have more than one thing that needs last-minute attention.” (p. 144) Further guidance is divided according to the category of person you are trying to impress: “(1) The troglodyte in the next bedsitter. (2) Couples … who … have forgotten what it was like to cook in a bedsitter (if they ever knew), and it is your business not to remind them. (3) Your parents, or your parents’ spies… (4) Delicious little parties à deux.” (p. 147)
  • “The potato-shaped space.” “Most of us have a potato-shaped space inside that must be filled at every meal, if not by potatoes, then by something equally filling – rice, bread, spaghetti, macaroni, and so on.”(p. 16)
  • On drink and parties (by her husband, Gavin Lyall). “It is a bad rule to buy the cheapest of anything, and a good rule, when faced with the temptation, to buy the best of something cheaper…. The happy fact is that nobody will know you thought of giving them champagne anyway.” (p. 175)

And here, as a specimen of how all this works out in practice, is one of my most-used recipes from the “Cooking to stay alive” section: Leeks Lucullus.

3 leeks (about 1lb)
2 or 3 potatoes
1 tablespoon grated cheese
butter
top of the milk
salt, pepper

Boil leeks and potatoes together in salted water with lid on pan till tender – 15-20 mins. Pour off liquid. Mash leeks and potatoes with a fork; stir in as much butter as you can spare (at least a teaspoon), cheese, creamy milk. Eat with a piece of toast. If you have a grill, sprinkle more cheese and brown the top. This looks like pale green mashed potatoes, but tastes delicious. (25 mins.) (p. 65)

Rest in peace, Katherine Whitehorn. Thank you for teaching me how to think about cooking, how to think about life, and that it’s possible to be smart, practical and funny all at the same time.

References

Baines, Phil (2005), Penguin by Design: A Cover Story 1935-2005 (London: Allen Lane).

Whitehorn, Katharine (1963), Cooking in a Bedsitter (Harmondsworth: Penguin)

See also Obituary of Katherine Whitehorn by Janet Watts and ‘Thank you, Katharine Whitehorn, for giving all the female reprobates a voice’ by Barbara Ellen.

When signs get personal

(Copied from my original post 4.3.2020 on the electricwordcraft.com site.)

What do you think of signs like this? Do you find them cute and amusing, or do you find them annoying? Above all, do you find them effective for what they’re trying to do?

I must admit I rather like this sign, which I spotted on the luggage trolleys at Milton Keynes railway station. In one sense, the sign is redundant: if you’re looking for a luggage trolley, you don’t need a sign to tell you that you’ve found one. But I think the purpose of the sign is other than that. For one thing, it prompts someone with luggage to think of using a trolley, even if they weren’t looking for one. (We’ve all seen people struggling with wheelie suitcases who should really be using a trolley, for the benefit of other passengers if not themselves.) More important than that, though, the real purpose of the sign I think is to give a voice and identity to the station and the railway company: what discourse analysts call “subject positioning” [1]. The words on the sign are the sort of thing which might be said by someone who was considerate and helpful and attentive to your needs. The implication is that the station staff and the railway company collectively have the kind of personality which means they talk to you like that: polite, kind and helpful in a personal way. Contrast that with the sort of sign which you’re more likely to see on a luggage trolley:

Warning: trolleys MUST be returned to a designated point. Penalty for abandoned trolleys £500.

What kind of person says that? Someone who is bureaucratic and officious, and that’s the kind of personality such a sign attributes to an organisation which puts it up.

Such personal-sounding offers of help need to be carefully judged, of course. Those of my generation who used Microsoft Word 97 will remember the Office Assistant, which by default took the form of a cheery, cheeky animated paper clip, popping up unbidden at the least appropriate moments. I’m afraid the paper clip’s conversations with me generally did not go well.

Office Assistant: It looks like you’re writing a letter. Would you like help?

Me: No! Sod off!

I think the reason the Office Assistant’s appearance was so annoying is that it was intrusive: it actually interrupted what you were doing (such as writing a letter) and demanded that you respond to it before you could continue. Although the notice on the trolley hails you as a carrier of luggage – subject positioning again – this is not annoying in the same way; if you’re not part of the target audience, you simply disregard the hail and walk on, though perhaps with a pleasant lingering appreciation for the fact that HAD you needed help with your luggage it would have been available.

The relevance of this for education, specifically for learning materials, is that often you want to address the learner personally and directly. This is an illusion of course, just as a TV presenter talking to you directly is an illusion because what they’re actually talking to is a television camera. [2] Nevertheless, when it’s done right, it feels natural and unremarkable, even though the writer or presenter cannot see you and knows nothing about you and what you are thinking and feeling; you only notice it when it goes wrong and the illusion is broken.

The reason authors of learning materials, like TV presenters, try to address the members of their audience individually and directly, is that it sets up a personal relationship and introduces emotional warmth into the communication. The standard for learning materials is to use the second person (“you”) and contractions (“as you’ve seen”), resembling spoken language more than written language. A common stylistic model is what Derek Rowntree many years ago called “a tutorial in print” [3]: you talk to the learner as though they were there with you, and invite responses from them. (“What would you do next in this situation?” “What do you make of this argument?”) This kind of writing has been fundamental to the learning materials of The Open University, both printed and online, since its inception in the 1970s.

This too can go wrong, of course. As with the Microsoft Office Assistant, eagerness to help can come across as patronising, if the reader or learner is fully capable of managing by themselves; there’s an OU legend of the course materials which at one point suggested to the learner that they should take a coffee break if it was all getting too much. But there are many OU students who are grateful for a supportive tone; I remember one telling me how she’d been finding a particular section of her course hard going when she was delighted to read the materials’ reassurance that this topic was difficult and probably wouldn’t make sense until later. The perfect anticipation of what she was thinking and feeling not only encouraged her but reinforced her relationship with the course, communicating to her that the personality behind it was concerned for her and her success.

The OU was set up to bring higher education to people who had missed out on it earlier in life. Such people, frequently with a poor educational background, could not be expected to be familiar with formal study and the experience of a new subject being initially difficult but becoming easier with practice. They would therefore very likely be in need of assurance that the experience of difficulty is not a reason for thinking yourself incapable or for giving up. Postgraduate students, at the OU and elsewhere, can be expected to be better able to manage their own study, and can be safely left to self-regulate and negotiate normal difficulties for themselves, to say nothing of deciding when to have their own coffee breaks.

But I would argue that, even for experienced and sophisticated learners, learning materials should still embody that personal relationship implied by direct address. It’s what distinguishes education or training from an information dump. The illusion of the materials being a personal tutor – an illusion in which the learner acquiesces, just as we acquiesce in the illusion that a TV or radio presenter is talking to us – allows learning materials to do two very important things. The first is to support motivation – the great challenge in all distance learning – by giving comfort and encouragement. The second is to support self-management, by modelling how to mentally step back from the subject, the information, to reflect on the learner’s experience of its study; by internalising this supervisory voice, the learner eventually becomes better able to evaluate and regulate their learning for themselves.

The temptation when writing learning materials is to be factual and presentational. Getting personal, addressing the reader directly – and thinking about how they would like to be addressed – is something to which writers need to give deliberate attention .

References

[1] See for example Davies, B. and Harré, R. (1990), ‘Positioning: the discursive production of selves’, Journal of the Theory of Social Behaviour, vol 20, pp. 43-65.

[2] This point was powerfully illustrated by one of Michael Wesch’s anthropology students in the early years of YouTubeing, when she held up a mirror to her webcam to show us what she was actually talking to (in other words, not us) while making her video. (Wesch included the short video clip in his talk An Anthropological Introduction to YouTube, timecode 21:38 to 22:03.)

[3] Rowntree, D. (1994), Preparing Materials for Open, Distance and Flexible Learning: An Action Guide for Teachers and Trainers, London, Kogan Page, p. 14. Lockwood, F. (1992), Activities in Self-Instructional Texts, London, Kogan Page, p. 25. See also my blog post ‘Alternatives to telling: what are we forgetting when we put education online?

7 questions about branching scenarios

(Copied from my original post 20.11.2019 on the electricwordcraft.com site.)

While writing a branching scenario about absence management as a proof-of-concept for simulating difficult conversations, I found that I needed to answer some basic questions.

1. What is a branching scenario?

A branching scenario is a story, but one which is presented to you step by step, and in which what happens next is dependent on the choices you make – like the old “chose-you-own-adventure” gamebooks, only digital. (Related concepts: interactive fiction, hypertext fiction, adventure games.)

2. What use is a branching scenario?

In education or training, a branching scenario can enable learners to practice or test their skills. The scenario will be based on a workplace situation, like a case study but with the addition of interactivity: learners are required to go through the steps and make the decisions themselves. In this sense, a branching scenario is comparable to virtual reality, which may be useful in training where the situations are physical and the skills required are visual; but in human situations where the skills required are communicative, a text-based branching scenario will usually be more appropriate, as well as considerably cheaper to produce.

3. How can people learn from a branching scenario?

The big advantage of a branching scenario is that learners are engaged right away. A realistic practical situation, of a kind that learners might actually have to deal with, presents them with a challenge they can’t ignore. Furthermore, unlike a case study or set of process instructions, in which it’s too easy to think that the learning points are obvious, learners are forced to remember or work out what to do at each step. The relevance and the difficulty of the challenge are evident.

At its heart, a branching scenario enables learning by doing, by providing a simulated environment in which learners can practice and make errors safely. A scenario can also include feedback for the learners’ choices, ideally built into the narrative, to complete the learning cycle.

4. How do you prevent the tree becoming massive?

Say you provide three choices at the first decision point, and each of those branches leads to another three choices and so on. After three decision points there will be 27 branches, after four decision points there will be 81, and after five decision points there will be 243! How can you possibly write so many storylines?

The answer is, of course, that you don’t. You don’t need to cover every possible choice which a learner might make, just those mistakes which a learner is most likely to make in a real situation. (The need to simulate errors follows directly from active learning theory, but it nevertheless needs emphasising because of subject-matter experts usual tendency to focus solely on the correct course of action. See my blog post “What should a simulation simulate?”)

In my absence management scenario, the main mistakes which I wanted to include were: failing to prepare properly for a return-to-work interview with Pam, a frequently-absent member of staff; not holding the interview in a private meeting room; and challenging Pam on the genuineness of her sickness when there’s no conclusive evidence of her malingering.

5. How do you prevent the choices being obvious?

The problem here is the same as with multiple-choice questions: since the correct choice has to be in plain view, learners don’t need to think of it for themselves, so doesn’t this remove the challenge if all they need to do is recognise it?

The answer is that you can make the target choices less obvious by careful wording, so that recognising them as correct requires understanding of the situation and thinking through the implications of the choice. For example, in my absence management scenario, the choice which I gave learners was not between “Go to a meeting room” and “Don’t go to a meeting room” but between the dialogue lines “Come and sit down for a chat” and “We need to have a proper talk”. Because I’ve already established that you’re in an open plan office, the first option should be easily recognised as inappropriate if you’re thinking properly about the difficult conversation you’re about to have with Pam, yet the second option isn’t shouting its correctness.

It’s worth bearing in mind that there are many narrative games (see for example Life is Strange 2, Heaven’s Vault, Tacoma, Tales from the Borderlands) which are successful in creating both challenge and surprise, despite being effectively based around multiple choice options. And since our aim is education and training, even an obviously wrong choice may prompt thought and hence learning. In my absence management scenario, for example, learners are repeatedly presented with the option of bottling out of doing a return-to-work interview with Pam. (The team is under pressure, deadlines are looming, and the temptation to focus on tasks at hand is strong.) This is fairly obviously incorrect, and yet its inclusion serves to make the point that determination and a conscious decision may be necessary to carry through with a difficult conversation they would rather not have.

6. Can’t learners just try every choice until they get it right?

The whole point of a branching scenario for education or training is that learners should be learning to think differently and better, so if they’re making choices at random or systematically working their way through the choices then something is wrong with the design.

There are several ways of encouraging learners to think about their choices. The most important is to embed feedback into the scenario as far as possible, so that they can quickly get a feeling for whether a past choice was good, bad or neutral. For example, in my absence management scenario, if you remain in the open plan office and start to ask Pam about her illness and whether she has any problems with work colleagues, then the text will tell you that you wish you’d gone to a meeting room and Pam will cut the interview short. (The excellent Cathy Moore has a blog post about the importance of feedback being embedded, rather than delivered by the Voice of God.)

Another trick, which can be used to force learners to prioritise, is to impose a limit on the number of alternative choices which can be pursued. For example, in my absence management scenario, the preparation choices before the return-to-work interview are: ask a colleague for advice, look at HR guidance, check Pam’s absence record, look for her self-certification forms, or do nothing – but there’s an artificial time limit which means you can only do one of these things. (Spoiler: all are informative, but you can’t achieve the best possible ending without checking Pam’s absence record and printing it out, which enables you to confront her with just how often she’s been off sick.)

A third technique, which as well as being realistic makes systematic exploration of choices more difficult, is to have the availability of certain choices dependent on other choices made earlier. In a healthcare scenario where you’re interviewing a patient, for example, certain dialogue choices would only appear if you’ve previously read the case notes and talked to other professionals so that you know to ask about those topics.

7. How does a branching scenario end?

Many narrative games now include a number of distinct endings, and in imitation of this I planned my absence management scenario to have five: you fail to deal with Pam’s absenteeism problem, you attempt to hold a return-to-work interview but get nowhere with it, you accuse Pam of faking illness whereupon she gets angry and makes a complaint of bullying, you get her to agree to obtain doctor’s certificates for any future sickness absence, and – the best ending – you confront her with her absence record and get her commitment to improve.

If you expect or want learners to replay a scenario, then they should be enabled and motivated to do so. In my absence management scenario, I did this by finishing it with feedback on the main choices taken and suggesting that a good ending was possible. I also put in two restart links: one to restart from the beginning of the scenario and one to restart from the beginning of the conversation with Pam.

I wrote the absence management scenario as a demonstration piece, a proof-of-concept, and it’s confirmed for me that branching scenarios of this kind have great potential for education and training in communications and people-management skills. They’re not a substitute for didactic presentation or for formal assessment, but because of their potential to engage learners and to encourage them to think differently and better about practical human problems, I believe they should be part of the genre library of all producers of training materials.

Saturday, 3 June 2023

Cuttings: May 2023

The Rediscovery of America: why Native history is American history – article by David Smith in The Guardian. “'Scholars have recently come to view African American slavery as central to the making of America, but few have seen Native Americans in a similar light,' writes Ned Blackhawk, a historian at Yale University and member of the Te-Moak Tribe of Western Shoshone. 'Binary, rather than multiracial, visions dominate studies of the past where slavery represents America’s original sin or the antithesis of the American idea. But can we imagine an American Eden that is not cultivated by its original caretakers? Exiled from the American origin story, Indigenous peoples await the telling of a continental history that includes them. It was their garden homelands, after all, that birthed America.' In his new book, The Rediscovery of America: Native Peoples and the Unmaking of US History, Blackhawk attempts to tell that continental history over five centuries, from Spanish colonial exploration to the rise of Indian self-determination. Native Americans played a foundational role in shaping America’s constitutional democracy, he contends, even as they were murdered and dispossessed of their land. Taken with Nikole Hannah-Jones’s 1619 Project, it is a reminder of the danger of a single story when history is better understood as a multiverse of perspectives."

Revolutionary Spring by Christopher Clark: the revolts that reshaped Europe – review by Kenan Malik in The Guardian. "Revolutionary Spring, Christopher Clark’s magnificent new history of the revolutions, ... rejects the historians’ consensus that the insurrections failed, arguing that to talk of 'success' and 'failure' is to miss the point. We can, he insists, only judge uprisings by their impact... The uprisings were initially strikingly successful, bringing in their wake new parliaments, new freedoms and new constitutions. Within a year, though, the old order had begun to reassert itself, often with great ferocity, and many of the newly gained political and social freedoms were rolled back. The moral of the story, Clark writes, is that revolutionaries were unable to build sufficiently robust international solidarity that could withstand 'the threat posed by the counter-revolutionary international'. Perhaps the most important thread running through Revolutionary Spring is the fraught relationship, and often open conflict, between liberals and radicals. This was a period in which the meanings of both liberalism and radicalism were still being fashioned, and 1848 played an important role in helping delineate the two. Liberals were mainly bourgeois writers, thinkers and politicians who viewed themselves as trapped between 'revolution and despotism' and wished 'to trace a middle path' between the privilege and hierarchies of the traditional ruling order and what they saw as the authoritarianism and social extremism of the radicals, exemplified by the Jacobin terror unleashed during the French Revolution. Liberals, in Clark’s words, 'rejected privileges of birth' while 'affirming the privilege of wealth', demanded 'political equality without insisting on social equality', asserted 'the principle of popular sovereignty' while also 'limiting that sovereignty, lest it come to endanger liberty'. They were not democrats, because while they 'aspired to speak for the people', what they really meant by 'the people' was 'a small proportion of educated male taxpayers.' They were, at best, 'reluctant revolutionaries'."

The big idea: why colour is in the eye of the beholder – article by James Fox in The Guardian, based on his book The World According to Colour. "In February 2015, a Scottish woman uploaded a photograph of a dress to the internet. Within 48 hours the blurry snapshot had gone viral, provoking spirited debate around the world. The disagreement centred on the dress’s colour: some people were convinced it was blue and black while others were adamant it was white and gold.... The confusion was grounded in a fundamental misunderstanding about colour... For a long time, people believed that colours were objective, physical properties of objects or of the light that bounced off them. Even today, science teachers regale their students with stories about Isaac Newton and his prism experiment, telling them how different wavelengths of light produce the rainbow of hues around us. But this theory isn’t really true. Different wavelengths of light do exist independently of us but they only become colours inside our bodies. ... Every person’s visual system is unique and so, therefore, are their perceptions.... [Another] cause of the problem – or perhaps its symptom – is language.... People generally name only the colours they consider socially or culturally important. The Aztecs, who were enthusiastic farmers, used more than a dozen words for green; the Mursi cattleherders of Ethiopia have 11 colour terms for cows, and none for anything else.... The meanings of colour are no less socially constructed, which is why a single colour can mean completely different things in different places and at different times. In the west white is the colour of light, life and purity, but in parts of Asia it is the colour of death. In America red is conservative and blue progressive, while in Europe it’s the other way around. Many people today think of blue as masculine and pink as feminine, but only a hundred years ago baby boys were dressed in pink and girls in blue.... Colour is, if you’ll pardon the pun, a pigment of our imaginations."

Greed, eugenics and giant gambles: author Malcolm Harris on the deadly toll of Silicon Valley capitalism – interview by Lois Beckett in The Guardian. "Palo Alto, a new book by the American author Malcolm Harris, attempts to understand the connection between ... patterns of suicide at two different hubs of the global tech economy [Silicon Valley and Chinese tech manufacturers]. To do so, Harris digs deeply into the history of Palo Alto, the home of Stanford University and the town where he grew up. As a teenager coming of age in the early 2000s, he saw the town’s international influence grow along with the tech companies headquartered around it, and the number of suicides among his classmates. The book is ambitious. Its full title is Palo Alto: A History of California, Capitalism, and the World, and it examines the global spread of what Harris terms the 'Palo Alto System', a strategy to achieve fast growth and big returns for investors at any cost, with a focus on exploiting young talent and new technologies. Since the late 19th century, as Harris tells it, the Anglo settlers of California have operated on the principle of Facebook’s infamous slogan, 'move fast and break things', which has also meant moving fast and breaking people.... You originally pitched Palo Alto as part history, part memoir, but in the writing of it, you ended up taking out most of the personal stories. What are some of the memoir pieces that you cut? One of my first jobs was working at Score!, a for-profit tutoring center in Palo Alto. It was so sad. The tutoring was automated through computers, based on a behaviorist system. The employees weren’t teaching anything. You’re acting as a reinforcer, not as a teacher: checking stuff off, making sure the students stayed sitting at their desks, controlling the reinforcement system, which was about points, and pieces of plastic. It was awful for the students and pretty miserable for the employees, and it paid minimum wage."

I took anger management classes. Here’s what they get wrong about the world – article by Olivia Wilson in The Guardian. "Anger management courses focus on a participant’s triggers, offering a standardized set of guidelines for coping with situations in which they feel the rage rising. Such an approach glosses over the sources of anger – particularly those that might spring from unfair or imbalanced social dynamics – and places responsibility for anger squarely on the shoulders of the angry individual, seeking to treat the symptoms rather than addressing the disease. As essential as such techniques may be, in particular for those prone to physical aggression, I can’t help but wonder, during the 10 weeks of the course, who else might be benefiting from the 'management' of all this anger. Without exception, everyone on the course is dealing with huge stressors – that is to say, they are angry for a reason. Marriages are collapsing, jobs are on the line, money is short. As we rattle through the introductions, it strikes me that it is stress – specifically the almost unbearable demands placed on us all – rather than anger that unites us.... Perhaps unsurprisingly, the boom in anger management courses dovetails neatly with the historical moment in the early 1980s in which a new economic model began to restructure lives at work and in the home. That model of neoliberalism – favored first by the west and today’s dominant global ideology – gave rise to a new social sphere in which government support shrank and inequality grew, and competition became the key tenet of the social order. Since then, wages have stagnated, the cost of living has soared, and the workplace has become king. And nowhere is maintaining control over anger more crucial than in the workplace.... In this context, anger management begins to look like something that doesn’t have the good of the individual at heart, but instead plays an important supporting role in molding acquiescent employees and submissive citizens. This focus on individual behavioral change, to the exclusion of a more socially focused understanding of an individual’s problem, is a key concern in Bessel van der Kolk’s pioneering book The Body Keeps the Score, in which Van der Kolk repeatedly laments the use of therapeutic techniques and medication aimed at controlling a person’s behavior, rather than addressing the 'undeniable social causation of much psychological suffering'."

Three days that proved the radical right has a hold on the Tory party – First Edition daily newsletter by Archie Bland in The Guardian. "Terms like 'populism', 'far right', 'radical right', 'extreme right', and 'fascism' get thrown around so much as to be useless at best, and actively confusing at worst. But they aren’t the same, and knowing how they differ is helpful to understanding what’s going on. Many people associate populism with the far right, but [Cas] Mudde says while that can be true, it’s also too simple: he is renowned for his argument that populism is a 'thin' ideology. (Here’s a great 2019 long read setting out the history of debate over the term.) 'It has a narrow scope,' he said. 'It sees society as divided between two antagonistic groups: the pure people and the corrupt elite. But that can be combined with socialism, as in Venezuela, or nativism, as it is on the right.' Whether it’s populist or not, there are some consistent features across the far right: it tends to oppose immigration, fear threats to security and national identity from – among others – migrants and the left, believe in a hidden corrupt establishment, and worry that transnational bodies threaten national sovereignty. 'Within that, you have the extreme right – which is the opposite of populism, which believes in a small elite that is pure and is fundamentally opposed to democracy – and the radical right, which does believe people should elect their leaders, but has problems with aspects of liberal democracy and the rights of minorities.' When people call Tory MPs 'fascists', who would be categorised on the extreme right, that’s wrong: they do still believe in democracy. But there are many whose stated views place them firmly in the radical right category."

Polly Toynbee: what my privileged start in life taught me about the British class system – article by Polly Toynbee in The Guardian, extracted from her book An Uneasy Inheritance: My Family and Other Radicals. "Children know. They breathe it in early, for there’s no unknowing the difference between nannies, cleaners, below-stairs people and the family upstairs. Children are the go-betweens, one foot in each world, and yet they know very well from the earliest age where they belong, where their destiny lies or, to put it crudely, who pays whom. Tiny hands are steeped young in the essence of class and caste. In nursery school, in reception they see the Harry Potter sorting hat at work. They know. And all through school those fine gradations grow clearer, more precise, more consciously knowing, more shaming, more frightening.... Aged seven like me, Maureen ... lived in a pebble-dashed council house by the water tower..... One day we had a cart, an old orange box set on pram wheels. We took it in turns pulling along the rope harness and riding in the box, up and down the flat road outside her house, shouting, 'Giddy-up,' and waving a stick as a mock whip. It was my turn, I was in the box and Maureen was yoked in as my horse, she heaving me along making neighing and whinnying noises while I whooped and thrashed the air with my stick. Suddenly, there came a loud yell, a bark of command. 'Maureen! Get right back in the house, now! Right now!' Her mother was standing in the doorway with the baby in her arms. 'You, who do you think you are, your ladyship, getting my girl to pull you around! What makes you think she should pull you, eh? Off you go home and don’t you ever, never come back round here again!' Maureen dropped the rope and scuttled back home. I thought she’d explain we were taking turns, but she was scared of her mother. I jumped out of the cart and ran all the way back to my father’s house in tears of indignation. Not fair! But something else in me knew very well that there was another unfairness that wasn’t about taking turns, that couldn’t be explained away. Somewhere deep inside, I knew it meant Maureen would never have the turns I had. And Maureen’s family knew it well enough."

‘There was all sorts of toxic behaviour’: Timnit Gebru on her sacking by Google, AI’s dangers and big tech’s biases – interview by John Harris in The Guardian. "As the co-leader of Google’s small ethical AI team, Gebru was one of the authors of an academic paper that warned about the kind of AI that is increasingly built into our lives, taking internet searches and user recommendations to apparently new levels of sophistication and threatening to master such human talents as writing, composing music and analysing images. The clear danger, the paper said, is that such supposed 'intelligence' is based on huge data sets that 'overrepresent hegemonic viewpoints and encode biases potentially damaging to marginalised populations'. Put more bluntly, AI threatens to deepen the dominance of a way of thinking that is white, male, comparatively affluent and focused on the US and Europe. In response, senior managers at Google demanded that Gebru either withdraw the paper, or take her name and those of her colleagues off it. This triggered a run of events that led to her departure. Google says she resigned; Gebru insists that she was fired.... After her departure, Gebru founded Dair, the Distributed AI Research Institute, to which she now devotes her working time.... Running alongside this is a quest to push beyond the tendency of the tech industry and the media to focus attention on worries about AI taking over the planet and wiping out humanity while questions about what the technology does, and who it benefits and damages, remain unheard. 'That conversation ascribes agency to a tool rather than the humans building the tool,' she says. 'That means you can abdicate responsibility: "It’s not me that’s the problem. It’s the tool. It’s super-powerful. We don’t know what it’s going to do." Well, no – it’s you that’s the problem. You’re building something with certain characteristics for your profit. That’s extremely distracting, and it takes the attention away from real harms and things that we need to do. Right now.'”

ChatGPT versus a human editor – blog post by Harriet Power on the blog of the Chartered Institute of Editing and Proofreading (CIEP). "[1] How does ChatGPT fare with the CIEP’s proofreading test? This test is available here; it’s a 270-word piece of text with 20 ‘common’ errors. I pasted the text into ChatGPT with the prompt ‘Please point out the proofreading errors in this text’... ChatGPT caught 15 out of 17 errors. It did well at spotting spelling mistakes (such as ‘peaking’ rather than ‘peeking’) and repeated words (‘There had certainly had been one or two eccentric characters’). It spotted that Anne’s cup of tea had morphed into a cup of coffee three paragraphs later, which according to my programming boyfriend is an impressive catch to make. It missed a hyphen that should have been an en dash, and didn’t change ‘Jones’ geraniums’ to ‘Jones’s geraniums’, although that’s arguably just a style choice (as the test itself acknowledges). Another thing it didn’t do was query how Ann spells her name: it assumed ‘Anne’ was right (probably because it was spelled this way where it first occurs in the text).... [2] How about writing posts for the CIEP blog? ChatGPT is certainly much quicker at this than us slow and plodding humans, taking under a minute to write a post. The results are quite bland and generic, but are also pretty serviceable.... [3] I amused myself with writing some terrible fiction, then asked ChatGPT to improve it... I was impressed that ChatGPT could take my original text and rewrite it while still keeping the essential bits of the narrative, and present them in a coherent way. It’s an example of how powerful ChatGPT can potentially be when it comes to simplifying text. [4] I took a list of references, introduced a bunch of mistakes, and then asked ChatGPT to edit them so they were consistent. ChatGPT did pretty well. It made corrections like replacing ‘and’ with ‘&’, moving the year to the correct place, changing the volume and issue number from ‘18:2’ to ‘18(2)’, and deleting the word ‘pages’ before the page range. The thing that impressed me was when I gave it a reference where I’d deleted one of the author’s initials, and ChatGPT filled them in correctly. It managed to do that correctly a couple more times, so it didn’t feel like a fluke. (Though if ChatGPT is simply making educated guesses about how to fill in the blanks then this is far from infallible.) If ChatGPT could track changes (and my guess is that it will be able to do this in Microsoft’s Copilot) then I’d happily use it to help me edit references."

End Times by Peter Turchin: can we predict the collapse of societies? – review by Tim Adams in The Guardian. "In 2011 Turchin, a professor at the University of Connecticut and leader of the Complexity Science Hub in Vienna, established a project called Seshat [which] involves scores of expert collaborators – anthropologists, archaeologists, historians – in building the world’s largest collection of data on the prosperity and demise of societies from upper Egypt to lower Manhattan.... His model attempts to weight certain factors to predict this social meltdown. Key among them are rapidly growing inequality of wealth and wages, an overproduction of potential elites – children of wealthy dynasties, graduates with advanced degrees, frustrated social commentators – and an uncontrolled growth in public debt.... The driving forces of negative trends in all societies are broadly twin-engined, he argues. One is the presence of a perverse 'wealth pump' which, after years of more equitable wealth distribution, takes from the poor and gives to the rich.... The second major destabilising factor [is] what Turchin defines as the 'overproduction of elites', in which an ever greater number of people compete over a finite and increasingly corrupt structure of privilege and power. He offers four factions between which this competition for status is perennially played out: militaristic, financial, bureaucratic and ideological. As societies decline the balanced equation of these factions falls wildly out of balance. The forces of capital seek to destroy the voices of ideology – one 'elite' arms itself against another in a series of real wars or culture wars – and things fall apart.... If he trades in apocalypse, however, his hope is to identify the means by which some societies faced with these existential threats have managed to mitigate or dodge them. He examines the ways Britain escaped revolution with the 1832 Reform Act, and how the extreme indicators after the Great Depression led to 'a prosocial faction' within America’s ruling elite, giving away a large proportion of its wealth in taxes to prevent catastrophe.... 'Complex human societies need elites – rulers, administrators, thought leaders – to function well,' Turchin writes. 'We don’t want to get rid of them; the trick is to constrain them to act for the benefit of all.' Sadly, however, that particular algorithm is still under construction."

How Choose Your Own Adventures helped me win the Booker prize – article by Shehan Karunatilaka in The Guardian. "The Choose Your Own Adventure books appealed to nerdy kids in Colombo, Sri Lanka, where I grew up in the 80s; they were read by kids around the world. First in school libraries and then bookshops, where you’d find them on the shelf next to the Enid Blytons our parents would recommend. The adventures had provocative titles, intriguing cover art and the promise that you could choose from up to 33 endings." "You, the reader, addressed in the second person, make choices every few pages, to find out who killed Harlowe Thrombey, to seek the lost jewels of Nabooti, uncover the secret of the pyramids, or escape being a prisoner of the Ant People. And while some endings can be deemed happy, in most scenarios you end up dead. You can get eaten by insects, rodents, goblins or intergalactic meatpackers. Stabbed by ghosts, lanced by knights, or executed by gangsters. You fall down mineshafts, off cliffs, into wormholes, and perish in every conceivable natural catastrophe.... The unnamed 'You' in each book was originally meant to be a gender-neutral figure that could be equipped with specialist skills – such as archery in The Outlaws of Sherwood Forest, or computer wizardry in Supercomputer – but largely remained a blank slate for the reader to imbue with character traits. The illustrations depicted a young, predominantly male, somewhat androgynous hero, as successive publishers bowed to the age-old wisdom that girls may read stories with boy heroes but never vice versa.... The demise of the franchise was predictable. It had occupied a cultural sweet spot in the 80s, just before the rise of role-playing gamebooks such as Dungeons and Dragons, and before our hand-held game consoles became fully immersive and interactive narrative machines. But for this writer, there remains far more than nostalgia and gruesome deaths. When attempting my last book, The Seven Moons of Maali Almeida, I was confronted with the challenge of getting a dead man to narrate an entire novel in the second person. While some claimed it to be a fool’s errand, and asked why I’d draw inspiration from a franchise written in the second person, I boldly replied, 'Why ever not?'"

‘Social mobility is a fairytale’: Faiza Shaheen on fighting for Labour and hating Oxford – interview by Chitra Ramaswamy in The Guardian. "Know Your Place [is] a powerful interrogation of social mobility or, as successive prime ministers on both sides have called it over the decades, trickle-down economics, meritocracy, levelling up. Using examples, statistics and her own experiences, Shaheen argues that the pervasive idea that 'anyone can make it with hard work' results in the precise opposite: everyone’s failure except the rich and powerful. She analyses factors including race, class, education, housing and income to reveal how Britain has become less mobile over generations. It is a damning indictment of our system and is guaranteed to enrage all but those at the very top, whom it will enrage for different reasons. As for the shining examples of the one black judge or the self-made millionaire routinely held up as proof of social mobility, these are merely the exceptions that prove the rule. 'Social mobility is a fairytale,' Shaheen concludes. 'In simple statistical terms, it is a lie.' She is, of course, one of these shining examples herself. She grew up in a working-class, low-income household. Her family moved often, and in one place she had to share a bed with her sister to keep warm in a room in which there were snail trails on the floor in the morning.... Shaheen got into Oxford to study philosophy, politics and economics (PPE), did a PhD in applied economics and became the director of the Centre for Labour and Social Studies, a leftwing thinktank originating in the trade union movement.... On her experience of studying PPE at Oxford – the degree of prime ministers – she is unequivocal. 'I hated Oxford with a passion,' she says. 'I don’t think I was able to articulate that I was a socialist until I went there.' In her book, she writes: 'I can tell you that in my experience, many of the people who studied PPE are among the worst, most arrogant and entitled people around. I would go as far as saying that reading PPE at Oxford should be seen as a red flag.' What Oxford did give her was a class education. 'I heard what they think of us when they’re drunk,' she says. 'It was atrocious.' ... Know Your Place offers a bleak assessment of inequality, but Shaheen believes change is possible if we reconsider what we are valuing. 'I don’t think aspiration should be limited to this idea of going to Oxford and getting a high-paying job,' she replies. 'The whole idea needs flipping.' She wants to bin the idea of 'the top'. The final section of the book lists the ways in which she believes the system can be changed. These range from valuing collective social impact over economic wealth, and a solidarity tax to pay for the policies she will fight for if she wins in the next general election. 'The book is called Know Your Place,' she says, 'but what I want people to do with that knowledge is get angry and collectively say: "We are not going to be put in our place any more."’"