I re-watched The Imitation Game and A Beautiful Mind this week. One of the things that occurred to me whilst enthralled by the brilliant portrayals of Alan Turing and John Nash was their apparent lack of social inhibition. They were willing to say the un-sayable, to challenge peers, authorities and so-called experts, unconstrained by established cultural and political norms. It’s as if this enabled them to think the un-thinkable too and I wonder how far this accounted for their incredible genius.
By contrast, a concern about offending is becoming increasingly commonplace in UK universities and, perhaps, wider Western liberal democracies as a whole. It’s tricky to balance freedom of speech with freedom from harm, especially in an age of extremism. However, as Joanna Williams (author of Freedom in an Age of Conformity, 2016) comments, what passes for formal education often appears more concerned now with social inclusion than with knowledge. What risks lay in this for us?
I spoke with some young people recently who commented on how scared they feel to say anything controversial at school. This is about more than holding and expressing a contrary opinion that others disapprove of. It is, in effect, about not being allowed to hold that opinion at all. This leads to self-censorship driven by social vetting by peers, often compounded by institutions. It can feel like only current mainstream views are permissible. All divergent views and voices are suppressed.
This has real implications for leadership, OD, coaching and training in organisations. What scope is there for truly radical creativity and innovation if people feel constrained from thinking the un-thinkable and imagining the un-imaginable? How can we model and support healthy, critical thinking and conversations? What can we do to spot and address it if a person or team is editing their questions, views and ideas to conform with what they perceive as culturally-acceptable norms?
Nick is a psychological coach, OD consultant and trainer, specialising in developing critical reflective practice.