Anythingarian
In the first dialogue of Jonathan Swift’s Polite Conversation, Lord M. asks what about the religion of another character, and Lord Sp. replies that he’s an ‘anythingarian’. The coinage is more resonant now than ever before. If postmodernism is a uselessly incoherent philosophy, since it knows only what it is not, not what it is, it has nevertheless become a handy sociological description. For throughout Britain (and the West generally), we have for some time been witnessing a crisis of legitimation. Everything is contested. Nothing, as the paradoxical truth statement goes, is true. There is only, as Nietzsche declares, a perspective seeing, a perspective knowing. What postmodernism supremely represents, according to Jean-Francois Lyotard, is an incredulity towards all metanarratives. No totalising theories prevail. In this world, there is only multiplicity and fragmentation. As the margins of society seek recognition from the centre and the centre becomes more obsessed with the romance of the margins, there is a simultaneous centrifugal and centripetal movement. All cultures are pronounced equal. Nothing in this kaleidescopic collage stays still, nothing can be established, nothing agreed.
History curricula have suffered awfully on account of this, since the mosaic approach to teaching adopted by cultural relativists has resulted in unprecedented numbers of school leavers having an inadequate knowledge or understanding of events, people, or the institutions that have evolved over the course of many centuries and have come to express and develop the thought of our society. Thanks to an overemphasis of the assumption that history is always history for someone, the legacy of the hard left is historical amnesia, dislocation and temporal parochialism. These problems translate across disciplines. In their 1998 book Class Act, Andrew Adonis and Stephen Pollard, in the process of thrashing comprehensive schools, adduce the Institute of Education’s assertion that schools are guilty of too often ‘legitimising one popular view of mathematics’ and so devaluing ‘the students’ informal mathematical experience and skills… which are equally, if not more, valuable to the individual.’ Maths is oppressive; it should be replaced by ‘ethnomathematics’. As the headmaster in Lambeth who appointed an expert in Nigerian cooking, with no experience of maths, to teach maths in his school put it: ‘It is real life maths with Ibo cookery – transferable maths.’
