Why do we take innumeracy so casually?

2+2=LOL WHO CARES AMIRITE?

Kids: It's not cool to be innumerate. Struggling with basic maths is as crippling to your daily life as struggling with basic reading and writing would be, and while shame isn't answer (self-improvement might be), pride certainly isn't the right reaction either.

Not that you'd know it from Suzanne Moore, who is positively beaming as she announces in the Guardian:

We are silenced by some jargon and bogus maths (sorry, probabilities) because we are mostly innumerate and because economic orthodoxy presents itself as a higher faith. I am not the only person uncertain as to what a trillion means, surely?

Normally, using the third paragraph of a piece to declare yourself ignorant, not only of the subject of the piece, but of the most basic possible building blocks of that subject, would mean that you probably should think twice before opening Word. If you write about the failure of astronomy to predict meteor strikes, and declare in para three that you don't understand what these "planet" things are, you get laughed out the building.

Yet admitting – showing off – that you don't understand maths while you write about economics is apparently a Cool Thing To Do.

It's even more irritating because Moore makes valid points. She writes that:

Economics is not a science; it's not even a social science. It is an antisocial theory. It assumes behaviour is rational. It cannot calculate for contradiction, culture, altruism, fear, greed, love or humanity at all.

Although she is being somewhat hyperbolic, but bringing up real problems with the subject which academics are continually struggling to incorporate into their broader theories. Similarly, she writes:

Some of the free-market economists are right, but politicians can't go there. The free movement of capital really requires the free movement of labour. Go where the jobs are, but do not complain when immigration undercuts your wage.

Again, the half-hearted attempt with which many politicians apply economic teachings to policy is aggravating. There is a tendency to cherry-pick recommendations when the economic rationale requires an all-or-nothing approach. See, for example, the Legal Aid, Sentencing and Punishment of Offenders Bill, which merrily reduced availability of legal aid, citing a report which argued that "no-win no-fee" arrangements could make up the gap, and then also reduced the availability of those.

But criticisms like this are more powerful coming from someone who has not just proudly stated that they don't know the difference between 1,000,000 and 1,000,000,000,000 and don't believe that probability is real maths.

You don't have to believe that people are cold unfeeling automata who exist to maximise utility functions. In fact, most economists don't. But unless you plan to start your next book review with "I can't read, LOL, so this was really boring," don't throw the baby out with the bathwater.

1-2-3-4, it comes across as very poor, 5-6-7-8, to think innumeracy's great. Photograph: Getty Images

Alex Hern is a technology reporter for the Guardian. He was formerly staff writer at the New Statesman. You should follow Alex on Twitter.

Getty
Show Hide image

"We repealed, then forgot": the long shadow of Section 28 homophobia

Why are deeply conservative views about the "promotion" of homosexuality still being reiterated to Scottish school pupils? 

Grim stories of LGBTI children being bullied in school are all too common. But one which emerged over the weekend garnered particular attention - because of the echoes of the infamous Section 28, nearly two decades after it was scrapped.

A 16-year-old pupil of a West Lothian school, who does not wish to be named, told Pink News that staff asked him to remove his small rainbow pride badge because, though they had "no problem" with his sexuality, it was not appropriate to "promote it" in school. It's a blast from the past - the rules against "promoting" homosexuality were repealed in 2000 in Scotland, but the long legacy of Section 28 seems hard to shake off. 

The local authority responsible said in a statement that non-school related badges are not permitted on uniforms, and says it is "committed to equal rights for LGBT people". 

The small badge depicted a rainbow-striped heart, which the pupil said he had brought back from the Edinburgh Pride march the previous weekend. He reportedly "no longer feels comfortable going to school", and said homophobia from staff members felt "much more scar[y] than when I encountered the same from other pupils". 

At a time when four Scottish party leaders are gay, and the new Westminster parliament included a record number of LGBTQ MPs, the political world is making progress in promoting equality. But education, it seems, has not kept up. According to research from LGBT rights campaigners Stonewall, 40 per cent of LGBT pupils across the UK reported being taught nothing about LGBT issues at school. Among trans students, 44 per cent said school staff didn’t know what "trans" even means.

The need for teacher training and curriculum reform is at the top of campaigners' agendas. "We're disappointed but not surprised by this example," says Jordan Daly, the co-founder of Time for Inclusive Education [TIE]. His grassroots campaign focuses on making politicians and wider society aware of the reality LGBTI school students in Scotland face. "We're in schools on a monthly basis, so we know this is by no means an isolated incident." 

Studies have repeatedly shown a startling level of self-harm and mental illness reported by LGBTI school students. Trans students are particularly at risk. In 2015, Daly and colleagues began a tour of schools. Shocking stories included one in which a teacher singled out a trans pupils for ridicule in front of the class. More commonly, though, staff told them the same story: we just don't know what we're allowed to say about gay relationships. 

This is the point, according to Daly - retraining, or rather the lack of it. For some of those teachers trained during the 1980s and 1990s, when Section 28 prevented local authorities from "promoting homosexuality", confusion still reigns about what they can and cannot teach - or even mention in front of their pupils. 

The infamous clause was specific in its homophobia: the "acceptability of homosexuality as a pretended family relationship" could not be mentioned in schools. But it's been 17 years since the clause was repealed in Scotland - indeed, it was one of the very first acts of the new Scottish Parliament (the rest of the UK followed suit three years later). Why are we still hearing this archaic language? 

"We repealed, we clapped and cheered, and then we just forgot," Daly says. After the bitter campaign in Scotland, in which an alliance of churches led by millionaire businessman Brian Souter poured money into "Keeping the Clause", the government was pleased with its victory, which seemed to establish Holyrood as a progressive political space early on in the life of the parliament. But without updating the curriculum or retraining teaching staff, Daly argues, it left a "massive vacuum" of uncertainty. 

The Stonewall research suggests a similar confusion is likely across the UK. Daly doesn't believe the situation in Scotland is notably worse than in England, and disputes the oft-cited allegation that the issue is somehow worse in Scotland's denominational schools. Homophobia may be "wrapped up in the language of religious belief" in certain schools, he says, but it's "just as much of a problem elsewhere. The TIE campaign doesn't have different strategies for different schools." 

After initial disappointments - their thousands-strong petition to change the curriculum was thrown out by parliament in 2016 - the campaign has won the support of leaders such as Nicola Sturgeon and Kezia Dugdale, and recently, the backing of a majority of MSPs. The Scottish government has set up a working group, and promised a national strategy. 

But for Daly, who himself struggled at a young age with his sexuality and society's failure to accept it, the matter remains an urgent one.  At just 21, he can reel off countless painful stories of young LGBTI students - some of which end in tragedy. One of the saddest elements of the story from St Kentigern's is that the pupil claimed his school was the safest place he had to express his identity, because he was not out at home. Perhaps for a gay pupil in ten years time, that will be a guarantee. 

0800 7318496