The morality of Professor C D Broad

text of a letter to an academic

Throughout my life my problems have all arisen from the same cause: the hostility of the increasingly dominant socialist ideology to exceptional ability, in fact to anything that may be regarded as ‘superiority’.

Dame Janet Vaughan, the Principal of Somerville College, was a rabid atheist egalitarian socialist and very hostile to me. Practically the first thing you were told about her on arriving at Somerville was that she was an atheist. At that time (in the early 1950s) this was slightly shocking, and it was certainly unusual for a person in a position of responsibility to assert it so ostentatiously. I remember a mature middle-class lady, not an undergraduate, sounding as if it was regrettable, saying that she thought it was nicer to know that the Principals of colleges were Christians, presumably because she thought this might guarantee their benevolence towards their students.

Dame Janet was very avant-garde. To that extent that you can say that my problems in life were made worse by my being a woman, because probably at that time the Masters of most men’s colleges were officially Christian and more old-fashioned in outlook. The head of a men’s college would probably have been a bit more tolerant towards someone arriving at their college with a need to do things in a way that could alleviate, rather than exacerbate, the problems which arose from their previous maltreatment by the educational system.

C.D. Broad

The attitudes of society in this country have been getting worse all the time throughout my life, both before and after I arrived at Somerville. One of the influential academics on the circuit of the Society for Psychical Research was Professor C.D. Broad, who managed to prevent any financial relief getting to me through the siege blockade.

Of course, you may say, as no doubt they all hoped that I would say: I have no hope at all, since all these people are part of the same monolithic academic system, so I should give up and do something else.

But in fact my internal determinants were and are too strong, and I could only go on aiming at the same sort of life doing the same sort of things, because what had made me aware of my need for that in the first place had been my internal determinants, rather than the fact that there seemed to be a straightforward and effortless way of getting it. So if it now appeared that the way to it was not open, but firmly blocked, I still could not give up trying to get it.

I am still working towards the life I need, one in which I have a socially statusful and well-salaried academic position, which would provide me with the hotel environment and intellectual activity which I need for my well-being.

When Sally Adams and Margaret Eastman (both Oxford graduates) joined my research organisation, I was hopeful that one or other of them would be eligible for the Perrott Studentship associated with Trinity College Cambridge, which I had held some time earlier. It seemed likely such an application would be successful since there appeared to be no other possible candidates wanting to do research in this area. We could certainly have done with the money.

I was shocked when the Electors decided to award the studentship to Professor Broad (himself one of the Electors), apparently without even advertising it, for the purpose of writing and delivering some lectures on the subject – later published in book form as Lectures on Psychical Research. As far as I am aware, the conditions of the Studentship stipulated that the money should be applied to original research likely to further knowledge about putative paranormal phenomena, but Broad’s lectures were in the nature of philosophical musings.

Although I never saw the Trust Deed myself, I was certainly under the impression that the Perrott Studentship was intended to support people who could not support themselves, thereby making it possible for them to do research.

Although this cannot be proved, I would not be surprised if the award to Broad was made to ensure that the only official British source of finance for the subject would not be available to me. Professor Broad certainly did not need the (relatively meagre) amount of money doled out, being already well set-up and provided with a college environment.

Broad was a ‘moral philosopher’. Perhaps that means that, like other moral philosophers, his work was really aimed at destroying capitalism (and with it any possibility of individual freedom) and at promoting some version of global communism.

‘The philosophy department of my unrecognised university would, if financed to do so, be publishing criticisms of current work in moral philosophy, pointing out its unexamined assumptions and implications.’ Celia Green, DPhil

‘We hereby apply for financial support on a scale at least adequate for one active and fully financed research department. We make this appeal to all universities, corporations and individuals who consider themselves to be in a position to give support to socially recognised academic establishments.’ Charles McCreery, DPhil

The retrospective pensions swindle

In view of the current debate about the possible cutting of benefits to pensioners, I thought it worthwhile re-posting this piece from 2010.

I have a book entitled The Great Pensions ‘Swindle’* which, 40 years ago, made some useful points about the likely unreliability of state pensions. The following, however, is unrealistic:

The breaking point is not postponable indefinitely. The resistance to periodic increases in ‘social insurance’ contributions will begin all the sooner when the ‘contributors’ realise they are paying not insurance contributions but an income tax. (p.128)

In fact, no significant realisation arose that ‘National Insurance’ contributions were just a form of income tax, which increased the Government’s current spending money. Otherwise the book anticipates very much what has happened. What happens when a future generation decides it prefers to spend its money on what is fashionable at the time (overseas ‘aid’, social workers, ‘universities’, etc.) rather than providing a former generation with the pension it thought it was paying for? The pensions are ‘too expensive’; they are suddenly means-tested, and paid at ever later ages.

Not least, let it be clearly understood that ‘right’ (to the pension) and ‘contract’ are two more good words that have been made misnomers. A ‘right’ to a pension that a man acquires by saving for it is unambiguous. The ‘right’ a man has to an income when he can no longer work is of a different kind. The word has been re-defined to mean a moral right or claim on society. But transfers of income from one age-group, or class, or generation, to another represent decisions by one group, or class, or generation, to help another in time of need. No group, or class, or generation has a ‘right’ in any absolute sense. ...

In civilised parlance ‘contract’ means a voluntary agreement between two parties each of whom thinks it will gain. There is no such voluntary agreement between the generations on pensions. Indeed, there can hardly be one since future generations cannot be consulted; and if they could they would hardly agree since the terms are loaded against them. (pp.129-130)

* * *

Retrospective legislation has become increasingly frequent, and by now no one seems to remember that there was ever anything against it. It used to be said that the individual had a right to know what was legally open to him (in taxation, etc.) so that he could plan his affairs to secure the best outcome in view of his own interests and priorities, as he conceived them to be.

The recent changes in the ages at which state pensions become payable is really an egregious example of retrospective legislation, and directly affects people in as bad a position as we are. If a company which offered pension schemes were suddenly to announce that all its pensions were to be paid two years later, those who had been paying into the schemes might well wish to sue it for breach of contract. When the government does the same thing, no legal redress is available. This has happened recently and seems likely to happen more, so that my junior colleagues’ pensions recede as one approaches them. The age at which one of them will start receiving her pension was first shifted from 60 to 62, and then again to 64. Another’s pension was shifted from 65 to 67, and seems likely to be further delayed to the age of 68.

Thus the state has already deprived us, who are trying to build up towards an adequate academic institutional environment, of seven years’ pension money, i.e. £35K at today’s pension rate.

I have previously pointed out how means-testing of pensions retrospectively reduces the benefit received in return for contributions paid. This means nearly two thousand pounds per person per year. The proposed tax of £20K towards the cost of state ‘nursing care’, whether such care is received or not, was first proposed as a tax on estates on death, but is now suggested as a capital levy to be paid by every pensioner on reaching retirement age. If that were made retrospective, so that it applied to myself as well as to my colleagues, that would represent an additional confiscation of £80K.

‘There are several other examples of abandonment of principles, and I should be able to write about them at length because they are extremely serious, though no one else appears to recognise this. If Oxford Forum were provided with adequate funding, we could be writing and publishing analyses on this issue of a kind currently ignored in favour of the usual pro-collectivist arguments.’ Celia Green, DPhil

‘We hereby apply for financial support on a scale at least adequate for one active and fully financed research department. We make this appeal to all universities, corporations and individuals who consider themselves to be in a position to give support to socially recognised academic establishments.’
Charles McCreery, DPhil

* Arthur Seldon, The Great Pensions Swindle, Tom Stacey Books, London, 1970. Arthur Seldon CBE was joint founder president, with Ralph Harris, of the Institute of Economic Affairs, a free-market think tank.

Killing bright rat babies

The late Professor Hans Eysenck once told me about an experiment in which a population of rats was divided into ‘bright’ and ‘dull’ on some criterion for rat intelligence. The rat offspring were then switched to different parents, in such a way that the bright rats were given the offspring of the dull rats to bring up, and vice versa. It was found that the bright rats brought up the dull rat babies successfully, while the dull rats killed the bright rat babies which they were given.

As Richard Dawkins points out in The Selfish Gene, natural selection encourages forms of behaviour which secure favourable conditions for the descendants of the individual in subsequent generations. So it looks as if it may be advantageous for the survival of a rat if the number of rats in the population it has to compete with, which are descended from parents cleverer than its own, is minimised.

The experiment suggests it may have become programmed into the genetic constitution of rats that they should kill, if possible, young rats which are cleverer than themselves. On the other hand, it appears rats have no programming to kill young rats which are less clever than themselves, presumably because their presence in future populations would pose no serious threat to their own offspring.

If natural selection has favoured such behaviour in rats to the point of modifying their genotype, we may speculate that it is even more likely to be present in the human constitution, since the range of opportunities present in human society, and the ways in which advantage may be taken of them, are even more varied, and offer greater potential advantages to those able to make use of them, than the variety of circumstances which may be made use of by rats of differing abilities.

Someone who becomes aware of this experiment may well be shocked by the result, and protest that it could not possibly be applied to humans. Professor Eysenck himself seemed to have resistance to the implication. He told me that anti-high-IQ behaviour would only prove adaptive for people in more developed societies, and thus could not have had time to modify the human genotype. His argument was that only in developed societies, with extensive business and finance activities, would having a higher IQ give the owner a sufficient advantage, to motivate other people to be hostile to him, or even kill him. This argument did not, however, make much sense to me, given that rats can scarcely be said to have ‘developed societies’ in this sense.

If there is a tendency in humans corresponding to the desire of rats to kill young rats cleverer than their own offspring, it would certainly help to explain the way the education system has developed as society has become progressively democratised. In spite of occasional nods to the supposed special needs of the ‘gifted’, the system is clearly geared (and increasingly so) to promoting the interests of the low-IQ population, and to making life well-nigh impossible for those of exceptional ability.

There is evidently a resistance to considering the possibility that the average human being may have hostile (potentially to the point of murderous) attitudes, whether conscious or not, to individuals of exceptional ability. Professor Eysenck told me that the results of this experiment became unavailable soon after it had been carried out – though he didn’t explain why – so it may be that they have never been published.

A cruel pretence

There is a cruel pretence that the outcast professor (me) is not suffering from being deprived of an institutional (i.e. hotel) environment and social recognition as a leading intellectual, that is to say as a person with a salaried and prestigious professorship.

When I was thrown out fifty years ago I accepted that there was a brick wall in front of me and that all I could do was scrape at it, trying to make a tunnel through it. Everyone promoted the fiction that I was being ‘free to follow my interests’. This was the worst possible slander of someone in my terrible position, because it represented me as not needing help in the form of money and people, or needing support for my attempts to get such help.

How do you suppose it feels, after fifty years of totally unrewarding toil in bad circumstances, trying to work towards an institutional (hotel) environment and an Oxbridge professorship, to be told by a philosopher at Somerville College that, if I got back onto a salaried career track which could lead to a professorship, I would be ‘less free’! It feels like the most violent possible rejection of all that constitutes one’s individuality. The worst insult possible, to add to grievous injury. And she (the philosopher), and many others at Somerville, have slandered and even libelled me in this terrible way.

There should be recognition of this as a criminal act with a legal penalty. Suitable redress would be that she should be condemned to come and work in my incipient and downtrodden independent university, doing whatever she can most usefully do, probably helping with the domestic and menial necessities which arise from the lack of staff from which I am always suffering grievously. Also she should forfeit her assets to contribute towards the funding that I need to build up the capital endowment of my university, which is still too painfully squeezed for me to be able to make use of my ability to do anything.

In fact, of course, the negative consequences to her and the other dons at Somerville from slandering and libelling me in this way are nil. Instead, they are able to go on enjoying their advantages, and no doubt talk about helping the ‘underprivileged’ – while doing nothing to alleviate the bad condition of someone for whose downfall they were in part responsible.

This is an edited version of the text of a letter to an academic, first posted in 2007.

’People of any age are invited to come to Cuddesdon, near Oxford, initially as voluntary workers. They are expected to have enough money of their own to pay for accommodation near here, but would be able to use our canteen facilities. While here, they could gain information about topics and points of view suppressed in the modern world, as well as giving badly needed help to our organisation. From this initial association a permanent, full- or part-time career could develop.’ Celia Green, DPhil

‘We hereby apply for financial support on a scale at least adequate for one active and fully financed research department. We make this appeal to all universities, corporations and individuals who consider themselves to be in a position to give support to socially recognised academic establishments.’ Charles McCreery, DPhil

The dubious value of ‘education’

Recent statements by Michael Gove (the Education Secretary) and Andrew Hamilton (Vice-Chancellor of Oxford University), among others, seem to accept the usual assumption that assessments and appointments made by agents of the collective at all levels of the ‘educational’ system are meaningful and objective, and that working for a qualification within the system is a positive advantage to all who are allowed to do so – so that receiving a grant (for example) is automatically of value to the individual receiving it.

Referring to the special type of tuition offered by Oxford, Professor Hamilton says that

Excellence in most walks of life does not come cheap ... unless we can offer the best we can’t expect to get the best.

implying that more attention from teachers (via the tutorial system) is bound to mean a better product for recipients.

Yet having to have work assessed by tutors in a one-to-one interaction is not necessarily something which recipients are going to benefit from, let alone enjoy.

Michael Gove is highly critical of some recent negative comments made by Simon Cowell about the supposed pointlessness of school. Gove claims the future belongs to

... those who work hard, enjoy the best education and pursue the most rigorous qualifications.

The truthfulness of this statement may be limited to the fact that the future belongs to those who are able to avoid being subjected to state education.

Actually, Simon Cowell makes a perfectly good point by implying that for some, school is largely an irrelevance, and they would be better off leaving it as soon as possible, to get on with what they really want to do. Unfortunately, recent legislation – which Mr Gove allowed to pass unchallenged – means non-academic types like Mr Cowell are no longer able to leave school at the age of 16, but must endure a further two years (or otherwise go on an approved ‘training’ course), by which time a vital part of their youthful energy and optimism may have been exhausted.

* * *

In any individual case, working for an examination under the auspices of an official institution may well be less efficient than working alone, and may indeed lead to a negative outcome.

What is referred to loosely as ‘education’ is not simply the opportunity to acquire knowledge and skills, but usually involves the acceptance of a power-relation in which you give other people the right to make judgements and decisions about you. If you are lucky, these people may choose not to act against your interests – this is obviously more likely if there is a financial incentive, i.e. you (or your parents) are paying them, or their employer, directly.

If you are not so lucky, their actions may undermine or annul your own efforts, so that the package labelled as ‘education’ ends up being a net negative as far as you are concerned.

Yet discussions of ‘education’ invariably proceed as if any resources devoted to something falling under that heading automatically lead to an increase in benefit for would-be learners.

* * *

In my own case, accepting a grammar school scholarship meant that I would spend many years having my life run by people who had no reason to wish me well and who, in retrospect, may be supposed to have been motivated by wishing to prevent my ability from expressing itself in any way that would lead me into the sort of university career to which I was highly suited, and which I badly needed to have.

Apart from any more subjective adverse effects, one very significant negative factor was in my being pressured for years to take a degree in mathematics. There were many subjects in which, working on my own, I could have obtained a first class result easily, but if I had been working on my own, I would never have considered maths as a possible degree subject. As a result, I was thrown out at the end of the ruined education with no usable qualification at all.

When I was ten or eleven, my father had my IQ tested by an educational psychologist who was employed by a local educational authority. He said that he had never tested a child like it before and never expected to do so again. In this he was expressing the previous ideology according to which people could be more or less exceptional, and the likelihood of their being good at anything academic was predominantly determined by a general factor in their IQ (Spearman’s g factor). There was also an idea that their IQ determined their suitability for various occupations. This psychologist told my father, with evident satisfaction, that his own (the psychologist’s) IQ was 140 and that in those days this was regarded as ‘a professor’s IQ’.

It was general knowledge at the time, and for at least a decade afterwards, that in a population of 50 million, there would be about 500 people with IQs over 180, as mine was said to be.

* * *

I have still not regained an acceptable social position. The egalitarian ideology which dominated my years at school and university was in force, and increasingly so, throughout the society within which I had to attempt to make my way, both within and outside of the university system.

I am still appealing for moral and financial support from associates of every kind, to enable me to become functional as soon as possible.

To potential supporters, and Dr Charles McCreery’s family

A property has just come on the market in Cuddesdon which would be suitable for us.

I have previously suggested that buying a house in the name of Dr McCreery would indicate a wish on the part of his family to start making reparation to him for the damage to his prospects that was done, and continues to be done, by slander and disinheritance. (Further information about this situation can be found at Charles McCreery and his family.)

There is also the possibility that a supporter might wish to buy such a house and allow us the use of it, as a way of allowing us to expand our operations to a more adequate level.

A need for unbiased research

Recently, both Michael Gove and Boris Johnson have raised the question of innate IQ, breaking the usual taboo on the topic.

Mr Johnson has caused controversy by saying that ‘it is surely relevant to a conversation about equality that as many as 16 per cent of our species have an IQ below 85, while about 2 per cent have an IQ above 130.’ In a speech given on Wednesday, he suggested that tackling economic inequality may be ‘futile’ because some people’s IQ is too low for them to compete.

We regularly appeal for sympathisers to provide us with the support that would enable us to be productive academic researchers. If Michael Gove, Boris Johnson or others wished to see the debate on IQ (and other topics) go beyond the current sterile nods to ideological correctness, would it not make sense for them to do something practical to get us set up as a fully fledged institution – which, with their contacts, they easily could?

Here is something I wrote last year about the distribution of intelligence, pointing out that a slight shift downward in the average IQ of the population can have dramatic effects on the sizes of both the high-IQ and low-IQ sections of the population:

celiagreen.blogspot.co.uk/2012/05/has-bell-curve-shifted

More about the sea change

Further to my post about the Hibbert Journal, one sign of the sea change that came over everybody’s outlook is provided by the fact that all the people who could be said to have supported me were at least about forty years older than I was. And all the expressions of recognition of my ability had an open-ended quality, implying that I was qualitatively different from other people in a way that suggested that I might do something a bit unprecedented, and that this made it appropriate to give me opportunity; whereas those who opposed me were generally characterised by sounding as if they had everything taped.

Nearly all of my supporters were men, and more or less upper-class. Unfortunately, not all of my acquaintances more than forty years older than me were supporters. For example, my worst anti-supporter was a woman, also upper-class and more than forty years older than me. She was not supposedly expert in any area and had no academic qualifications, but could infallibly influence those who had these things. None of the support which Rosalind Heywood got for various people other than me could be said to be motivated by interest in the area of work that was to be done. It was a case of her fishing around to find something that could be done by a statusful person, hence blocking any support for research that might otherwise have reached me. So you could say that the ‘interest’ that was being supported was an interest in blocking me from doing research.

Perhaps the support which I have sometimes got could be said to be motivated by the opposite; an interest in letting me do something which other people would not have thought of doing, and because I was exceptional. Cecil King more or less expressed this by saying to Sir George Joy that he ‘backed people, not projects’.

Seeing that interest in the work which is to be done is apparently irrelevant, and that preventing my doing anything is an effective motive, what motive would there, on the other hand, have to be for supporting my doing of anything? Apparently this would depend entirely on somebody being perceptive enough to see that I could do ground-breaking research which nobody else would think of doing. Such a person would have to be generous enough to wish to support my research, and to wish me to live in decent conditions while I was doing it.

In fact, some such motive was often implied by my supporters when I had any. I have already mentioned Cecil King. Another such person was the Reverend Mother of the convent school who said when I was thirteen that I was ‘more than merely talented: I was certain to contribute to the intellectual life of my time’. She tried to give me a chance by arranging to let me take the School Certificate exam when I was thirteen.

‘Celia Green is a person of exceptional gifts. She should be given the funding to work on the many topics she has been prevented for decades from developing. I make this appeal to all universities, corporations and individuals who consider themselves to be in a position to give support to exceptional individuals.’
Charles McCreery, DPhil

The Hibbert Journal

My colleague Dr Charles McCreery recently mentioned to me something interesting about the Hibbert Journal (a philosophy journal), which he had read, including back numbers, soon after finishing his first degree.

He said that he noticed a sea change in the contents round about 1946-47 – they became more vacuous, less meaningful. It is not that the contributors started to clearly say things that he found he disagreed with, or that it was obvious that they were promoting a point of view that he found claustrophobic. It was more subtle than that, but the change was definitely there.

Charles said it was strange that a philosophical journal could in any way be affected by the socialist ideas that became dominant with the end of World War II, but this indeed seems to have been the case.

I myself noticed a marked change in the attitudes of my teachers at about this time (i.e. around 1946-7). In my schools, and in other organisations, the ‘old guard’, who were more likely to be sympathetic, and in some cases even positively helpful to me, were retiring and being replaced by those who espoused the now dominant socialist, egalitarian ideology.

Addendum:
text of a letter to a senior academic by Christine Fulcher, Research Officer at Oxford Forum
I am writing to say that I think you have a duty to put pressure on your academic colleagues and contacts to give financial support to Celia Green.
Of course, I also think you have a duty to give Celia financial support yourself, as someone who knows her and has a clear picture of her situation; to help enable her to set up the university department with residential college which would provide her with the hotel environment and scope to do research that she needs, to relieve her frustration.
The constriction of our situation affects all of us, Celia in particular, as she is the person with the greatest need for intellectual activity and for an expanding situation. Charles and Fabian also ought have professorial appointments as heads of departments, and no doubt all three of my colleagues would be well-known and well-financed professors if the University of Oxford and the academic world in general were not so hostile to real ability.
The fact that Celia had to try to set up her own university department on being thrown out of Oxford University fifty years ago is an indictment of the standards and motivation of the University. The fact that after all this time our academic organisation is still supported solely by us is a clear indication that the standards and motivation of the academic world (as exemplified by Oxford) are still deplorable.

Michael Gove, Robert Plomin and heredity

Michael Gove, the Education Secretary, appears to be paying some attention to the possibility of heredity as a factor in intelligence. He has been having talks with Professor Robert Plomin, who has done research on the heritability of intelligence, and who is said to believe that ‘genetics, not teaching, plays a major part in the intelligence of schoolchildren.’

One may wonder why it is of any interest to attempt to evaluate the relative importance of heredity and environmental factors on functionality. It only becomes of interest, surely, when opportunity of various kinds is not paid for directly by the individual, or his parents or guardian, but supplied by the state.

At present, many people, or at least many among the most influential, seem to wish to believe that there is no such thing as innate ability, and that there should be equality of opportunity (and hence equality of outcome). But what are we to understand by equality of opportunity? In practice, this is taken to mean that resources should be applied lavishly to those whose performance is below the average. Thus children with ‘special needs’, for example, are to be sent in taxis, accompanied by social workers, to special schools. And, although this is less explicitly advocated, those who are far ahead should be held back.

Most current discussion of educational issues, such as the distribution of above-average ability in different sectors of the population, is wildly fictitious. The online comments on educational articles in the Guardian, for example, show a persistent belief in the inferior average intelligence of middle-class children, and the superior average intelligence of working-class children, who are supposedly prevented by bad circumstances from showing their ability.

It has become fashionable among certain sectors of society to be very aware of the possibility of working-class children with high IQs getting no opportunity of using their intelligence to attain the academic and career success of their middle-class peers. Arguably, these sectors of society should also be aware of the possibility of high-IQ adults whose educations were ruined and who have had (and still have) no opportunity to enter high-status academic careers, which they need to have, so as to be in a position to use their abilities to the full. In practice, however, people claiming to be concerned for the plight of the unfortunate do not show any sympathy for those whose education has been ruined in this way.

When I was growing up in East London, my parents and their friends, being teachers working in schools where their undoubted hard work was rewarded with substandard results in the achievements of their pupils, never appeared to be concerned that the pupils were being unfairly deprived of opportunity. It seems quite possible that this did not reflect ideologically unsound attitudes on their part, but a genuine awareness of underlying abilities and the limits of what education can do.

In classical Greece, the belief in hereditary ability seems to have been much as it was in this country seventy years ago.

Much education would have taken place in an aristocracy informally through institutions like the symposium ... backed up by the old assumption that the aristocracy possessed inherited, not instructed, excellence.*

Now the concept of hereditary ability is described as old-fashioned, implying that it has been dismissed from consideration; or is even regarded as taboo. And indeed, most ‘research’ in education and related areas now simply assumes that ability is not inherited, without even bothering to state the assumption.

* ‘Education, Greek’, Oxford Classical Dictionary, 3rd edition, 2003, p.506

Message to the Education Secretary from Andrew Legge, Research Officer at Oxford Forum:
‘We strongly recommend that you appoint Dr Celia Green as your chief educational advisor, either in a consultancy role or as the head of an independent education department. Her experiences of both state and private education, combined with her unique psychological observations, would provide you with a source of incisive pedagogical insight distinct from any others that are available.
If you are sincere in your efforts to understand the true causes underlying Britain’s deteriorating education system, then arguably you have a duty to support us. No one else is going to penetrate to the realities of the situation in a way that is free from ideological baggage.’