The occasional sitting at the negotlating table, as well as in the vant; ignore it and get back to the college entrance, constitutes part of our activity in the pursuit of student main discussion, pointing out your objectives. This arena of battle requires its own strategy and its own dislike of examples for their own tactics, which must be based upon a thorough understanding of the sake. practices and ploys of the opposition. L.S.E. experience suggests the vital 11 The kippered red herring need for perpetual vigilance against the following techniques used by the must over-speak someone who is the This takes two forms: either they Because of this disadvantage, once brusque fashion or they will pick on one has the floor speak loud and a word, stop you in mid-sentence long (though not boringly) and and ask you to repeat it. This at finish up strongly on the main point best disconcerts, at worst makes of the argument to avoid sidethought. The best defence to this 6 The ball-game again at a volume which is loud academics discuss one after the point out how unrealistic, unlikely enough for it to be just apparent other so that one gets a vague feel- and, that the interruption was unneces- ing that the students' part in the example is. If this is done successsary and then gradually lower one's discussion is irrelevant and that the fully, the red herring attempt is not voice to a normal level. If a word whole thing is really a friendly chat merely defeated but the original is picked on, the reply is to say it between the academics. again loudly so that one's annoy- really taking 'quick off the mark' to 12 The deaf ear implied ance at the interruption is apparent the logical conclusion. A good to everyone. reply is not to break in but, by your and remarkably successful because 2 The pertinent "chip-in bearing, make it apparent that you of its innate simplicity. When Here one is stopped in mid-spate consider that part of the discussion point is made, perhaps forcibly, to by an observation that a minor a waste of time, then wait for it which there is no reply, the other piece of information is incorrect or to die of its own accord. If this side may simply ignore it and carry that one has misunderstood a side approach is used, however, it is on with the previous point or start issue (see the 'RED HERRINGS'). essential to punch the point home a new one. It is vital not to let this This again is personally embarrass- by summarising the "ball game' in happen, and all students should ing and one loses the force if not a sentence (which can usually be the thread of the argument. De- done) in a slightly derisive tone, then ignore it completely and get fences are difficult as an interruption is often the lead-in for a major on with the main point of the arguspeech and then the ground is lost. ment at the point where the last However, one can attempt to out- direct reply to a student took place. Alternatively one can use the speak the interruption and carry on talking as though no one else is "pertinent chip-in' to start a speech speaking. Alternatively, if this fails but this needs confidence in the and the point is a point and not a technique. speech, one can then ignore it 7 The see-saw completely and carry on with the This is a forceful argument and main argument or, at the most, dis- appeals to logic for its weight. cuss it in half a sentence. What is When students ask for control or vital is not to get side-tracked onto influence in something, then back not competent to discuss it, (c) it a discussion of the interruption, comes the reply that, for a fair view is not very rewarding to discuss it. even if it is important: ram home of things, one ought to consider the With (a) and (c), the reply is that the point in hand first and, if exact opposite. For example, if the necessary, deal with the interrup- students argue for control of a warding and anyway this can only tion later. Refectory service, then one ought be ascertained for sure by discussto consider the arguments in favour 3 The personal ridicule of Refectory control of the nion Competent and there Here you have made a blunder in discussion and this is pointed out hor Thie argument is thrown back at you in of irrelevancy approach. Here it is (look out for a remark historior and ridiculous form that vital to crush even the acceptance that the point should be discussed. begins "You aren't trying to say, Argue point (not on the agenda) and, it firmly 4hA irrelevancy are vou.. ") The vital thing here this fails, simply refuse to discuss
distorted and ridiculous form vital to crush even the a begins "You aren't trying to say. (look OLEL TORCH remarK / that Argue firmly on ine irrelevancy point (not on the agenda) and, if are you, *) The vital thing here this tails, simply refuse to discuss is not to deny the accusation or it. This technique is a relation of remark because then you impliedly the 'red herring' family which accept their view of things and appear apologetic. Simply restate follows. the point in different words or from 8 Red herring spawn a slightly different angle (if the Here a side issue or point menattack is fierce, make the reply tioned by a speaker is picked up fierce such as starting off by saying and treated as the main line of dis"You don't seem to understand CUSSIOn. Simply ignore this what I'm getting at. ...) Apart used technique and get back to the from these, there are a variety of main line of argument. methods which academics use to 9 The red herring mirage (a) weaken the whole presentation of Here one cites an example in academics have never heard a case. the process of putting forward a ceteris paribus but the facetious 4 The chopping block general point, (e.g. the library is an be asked for general comments: be- seized upon as the basis of discussion, the real substance of the you are at ought to discuss it, inah the task of that they do and don't discuss any. elaborating alternative concepthing else until they agree.
tions of higher education thrust The ceteris/paribus reciprocal upon by us by — capitalism.
This argument in a sense tends to be a mirror image of the above And capitalism, comrades, one. Instead of a topic being irrele- does not confine its activities lo vant to everything, the academic will argue that a particular subject factories and the stock exchange is dependant and inter-related to but covers all aspects of life, ina host of other subjects and that it cluding education! Socialist can't be discussed in isolation. The passively accept the result of this is that the thing status quo in higher education doesn't get argued about at all or on the grounds that it is NOT only in the context of a general discussion. It appears here that the important. At the same time by of revolutionary exhortations to the working class from which approach won't cut much ice with they are socially and politically The best approach is to comment on interrelation and just proceed to discuss the point, perhaps starting off by the ball game and adopting Simply ignore the example implied ceteris paribus approach.
the generally doomed to which failure. Unless the majority of Function only to smother and students can efféctively particisuffocate the spontacity of the pate in controlling their own movement. The hypocrisy of the administration, and the weakness of the moderates has to be exposed such that the alternatives for the the bureaucrats. future of that college are clearly union meetings, the sovereign involvement in a collective protoken reform in accordance should be delegated directly to with N.U.S. philosophy, on the other students, who will pursue in an effective way to counter other serious change which is particular aspects of educa- the moves of those who give the concerned to transform the in- tional policy-making as well as orders — i.e. the authorities, If stitution. Such serious changes political policy-making inside we are to would include - 50% student COMMISSIONS. These COM.
on a number of lues, and can movement that at all times recall and dismiss struggles will forever its functionaries and delegates. isolation against the citadels of Within this framework of wealth and power. France has policy (by virtue of government democracy there is little room already shown that these probby UNION MEETINGS every for elites and bureaucracy-and lems can be overcome, not by professional fortnight) the students will pas- students are able to feel pro- sectarian dichotomies sively accept the leadership of bably for the first time in their university versus the factory And from lives a sense of meaningful struggle, but by developing their common identity and purpose presented: on the one hand body of the students, all power cess of those who take the as a total movement for transBorders, organising themselves forming into society in which people are only afraid of one thing - and that is the freedom, which embodies effectively fight a the modern revolution of the system, then we have to simul- advanced industrial societies.
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A case will be laid before you or example of the general problem of them. perhaps a document and you will overcrowding), and the example is ignore the