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Should the British stop tolerating intolerance? | :00:00. | :00:23. | |
Good morning, I'm Nicky Campbell, welcome to The Big Questions. | :00:24. | :00:26. | |
We're at Patcham High School in Brighton to debate one very | :00:27. | :00:31. | |
Should the British stop tolerating intolerance? | :00:32. | :00:44. | |
This week's Ofsted report on the alleged Trojan Horse takeover by | :00:45. | :00:47. | |
Muslim fundamentalists of certain primary and secondary schools in | :00:48. | :00:51. | |
Birmingham caused widespread alarm that children in secular state | :00:52. | :00:54. | |
schools are being given a faith-based education | :00:55. | :00:57. | |
which does not adhere to modern values and freedoms. | :00:58. | :01:00. | |
More inquiries have yet to report, but it's clear the | :01:01. | :01:09. | |
David Cameron said we are giving a dangerous message. | :01:10. | :01:18. | |
Every British citizen has freedom of faith. | :01:19. | :01:20. | |
We all have freedom of speech as well. | :01:21. | :01:22. | |
And today of all days, the 799th anniversary of the signing | :01:23. | :01:24. | |
of the Magna Carta, we should remember it gave everyone the | :01:25. | :01:27. | |
freedom to go about their business subject to the laws of the land. | :01:28. | :01:31. | |
So, being British requires us to tolerate the ideas and actions | :01:32. | :01:35. | |
of others that we might personally find objectionable, | :01:36. | :01:38. | |
To debate this clash between our own beliefs and the duty to tolerate | :01:39. | :01:43. | |
other's freedoms to think and act very differently, we have assembled | :01:44. | :01:46. | |
a spectrum of political thinkers and commentators, a diversity of faith | :01:47. | :01:55. | |
leaders and a medley of believers and sceptics. | :01:56. | :01:57. | |
You can join in too, via Twitter or online. | :01:58. | :01:59. | |
Just log on to bbc.co.uk/thebigquestions | :02:00. | :02:00. | |
and follow the links to where you can continue the discussion online. | :02:01. | :02:04. | |
And there'll be lots of encouragement and contributions from | :02:05. | :02:06. | |
Should the British stop tolerating intolerance? | :02:07. | :02:19. | |
There is a massive political row about Michael Gove, government | :02:20. | :02:26. | |
agendas, political interference, Ofsted, if we can talk about the | :02:27. | :02:33. | |
general issue, it looks like there are issues, this has been going on a | :02:34. | :02:41. | |
while, it was a private school, but in 2007 a London school had talks | :02:42. | :02:47. | |
describing Christians as apes and pigs. One school in Luton had books | :02:48. | :02:53. | |
which raised individuals who loved death more than life in pursuit of | :02:54. | :02:59. | |
their religion. Then, this radical preacher, some controversial views, | :03:00. | :03:04. | |
being invited to lecture in a state school. Do these things trouble | :03:05. | :03:09. | |
you? Of course, we should be teaching our children universal | :03:10. | :03:14. | |
values, what the true faith teaches, to do with respect, acceptance of | :03:15. | :03:20. | |
others, to be conscientious citizens, to be good to God. We | :03:21. | :03:26. | |
should be teaching models across the board. It makes you who you are. As | :03:27. | :03:35. | |
a believer, we are hard-wired to believe in God. If somebody does not | :03:36. | :03:39. | |
believe that, that is OK, I respect their view. I have two kids, I do | :03:40. | :03:46. | |
not send them to state school at the moment, we have been home-schooling | :03:47. | :03:50. | |
them, because our education system is failing our kids. By putting them | :03:51. | :03:56. | |
all in one school, giving them one set of curriculum to be taught, it | :03:57. | :04:02. | |
creates the ready meal style education programme. It does not | :04:03. | :04:05. | |
nurture the innate goodness of children, my kids speak four | :04:06. | :04:12. | |
languages fluently. How and why have these ideas crept into schooling? Is | :04:13. | :04:20. | |
a government, they have failed miserably in providing a clear | :04:21. | :04:23. | |
framework for ethical teaching. If you look at how the system is | :04:24. | :04:27. | |
divided, between private schools, grammar schools and state schools. | :04:28. | :04:33. | |
Why should the state school be left to rot? Why should they not have the | :04:34. | :04:38. | |
same funding? Why should we not invest in good schools, good | :04:39. | :04:43. | |
teachers and a good environment? Let's take it away from education. | :04:44. | :04:50. | |
On the subject of these views, surely schools should reflect the | :04:51. | :04:56. | |
areas in which they are operating in the communities in which they are | :04:57. | :05:00. | |
serving? If you have a community which is 95% Muslim, surely that | :05:01. | :05:05. | |
should be the focus of the school? That sounds like a Michael Gove | :05:06. | :05:09. | |
idea. Put aside what his ideas are, I believe in religious neutral | :05:10. | :05:17. | |
politics, despite a school in 98% Christian or Muslim, is if it is a | :05:18. | :05:22. | |
state school in a secular country such as Britain, it must not be | :05:23. | :05:31. | |
endorsing any form of religion. Though I agree with his critique of | :05:32. | :05:36. | |
the education system, where I would disagree is that schools do not have | :05:37. | :05:41. | |
any business teaching God consciousness, that is for the | :05:42. | :05:46. | |
parents to do. It is not the school's job. What has been going | :05:47. | :05:55. | |
on? People have been mixing, including Muslims, two issues, | :05:56. | :06:04. | |
social conservativism, and it is no body's business how socially | :06:05. | :06:10. | |
conservative somebody is, but when you impose that on an institution, | :06:11. | :06:15. | |
the imposition of it is extremism, and that is what is being objected | :06:16. | :06:19. | |
to. Nobody cares if somebody covers their hair, grows a beard, and if | :06:20. | :06:30. | |
they do, they are wrong. What about this row about this extremist who | :06:31. | :06:37. | |
said some disgusting things about stoning people and death for | :06:38. | :06:43. | |
apostate? He was not saying that in the school. You are a liberal, he | :06:44. | :06:49. | |
was not talking about those things in a school, he was doing a lecture | :06:50. | :06:53. | |
on religion. You should support his right to do that. I support the | :06:54. | :06:58. | |
legal right for him to speak, even if I disagree with those views, just | :06:59. | :07:02. | |
as if he was saying racist or homophobic bigotry. That does not | :07:03. | :07:09. | |
mean I tolerated in civil society, it means I challenge it, just as I | :07:10. | :07:14. | |
would challenge racism or homophobia or anti-Semitism. I do not put that | :07:15. | :07:19. | |
person in prison, school to have him there? Schools | :07:20. | :07:56. | |
should be getting the people who speak to children much more closely. | :07:57. | :08:00. | |
But I take issue with the idea that this reflects on a radicalisation, | :08:01. | :08:06. | |
because of some overzealous governors wanting to impose social | :08:07. | :08:10. | |
conservative moors on a school. The problem is that this government and | :08:11. | :08:15. | |
the government before it have allowed schools to develop a much | :08:16. | :08:19. | |
more independent ethos, allowing academies and free schools to give | :08:20. | :08:24. | |
governors a much greater say in how schools are run, in the ethos of how | :08:25. | :08:30. | |
the curriculum is defined. In doing so, it is same two communities, you | :08:31. | :08:34. | |
can define your local ethos according to your views, but when it | :08:35. | :08:38. | |
does not like the way in which communities form their | :08:39. | :08:44. | |
curriculum... It is the principles of Michael Gove. This government is | :08:45. | :08:51. | |
playing doublespeak, it cannot talk about the issue of cultural | :08:52. | :08:54. | |
isolation and support faith schools. Faith schools develop all sorts of | :08:55. | :09:00. | |
forms of cultural isolation. To suggest that as a form of extremism | :09:01. | :09:04. | |
suggests the government is supporting extremism in faith | :09:05. | :09:05. | |
schools. Bizarrely, education... That is what is needed. | :09:06. | :09:46. | |
By whom is it needed? As it happens, there are a lot of conservative | :09:47. | :09:49. | |
Christians in this country who object to the way... P to make his | :09:50. | :09:59. | |
point. They object to the way in which Christianity has been stripped | :10:00. | :10:02. | |
out of the school system, despite the fact it is supposed to be in the | :10:03. | :10:07. | |
system following the education act. It is a legal requirement. | :10:08. | :10:12. | |
Secularists quietly and unlawfully have removed Christianity from our | :10:13. | :10:17. | |
schools. We are a spiritual desert as a country, any kind of | :10:18. | :10:23. | |
Conservative religious opinion is constantly sneered at by people such | :10:24. | :10:27. | |
as this gentleman is being extremist or otherwise unacceptable. Extremist | :10:28. | :10:32. | |
means nothing, it means an unfashionable opinion. Let me come | :10:33. | :10:45. | |
back to Kevin. It does not surprise me | :10:46. | :10:47. | |
back to Kevin. It does not surprise being marginalised or not given the | :10:48. | :10:52. | |
status that they want to have, because they should not have that | :10:53. | :10:57. | |
status. Forgetting about the Muslim issue, in Britain there are schools | :10:58. | :11:02. | |
who will open and teach their children about creationism, that | :11:03. | :11:06. | |
evolution is a light and conspiracy. That is nonsense. I am funding that | :11:07. | :11:14. | |
is a taxpayer. That get back to the issue of the alleged extremism that | :11:15. | :11:19. | |
has been going on. Not the Trojan horse context, we do not want to | :11:20. | :11:26. | |
conflate two issues. 95% of children in a particular area of the Muslim | :11:27. | :11:32. | |
faith, you were complaining in your article that in one primary school | :11:33. | :11:36. | |
music was banned, but raffles and Tom Bonas were banned, do you want | :11:37. | :11:41. | |
to encourage Muslim children to gamble? What is your problem? Should | :11:42. | :11:50. | |
reflect the nature of the school? Gambling seems wrong. We are in the | :11:51. | :11:57. | |
middle of a debate, the nation is going through some very substantial | :11:58. | :11:59. | |
change. What we have been going through some very substantial | :12:00. | :12:05. | |
reflect this. Until recently, going through some very substantial | :12:06. | :12:10. | |
said two people -- going through some very substantial | :12:11. | :12:14. | |
people, what are British values, you would have got a fairly clear reply | :12:15. | :12:20. | |
along the lines of, a Protestant Christian country, we have | :12:21. | :12:23. | |
institutions of the state and the monarchy and so one. As one of the | :12:24. | :12:26. | |
results of the monarchy and so one. As one of the | :12:27. | :12:29. | |
there has been a substantial change, good things have come from that, and | :12:30. | :12:34. | |
some negatives. One thing is this confusion about what we are. We want | :12:35. | :12:40. | |
to be open and tolerant, we want people to be able to practice their | :12:41. | :12:44. | |
faith, and live their lives. What we are finding it hard to do is to work | :12:45. | :12:50. | |
out where our lines are drawn, because they are not clear. It may | :12:51. | :12:56. | |
prove impossible, it maybe we something like France did and try to | :12:57. | :13:03. | |
draw clear lines. There is a problem with some schools, state secular | :13:04. | :13:13. | |
schools... The problems exposed in the report are pretty serious, and | :13:14. | :13:17. | |
there is more to come. What is so serious in the report? These | :13:18. | :13:24. | |
children are at risk of cultural isolation, there have been findings | :13:25. | :13:28. | |
of children being taught to chant anti-Christian chants. It is | :13:29. | :13:37. | |
unpleasant sectarian stuff. None of the pupils were spoken to during the | :13:38. | :13:44. | |
investigation. The teachers were not spoken to either. We have a timidity | :13:45. | :13:51. | |
who live in an isolated way -- we have a community. I have no problem | :13:52. | :13:58. | |
with that if that is what they want to do. We do not create a fuss over | :13:59. | :14:03. | |
their community living in that way. Why cause a fuss over a report that | :14:04. | :14:12. | |
was made out of a hoax letter... You acknowledge there are issues. You | :14:13. | :14:19. | |
are talking about faith schools, we are talking about state schools. | :14:20. | :14:27. | |
That is the first thing. The second thing is, what should be taught in | :14:28. | :14:33. | |
schools? You should be teaching about religions. That does not mean, | :14:34. | :14:37. | |
you have to believe, but if we do not know what other people believe, | :14:38. | :15:20. | |
worry! You cannot force people to believe things. You cannot shoehorn | :15:21. | :15:27. | |
people in a particularly shaped Britishness. Know. And very | :15:28. | :15:41. | |
quickly, the dimension one of the interesting things that has come out | :15:42. | :15:48. | |
from this Trojan horse thing, a lot of Muslim groups have been furious | :15:49. | :15:51. | |
about these revelations and are denying them. This has happened in | :15:52. | :15:57. | |
the Catholic Church over the paedophilia scandal. People do not | :15:58. | :16:01. | |
want dirty laundry aired in public. Publicly wrong. That is why there is | :16:02. | :16:10. | |
this denial. This report found some disturbing things. This is the same | :16:11. | :16:16. | |
report from the man who did a U-turn on what God did or did not tell him? | :16:17. | :16:20. | |
Do you think this has been made up? Actually, there are serious | :16:21. | :16:24. | |
governance issues and there have been internal administrative issues. | :16:25. | :16:28. | |
Whether it is issues of extremism, which is what you are battling and | :16:29. | :16:32. | |
the publication you work for is peddling by publishing one of the | :16:33. | :16:36. | |
worst covers that I have ever seen in this country, suggesting that | :16:37. | :16:40. | |
young children are vehicles for extremism and terrorism. You should | :16:41. | :16:47. | |
be ashamed to be behind that. This is a very good example of the | :16:48. | :16:52. | |
problem. Miriam, you are a very prominent spokesperson, a prominent | :16:53. | :16:58. | |
convert to Islam. I do not call myself a convert. What ever you want | :16:59. | :17:02. | |
to go yourself, you have a voice. Here are the problems that have been | :17:03. | :17:06. | |
exposed in schools that seemed to be teaching seriously unpleasant things | :17:07. | :17:10. | |
and being taught by extremist Muslims. Why in this debate do you | :17:11. | :17:17. | |
deny this is going on? And secondly, the problem is the Spectator cover | :17:18. | :17:28. | |
cartoon? Miriam, respond to that? You are suggesting that you are | :17:29. | :17:32. | |
supporting the Michael Gove agenda, which says that there are issues in | :17:33. | :17:37. | |
the schools. And everyone, including the school campaign in Birmingham | :17:38. | :17:40. | |
and others have acknowledged that certain people should stand down as | :17:41. | :17:42. | |
a consequence of some of these revelations. The issue, however, is | :17:43. | :17:48. | |
trying to rebrand this as an issue of extremism in order to expand this | :17:49. | :17:53. | |
idea of extremism being non-violent ideas. Nick Griffin, if he had been | :17:54. | :17:59. | |
asked to come along and speak in this school... You would be... | :18:00. | :18:05. | |
Neither of the equivalence of these two were asked. His views are worse. | :18:06. | :18:13. | |
Anyone who supports Al-Qaeda in public or the ideology of Al-Qaeda, | :18:14. | :18:17. | |
anyone who supports... Who says that? He should not be invited to | :18:18. | :18:24. | |
address schools. Are you defending him? One at a time. You are saying | :18:25. | :18:30. | |
he is not as bad as Nick Griffin? You cannot compare the people | :18:31. | :18:33. | |
speaking in these schools. Let me finish my point. Please let me | :18:34. | :18:40. | |
finish my point. Allow me to speak. Anyone who believes installing | :18:41. | :18:43. | |
people to death, Nick Griffin has reprehensible views but he does not | :18:44. | :18:48. | |
believe that an adulterer should be stoned to death. Anybody who does | :18:49. | :18:52. | |
should not be invited to a school. And nor should... Wait, wait. Next | :18:53. | :19:01. | |
on the list is Dan Hannan. Not yet, please. There are a lot of people to | :19:02. | :19:06. | |
talk to. If we can agree that Nick Griffin should not be invited to | :19:07. | :19:10. | |
speak to children? Of course he shouldn't. Can I finish? If we agree | :19:11. | :19:15. | |
that, by application we should also agree that anyone who believes in | :19:16. | :19:19. | |
ideas more reprehensible should not be invited to speak at schools. It | :19:20. | :19:24. | |
is a moot point. It should not even be a debate. The fact that we are | :19:25. | :19:29. | |
defensive about that is illustrative of the problem. Nobody is defensive | :19:30. | :19:36. | |
about it. Daniel Hannon is next. I want to bring it back and I think | :19:37. | :19:40. | |
with future respect, you have both dealt with that issue and we're | :19:41. | :19:43. | |
going to park it for now. Daniel Hannon, MEP, we saw recently a | :19:44. | :19:49. | |
certain swing in a certain way at the European elections. And a | :19:50. | :19:54. | |
discomfort about certain things that are happening. But this is the crux | :19:55. | :19:59. | |
in this debate. We do we draw the line about in -- tolerating | :20:00. | :20:08. | |
intolerance. You tolerate object your behaviour to the point of | :20:09. | :20:12. | |
incitement. You tolerate eccentricity up to the point of | :20:13. | :20:15. | |
madness, offensiveness up to the point of harassment. Toleration | :20:16. | :20:19. | |
means you tolerate it. You tolerate things that you find utterly | :20:20. | :20:26. | |
appalling. British values? What are they? Today is the 799th anniversary | :20:27. | :20:32. | |
of the signing of Magna Carta. You could do worse than the spare | :20:33. | :20:37. | |
inscription that appears on that memorial in Runnymede. Freedom under | :20:38. | :20:42. | |
all. If you wanted to distil British values into one phrase, and in that | :20:43. | :20:48. | |
phrase is incorporated all the things that through the years made | :20:49. | :20:52. | |
this country a better place to live that than the authoritarian | :20:53. | :21:00. | |
alternatives. It implies a regular election, uncensored newspapers, | :21:01. | :21:07. | |
sexual equality, free assembly. So where there is not equality between | :21:08. | :21:11. | |
the sexes and we have segregation, whether it is going on or not in | :21:12. | :21:15. | |
public places, and people's belief that they should be modesty and some | :21:16. | :21:18. | |
form of separation, we hear that from the authoritarian right -- | :21:19. | :21:26. | |
right wing groups. How do we clamp down on that? You tolerate those | :21:27. | :21:28. | |
views. Tolerating them is down on that? You tolerate those | :21:29. | :21:33. | |
same as teaching them in school. Every child born in this country, | :21:34. | :21:38. | |
where ever his parents came from is the heir to that same birthright | :21:39. | :21:41. | |
that began with the great Charter 800 years ago. And we cannot allow | :21:42. | :21:46. | |
our own sons and daughters in this country, whatever their parents came | :21:47. | :21:51. | |
from, to be denied a portion of that as a free society. That should go | :21:52. | :21:56. | |
without saying. Of course, once people have left school, they can | :21:57. | :21:59. | |
have whatever eccentric opinions they want but teaching people that | :22:00. | :22:00. | |
they are not just a they want but teaching people that | :22:01. | :22:05. | |
collection of individuals born to a different random collection of | :22:06. | :22:06. | |
individuals, that we different random collection of | :22:07. | :22:09. | |
together regardless of creed and race, that we have a British | :22:10. | :22:13. | |
identity and are connected to another, that is something that | :22:14. | :22:17. | |
should go for all our children. Liberalism with a small L. | :22:18. | :22:23. | |
Peter Hitchens, is that something we should fight for, to democratically | :22:24. | :22:30. | |
achieve the reality of liberalism? It is fascinating the way his | :22:31. | :22:34. | |
British values merchants are so coy about the real basis of the lunacy | :22:35. | :22:40. | |
which we enjoy, which is the form of Protestant Crips T and at which this | :22:41. | :22:45. | |
country adopted, which created the self restraint and strong belief | :22:46. | :22:50. | |
that law should be above power, because more derives from God, that | :22:51. | :22:56. | |
is what makes this country but they will not talk about it because many | :22:57. | :23:00. | |
of them are not Christians. They do not really believe these things. | :23:01. | :23:07. | |
That is what made us what we are. To try to generalise this into some | :23:08. | :23:12. | |
kind of human rights blancmange is to make a fundamental mistake about | :23:13. | :23:13. | |
how it came about to make a fundamental mistake about | :23:14. | :23:22. | |
need to defend... That is not true. I do not | :23:23. | :23:24. | |
need to defend... That is not true. people who make the loudest noise | :23:25. | :23:25. | |
about people who make the loudest noise | :23:26. | :23:29. | |
want to preserve it because many of them are allied with the principle | :23:30. | :23:33. | |
political lobby which has undermined its | :23:34. | :23:36. | |
political lobby which has undermined of open borders and mass | :23:37. | :23:39. | |
immigration, which has made it so difficult to sustain this country. | :23:40. | :23:46. | |
They were with you, Peter. But they have fallen out with you. Daniel | :23:47. | :23:50. | |
Hannon... That is just false history. It is true that a measure | :23:51. | :23:56. | |
of our individualistic culture can be said to have a Protestant basis. | :23:57. | :24:01. | |
Why do you think that was aimed at you? I don't think it was. It was. | :24:02. | :24:05. | |
Look at the phrase that appears in the charter. The law of the land. | :24:06. | :24:10. | |
Not the Kings Law or gods law, but a law that was imminent in the people | :24:11. | :24:15. | |
and the territory, that was the genius of the country. And that has | :24:16. | :24:20. | |
been our greatest export. The idea that the law is above the | :24:21. | :24:23. | |
government, the biggest guy in the country does not get to tell the | :24:24. | :24:28. | |
other people what to do, he is bound by something bigger than him, that | :24:29. | :24:34. | |
is the law inherent in all of us. Not a single person present at | :24:35. | :24:42. | |
Runnymede 799 years ago did not believe in the Christian God. How do | :24:43. | :24:51. | |
you know? That is nonsense. Atlanta's been waiting. Don't worry. | :24:52. | :24:54. | |
This is one debate in an entire hour. Adnan Rashid. Should we not be | :24:55. | :25:04. | |
really careful about what we teach our children? Should we be teaching | :25:05. | :25:10. | |
all children the great literature of Romeo and Juliet, the Shakespearean | :25:11. | :25:16. | |
plays? Otherwise, they are disconnected from the rest of our | :25:17. | :25:20. | |
culture and they need more cultural enrichment and just a sacred text. | :25:21. | :25:27. | |
Do you not agree? 100%. We must teach our children how to live in | :25:28. | :25:30. | |
this world. This is a complex multicultural world and we live in | :25:31. | :25:35. | |
it as a family. This is a perfect demonstration of a family. We are | :25:36. | :25:38. | |
all a family but we disagree with each other. A dysfunctional family! | :25:39. | :25:43. | |
Sometimes severely. I find some of the views here very objectionable. | :25:44. | :25:51. | |
Which ones? He is attacking Muslims for believing in things that Jews | :25:52. | :25:56. | |
believed in. There are Jewish rabbis that believe in the same things that | :25:57. | :26:00. | |
the sheik who came to lecture at the school believed in. I'll want to ask | :26:01. | :26:05. | |
you, do you see anything wrong with Jewish rabbis? Do you see anything | :26:06. | :26:12. | |
wrong with them? Exactly! Let him answer. That was a big question! A | :26:13. | :26:25. | |
big answer. So the Jews can believe in the Taarabt? -- Taira? What | :26:26. | :26:34. | |
aspect of Muslim belief did he decry? Everything he picks on in the | :26:35. | :26:45. | |
Muslim belief is believed by the Jews. The Jews believe in the | :26:46. | :26:54. | |
Taarabt and the -- believe in the Torah. I'd challenge her to come out | :26:55. | :27:05. | |
in public to condemn the Jews for believing in the same things. I do | :27:06. | :27:08. | |
not want him to do that and I'd defend the rights of the Jews to | :27:09. | :27:11. | |
believe in things they want to believe in. In a second, Laura. But | :27:12. | :27:17. | |
on this particular issue, I saw you on Newsnight the other night with a | :27:18. | :27:28. | |
gentleman who refused to, and a lot of people who do not understand the | :27:29. | :27:31. | |
complicity is of the ultimate aspiration of the Islamic state and | :27:32. | :27:34. | |
sharia law would have been aghast at his refusal to condemn stoning. What | :27:35. | :27:39. | |
is that about? I think they understand what is going on. Do you | :27:40. | :27:44. | |
understand the question? I think I do. The old Testament mentions | :27:45. | :27:52. | |
storming and I'd condemned on Newsnight a chap for not condemning | :27:53. | :27:57. | |
stoning women. If you are an atheist or Jewish or Christian or Muslim, if | :27:58. | :28:03. | |
you are a horse, and you call for stoning women to death, I will | :28:04. | :28:06. | |
challenge you and condemn you. I do not care what your religion is, | :28:07. | :28:14. | |
frankly. And I'd agree. I agree with him. You asked him a question. Why | :28:15. | :28:31. | |
do you not ask him the key question here? We could ask about stoning, | :28:32. | :28:38. | |
because I'm not sure what you are taking issue with, Adnan Rashid. My | :28:39. | :28:42. | |
take is Islam's take. If in an Islamic state, under sharia | :28:43. | :28:48. | |
conditions, in principle I would condemn stoning a woman to death. Do | :28:49. | :28:53. | |
you, with sharia conditions present, condemn stoning women who are | :28:54. | :29:03. | |
idolatrous? -- adulterous? There is no yes or no. Can I ask him and a | :29:04. | :29:12. | |
question? Why is there no yes no no. Answer to his question. -- eye and | :29:13. | :29:20. | |
showed his question. Wait, wait... Are you answering yes or no? There | :29:21. | :29:28. | |
is no yes or no. I find what you say extremely distasteful. The tone you | :29:29. | :29:34. | |
have used about the Jews and Jewish rabbis, the stoning, it is | :29:35. | :29:46. | |
incredibly distasteful. I defend the rights of the Jews to believe what | :29:47. | :29:52. | |
they want to believe in. I would find it uncomfortable if you started | :29:53. | :29:56. | |
defending me, because I would find it untrustworthy after what you | :29:57. | :30:03. | |
said. Anybody who uses text to defend violence, stoning, is wrong. | :30:04. | :30:10. | |
If there is a faith school or a state school that is teaching it, I | :30:11. | :30:14. | |
object to bit, because I believe in the role of the land, and schools | :30:15. | :30:19. | |
are there to teach, they do need supervision, the government should | :30:20. | :30:26. | |
not get rid of their responsibilities by handing these | :30:27. | :30:29. | |
things over, and any violence from whoever, from whatever type of | :30:30. | :30:41. | |
faith, should be condemned. Sorry I have wasted so long before I have | :30:42. | :30:45. | |
come to do! You are an educational social worker. You understand this | :30:46. | :30:52. | |
area. It is not so much what people believe, it is the fact of imposing | :30:53. | :30:58. | |
those beliefs on children who have not yet had the chance to make an | :30:59. | :31:02. | |
informed decision. Absolutely, that is what makes it difficult. If | :31:03. | :31:09. | |
professional teachers can do their job properly, their job is found | :31:10. | :31:12. | |
equipping young people to make informed choices about what is being | :31:13. | :31:17. | |
said and the speaker. If we do not teach about a multiplicity of faith | :31:18. | :31:22. | |
is in schools, it is uncomfortable, it will involve them hearing things | :31:23. | :31:29. | |
that I do not agree with, but if we do not equip them to make | :31:30. | :31:32. | |
judgements, they will be badly let down. It is about allowing teachers | :31:33. | :31:37. | |
to do their jobs properly. Talking about Birmingham, in a previous role | :31:38. | :31:43. | |
I had, I visited a Catholic run people referral unit, which was | :31:44. | :31:51. | |
doing good things with pupils who were struggling in the educational | :31:52. | :31:56. | |
system, and the leader said, I can stand in front of them and say, as a | :31:57. | :32:03. | |
Catholic, I believe those things. I believe I am loved by God | :32:04. | :32:07. | |
unconditionally, and as a Catholic, I can say that, and in schools | :32:08. | :32:13. | |
today, people are afraid to say that. I heard tell of one particular | :32:14. | :32:24. | |
catholic school, they were telling five-year-olds about burning in | :32:25. | :32:30. | |
hell. You do not need to be a Catholic or a Christian, you just | :32:31. | :32:33. | |
need to be a sentience human being to find that unacceptable. Why we | :32:34. | :32:41. | |
seem to think that this is something that is happening to other people, | :32:42. | :32:46. | |
that it is only Muslim schools, we have to turn the light on ourselves | :32:47. | :32:52. | |
and say, as Christians, we have some shady parts of our own past around | :32:53. | :32:57. | |
extremism and views that people find unacceptable, I do not understand | :32:58. | :33:02. | |
why we associate -- disassociate ourselves from that. It ill behoves | :33:03. | :33:10. | |
any of us to make judgements about that being the sole was possibility | :33:11. | :33:17. | |
of the Muslim immunity -- community. The single most disturbing thing I | :33:18. | :33:23. | |
have heard was how, in a conversation about who is and isn't | :33:24. | :33:28. | |
allowed into secular schools, we got into the Jews. How did that happen? | :33:29. | :33:34. | |
Travelling around the world, I have got that in other countries, it is | :33:35. | :33:38. | |
not something I expected to hear in a conversation in this country on | :33:39. | :33:44. | |
television. I find that chilling. One thing that I strongly agree | :33:45. | :33:51. | |
with, we are not talking about a faith community, we are talking | :33:52. | :33:53. | |
about bad behaviour by some individuals. I have been elected for | :33:54. | :33:59. | |
15 years, I have Muslim constituents, a number of them have | :34:00. | :34:05. | |
got themselves elected, the new leader of the Conservative group in | :34:06. | :34:09. | |
the European Parliament is a fairly devout believing Muslim, he keeps | :34:10. | :34:17. | |
the fast. But being British, he hates talking about his faith, but | :34:18. | :34:23. | |
in a quiet way, he has done his best to live is a good Muslim. The | :34:24. | :34:27. | |
difference between him and Adnan Rashid, he has got himself elected | :34:28. | :34:33. | |
to something, and he is more representative of the British | :34:34. | :34:36. | |
Muslims I have in my constituency than people who have not taken the | :34:37. | :34:39. | |
trouble to get a mandate in the ballot box for any of their | :34:40. | :34:45. | |
opinions. I stood in the last parliamentary election. I believe in | :34:46. | :34:50. | |
the democratic process as a way to put our interests, the interests of | :34:51. | :34:58. | |
the community first. I heard people say, those Muslims, the Muslims. | :34:59. | :35:07. | |
This fashionable word, disgusting word, you can attack the Muslims, | :35:08. | :35:15. | |
the culture is becoming the problem. It had become fashionable to talk | :35:16. | :35:21. | |
against the Muslims. It is becoming worse day by day. I went to | :35:22. | :35:26. | |
Birmingham the other day, I spoke to some parents and some teachers and | :35:27. | :35:32. | |
some pupils, they all said, we are scared of being Muslims. That is a | :35:33. | :35:37. | |
terrible state of play. We do not want to do that any longer. We want | :35:38. | :35:41. | |
to create a society where we all feel respected. Islam has a | :35:42. | :35:46. | |
contribution to make. If it was not for the Muslims to translate the | :35:47. | :35:51. | |
Greek into Latin, we would not see the industrial world today. We need | :35:52. | :35:58. | |
to create an inclusive society and not preach this hatred that is | :35:59. | :36:04. | |
dominating our discourse. We had 400,000 Muslim soldiers who came and | :36:05. | :36:06. | |
fought in this country for our values in the First World War, more | :36:07. | :36:11. | |
in the Second World War, they came as volunteers, to take up arms for a | :36:12. | :36:17. | |
country on which they have never set eyes, because they felt our values | :36:18. | :36:25. | |
were better than the alternative. Our values? We both live in this | :36:26. | :36:34. | |
country. Michael Gove excludes everybody else. He identifies Islam | :36:35. | :36:42. | |
as the poisonous, pernicious religion that needs to be fought at | :36:43. | :36:51. | |
all costs. You have made an elision between Islam and terrorism. That is | :36:52. | :36:57. | |
what Michael Gove is doing. We need to talk about British values with a | :36:58. | :37:02. | |
bigger agenda, how we can create an inclusive society where Muslims, the | :37:03. | :37:08. | |
Jewish community, Hindus, Sikhs, people with no faith, have a stake. | :37:09. | :37:20. | |
Gentleman, let's hear from your constituents, you stud as a Liberal | :37:21. | :37:29. | |
Democrat. You are all for democracy. The gentleman at the back. To be | :37:30. | :37:39. | |
British is an idea of freedom, united our country, the | :37:40. | :37:43. | |
Commonwealth, the English people, and it is enshrined in John Stuart | :37:44. | :37:47. | |
Mill, everybody can practice their happy life, but when it takes away | :37:48. | :37:51. | |
the freedom from other people to practice their happy life, that is | :37:52. | :37:55. | |
why the British state has to be strong in mediating boundaries. I | :37:56. | :37:59. | |
defend everyone's right to practice their religion in any interpretation | :38:00. | :38:06. | |
they choose if that is an extreme interpretation, but they do not have | :38:07. | :38:09. | |
the right to stop a citizen criticising religions, writing | :38:10. | :38:15. | |
books, making films. The British state has to be really strong to | :38:16. | :38:21. | |
find the boundaries. That is a really good definition, | :38:22. | :38:44. | |
the most godless city in England. The most godless city? Apart from | :38:45. | :38:52. | |
Barnsley. This is important, we have one of the highest rate of young | :38:53. | :38:57. | |
people's suicide. Is that because it is godless? You mentioned the word | :38:58. | :39:03. | |
allegedly, if we are debating that, we ought to look at where our feet | :39:04. | :39:09. | |
are. When two people in a family are having a row, the children suffer. | :39:10. | :39:13. | |
When two neighbours are having a row, the streets offers. When the | :39:14. | :39:17. | |
street is having a row, the community suffers. We are looking at | :39:18. | :39:23. | |
an elephant in the room. If we keep talking about Muslims in | :39:24. | :39:28. | |
Birmingham, we are missing the point that children on our own doorsteps | :39:29. | :39:33. | |
are dying, suffering from mental illness, and poverty is the root | :39:34. | :39:37. | |
cause of this. The media are looking to sell more newspapers, and how | :39:38. | :39:42. | |
exciting is it to keep commenting on what one person has said, talking | :39:43. | :39:47. | |
about something that everybody is going to disagree with. I would not | :39:48. | :39:54. | |
have the faintest idea whether Brighton was or wasn't a godless | :39:55. | :40:00. | |
city. How do the people in Brighton relate to each other? Might | :40:01. | :40:03. | |
experience of visiting Brighton fairly regularly is it is a great | :40:04. | :40:09. | |
place to visit, I love the warmth of the reception, the interaction I | :40:10. | :40:13. | |
have with people. I do not know whether they are Muslims, Jews, in | :40:14. | :40:19. | |
Jews -- Hindus, atheists, it is irrelevant. There is something | :40:20. | :40:25. | |
fundamental here, a parallel process in the document that is going on. | :40:26. | :40:30. | |
The question is, should we be tolerant of intolerance? I doubt if | :40:31. | :40:35. | |
anybody would say, yes, we should we tolerant of intolerance. We should | :40:36. | :40:40. | |
not, but there are certain. We should not go beyond. We said levels | :40:41. | :40:49. | |
where we say, culturally, we will not go beyond that. We do not need a | :40:50. | :40:59. | |
priest to tell us. I believe that freedom of speech and thought are so | :41:00. | :41:03. | |
valuable that we should defend them at all costs. If you cannot defend | :41:04. | :41:11. | |
the freedom of speech of people with whom you profoundly disagree, that | :41:12. | :41:17. | |
is no freedom. All of this use of view at extremism in this | :41:18. | :41:23. | |
discussion, they are practising extremism, the suggestion that it | :41:24. | :41:28. | |
will lead on to the commission of terrorist acts, this seems to be | :41:29. | :41:34. | |
very dangerous for freedom of thought. Many ideas which I hold, | :41:35. | :41:42. | |
when my parents helped them, they were commonplace, but now they are | :41:43. | :41:47. | |
eccentric and outrageous, they are increasingly classified as | :41:48. | :41:56. | |
extremism. How long is it... I am clearly about to finish my point. | :41:57. | :42:01. | |
How long is it before the classification of such ideas as | :42:02. | :42:05. | |
extremism leads to restrictions on freedoms of speech? We should be | :42:06. | :42:11. | |
careful. I disagree with a lot of what Muslims think and say, there | :42:12. | :42:18. | |
are many disputes and criticisms I have, but they should be free to | :42:19. | :42:23. | |
express them, not least so we can know what they are. We speak at | :42:24. | :42:28. | |
last, you believe there is an issue. Quite a lot of people come | :42:29. | :42:34. | |
here because it is a tolerant country, but I note you feel | :42:35. | :42:40. | |
here because it is a tolerant often persecuted. They are | :42:41. | :42:46. | |
persecuted, in hard secular regimes, Christians are not free to practice | :42:47. | :42:52. | |
their beliefs, in hard Islamic regimes, Christians are not free to | :42:53. | :42:55. | |
practice their beliefs. We have to look at the root of why our country | :42:56. | :43:00. | |
has been known as the land of the free and the brave, where our | :43:01. | :43:05. | |
education systems and Parliamentary systems have been emulated across | :43:06. | :43:10. | |
the world. It goes back to the Magna Carta, but the inspiration behind | :43:11. | :43:15. | |
the David Carter was Jesus Christ and Kristian Etty -- Christianity. | :43:16. | :43:25. | |
That has given us our freedom and flourishing. As we experience social | :43:26. | :43:30. | |
cultural chaos and a deep sense of loss in terms of our identity, we | :43:31. | :43:36. | |
get this collision of ideas, suppression and oppression. The | :43:37. | :43:40. | |
reality of Christianity is it is welcoming and hospitable and does | :43:41. | :43:45. | |
not coerce, it hosts. What we are finding with a secular regime and as | :43:46. | :43:52. | |
director of the Christian legal Centre is that Christians are losing | :43:53. | :43:55. | |
their jobs for offering prayer, holding opinions in schools, they | :43:56. | :43:59. | |
will not decide over same-sex marriages, and this is reality. A | :44:00. | :44:09. | |
reality of working at the centre is this, in the last month, we have had | :44:10. | :44:15. | |
women who have been born and raised in London and in London schools and | :44:16. | :44:19. | |
at London University 's who have wanted to leave Islam, and they have | :44:20. | :44:23. | |
been threatened with their life if they leave Islam. They are not | :44:24. | :44:28. | |
coming from Saudi Arabia or northern Nigeria, they are coming from | :44:29. | :44:35. | |
London, Birmingham, Bradford. We cannot tolerate the threat of | :44:36. | :44:54. | |
women... Miriam... I think the debate on tolerance must split. I | :44:55. | :45:00. | |
believe that that does happen. People are told me they have been | :45:01. | :45:05. | |
threatened. It happens here and there come from the community. But | :45:06. | :45:12. | |
think the splits into two. Legal tolerance of bigotry exists in this | :45:13. | :45:16. | |
country for good reason because we need to hear extremist views and | :45:17. | :45:22. | |
vent them in a democratic process. But in civil society does not mean | :45:23. | :45:27. | |
that we promote, teach, or endorse racism, homophobia anti-Semitism or | :45:28. | :45:31. | |
any other form of bigotry, whether it is justified by God or any other | :45:32. | :45:38. | |
ideology. And anti-Muslim hatred. That is the distinction we have to | :45:39. | :45:44. | |
make. Should we ban the Torah? That is my question. Can we start by | :45:45. | :45:52. | |
banning the Torah? Why are you obsessed with the Jews?! I am | :45:53. | :46:00. | |
pointing out your inconsistencies. Rabbi Laura and Miriam, | :46:01. | :46:36. | |
lovely. Is it the duty of faith leaders to encourage people of faith | :46:37. | :46:37. | |
to see their faiths in a modern context? And what does matter mean? | :46:38. | :46:48. | |
With doubt. Doubt is a great inoculation against fundamentalism. | :46:49. | :46:52. | |
We should question and we should learn about our faith and other | :46:53. | :46:57. | |
faiths. It is our role as faith leaders to teach in a modern way and | :46:58. | :47:02. | |
that means about ourselves and other religions, with questions. No | :47:03. | :47:10. | |
absolute certainties? I am absolutely sure about that. Miriam, | :47:11. | :47:14. | |
what about that, people standing up and saying, because there is a sense | :47:15. | :47:19. | |
of solidarity within faith and communities, and if one is attacked, | :47:20. | :47:23. | |
there is a feeling that everyone is being attacked. Do you understand | :47:24. | :47:27. | |
where I am going with this? Is it not time to stand up and actually | :47:28. | :47:30. | |
condemn more when we hear outrageous things? I do not know where you are | :47:31. | :47:35. | |
going with that and I'm going to choose to pretend that I do not know | :47:36. | :47:39. | |
where you are going. Rabbi Laura kind of addressed it. Yes. I would | :47:40. | :47:46. | |
like to come back to this idea that for me, faith leaders should teach | :47:47. | :47:51. | |
what they think is right. And schools should teach critical | :47:52. | :47:54. | |
faculties which allow us to distinguish twin solid arguments and | :47:55. | :47:57. | |
unsubstantiated arguments. And that is it. Those are the divisions. And | :47:58. | :48:03. | |
that is extremism. Extremism is saying that this is what you must | :48:04. | :48:10. | |
think and this is the truth. I'm trying to say that faith leaders | :48:11. | :48:13. | |
should stand up and say that this is not what you should think this is | :48:14. | :48:16. | |
something with philosophical flat ability. Back to Michael Gove, we | :48:17. | :48:22. | |
should be teaching our children how to think. The greatest gift you give | :48:23. | :48:27. | |
a child is the skill to think, the critical functions to think. When we | :48:28. | :48:33. | |
tell a child that this is what you must think when Michael Gove says | :48:34. | :48:36. | |
you must read this book and you cannot read that book... Michael | :48:37. | :48:41. | |
Gove has not said you cannot read that book. This is almost as | :48:42. | :48:45. | |
obsessive as saying it is all about the Jews. There's a curriculum and | :48:46. | :48:48. | |
we encourage people to read the best literature. One of the things that | :48:49. | :48:53. | |
David Cameron... You say that we have to believe in something. We | :48:54. | :48:58. | |
cannot teach in a void. What has given us our freedom is our | :48:59. | :49:04. | |
Christian heritage. The believe in nothing, to believe in | :49:05. | :49:09. | |
existentialism... Can we not believe in freedom and democracy? Those | :49:10. | :49:13. | |
ideals come from a Christian backdrop. I am not sure. When I'm | :49:14. | :49:24. | |
teaching my children, do this and do not do that, I have to tell them | :49:25. | :49:27. | |
that this is wrong and this is right but the reasons for right and wrong | :49:28. | :49:32. | |
IDs. We give them absolutes, as I think, and they're also give them | :49:33. | :49:35. | |
rationale. Without absolutes, they would be confused. I believe, and | :49:36. | :49:40. | |
this is an experience I have had with my daughter, eight years of | :49:41. | :49:44. | |
teaching children has convinced me that there are more needs for | :49:45. | :49:49. | |
absolutes. If society did not have absolutes, we would be doing all | :49:50. | :49:51. | |
sorts of things without coming together, that would keep us apart. | :49:52. | :49:58. | |
As a faith leader, is it your duty to bring beliefs up-to-date, or... ? | :49:59. | :50:07. | |
Contemporary interpretation as a Muslim is a must, as far as I'm | :50:08. | :50:14. | |
concerned. It is wrong of me not to. Constantly renewing the verdict is a | :50:15. | :50:24. | |
key value of Islam. But not to an extent that you would say that equal | :50:25. | :50:28. | |
marriage is OK? You would stick to ancient beliefs on that? Italy says, | :50:29. | :50:33. | |
can we abolish prior or end fasting in the month of Ramadan, can we take | :50:34. | :50:38. | |
it to December when the days are short? We cannot make those changes | :50:39. | :50:42. | |
because they are absolutes in the grand. If you take them away, you | :50:43. | :50:47. | |
might as well not have Islam. I'm saying that contemporary | :50:48. | :50:50. | |
interpretation would imply, how do white practice my face, for example | :50:51. | :50:53. | |
in Norway where the sun does not set? As far as I'm concerned, Islam | :50:54. | :51:03. | |
does not accept equal marriage. And both sides need to stay with their | :51:04. | :51:08. | |
views. I believe on one view and others believe differently. That | :51:09. | :51:13. | |
creates a level playing field in which we can tolerate one another. | :51:14. | :51:17. | |
And that is the good reason why the state is secular because he has the | :51:18. | :51:20. | |
right to say that and the state will conduct equal marriage and marriage | :51:21. | :51:25. | |
between a man and a man and a woman to a woman and will not listen to | :51:26. | :51:29. | |
that. If he wants to do it in his home, he can follow that view but | :51:30. | :51:33. | |
the state is not obliged. And that is called equality before the law. | :51:34. | :51:42. | |
I'd think it is useful to listen to the Bishop Holloway, who said the | :51:43. | :51:44. | |
opposite of faith is not doubt but certainty. I wanted to mention, it | :51:45. | :51:52. | |
comes back to something said earlier, the period we are in, of | :51:53. | :52:01. | |
rethinking things, that is what the Prime Minister has been writing this | :52:02. | :52:04. | |
morning, everyone is trying to nail down these values. In the reaction | :52:05. | :52:10. | |
to Andrei APPLAUSE comments, nobody seems to be keen on admitting, and I | :52:11. | :52:14. | |
speak as a secularist, on admitting that Christian -- the Christian | :52:15. | :52:21. | |
origin of some of these things. We cannot write our heritage out or | :52:22. | :52:25. | |
pretend it was something else. One of the things that is being done on | :52:26. | :52:32. | |
this, there is this attempt to accomplish the Li Na -- encompass | :52:33. | :52:40. | |
everyone in these great values. Freedom, tolerance, good, but there | :52:41. | :52:45. | |
is a risk in this. It comes back to always highlighting gay marriage, | :52:46. | :52:49. | |
something I am in supportive of, there is a risk that the build-up | :52:50. | :52:53. | |
this value system on white ground, to encompass everyone, but it might | :52:54. | :52:57. | |
also be ground and that is very shallow. I would suggests that some | :52:58. | :53:02. | |
of the things we are talking about, if we are identifying the country on | :53:03. | :53:03. | |
some of those lines, it prove to be, too shallow for some | :53:04. | :53:13. | |
people. Peter, you said in your column today that the whole thing... | :53:14. | :53:18. | |
I will come to you, Peter. You are very insistent. I am in a | :53:19. | :53:25. | |
91-year-old gay man. Following what the gentleman has said, I am living | :53:26. | :53:27. | |
in a relatively gay friendly the gentleman has said, I am living | :53:28. | :53:35. | |
Brighton. I have been in and 18 year long loving relationship with my | :53:36. | :53:42. | |
partner. I campaign to combat homophobia. I used to say to people, | :53:43. | :53:46. | |
please understand, I have been married and had three children, but | :53:47. | :53:50. | |
I have always been gay. People said, you cannot possibly be gay! I did | :53:51. | :53:56. | |
not choose to be, but I am gay. Now I've stopped as people to understand | :53:57. | :54:00. | |
because I do not understand myself. So I know say to people, please | :54:01. | :54:14. | |
accept! Accept, sexuality! -- homosexuality! Peter, you said in | :54:15. | :54:27. | |
your column today, finding a definition of Britishness, | :54:28. | :54:27. | |
your column today, finding a described it as squelchy, impossible | :54:28. | :54:32. | |
to define. What is Britishness to you? It is impossible to define and | :54:33. | :54:38. | |
I do not believe you can define it by anyway other than the way in | :54:39. | :54:42. | |
which it is being destroyed. What does David Cameron mean? He does not | :54:43. | :54:45. | |
know what he means, he is just talking about political advantage. | :54:46. | :54:48. | |
The nation state which our support is the largest unit in which it is | :54:49. | :54:52. | |
possible to be effectively on selfish. We have that, and now that | :54:53. | :54:58. | |
we do not necessarily share a religion or language or a belief in | :54:59. | :55:02. | |
certain laws and customs, we do not it is a regrettable change that has | :55:03. | :55:05. | |
overtaken this country but one which is irreversible. How we work out how | :55:06. | :55:11. | |
to live with our new neighbours in peace and harmony is going to be | :55:12. | :55:14. | |
very difficult. I do not think it will be British and I think we have | :55:15. | :55:18. | |
lost that. It will be something else and we can mourn its lost but to | :55:19. | :55:21. | |
pretend we can be something else and we can warn it's lost but to pretend | :55:22. | :55:24. | |
we can recreated with speeches... I think British values are easy to | :55:25. | :55:27. | |
define. It resides in the elevation of the individual about the state | :55:28. | :55:30. | |
and the law of the government. In constitutional principle. You might | :55:31. | :55:35. | |
say that those values are universal, but how did they become universal | :55:36. | :55:36. | |
values? Imagine that but how did they become universal | :55:37. | :55:42. | |
the Cold War had ended differently. There would be nothing universal | :55:43. | :55:45. | |
about these values. They developed overwhelmingly in the language that | :55:46. | :55:49. | |
we are now talking. And they were exported, if we are honest about it, | :55:50. | :55:52. | |
victories by English-speaking victories by English-speaking | :55:53. | :55:57. | |
peoples, and thank God they were. Imagine of those conflicts had ended | :55:58. | :56:00. | |
differently and we were living in a system that elevated the state over | :56:01. | :56:04. | |
the individual. There is nothing universal about that. There are two | :56:05. | :56:11. | |
mad ways to say British values, you can say British, you are out or | :56:12. | :56:17. | |
British with warmth. Let's say that British values are one thing and it | :56:18. | :56:24. | |
is expensive. -- are a warm thing. British values, squelchy or clear? | :56:25. | :56:34. | |
Do not mean that personally. -- I do not mean. Miriam. Obviously, there | :56:35. | :56:39. | |
is a debt to Christianity in this country and there is no reason to | :56:40. | :56:42. | |
pretend that there is not. It is part of our history. But there is | :56:43. | :56:47. | |
also a debt to other trends and ideas and acknowledging that is part | :56:48. | :56:51. | |
of recognising that what it meant to be British in Peter's parents | :56:52. | :56:55. | |
generation is not the same as what it means to be British today. It is | :56:56. | :57:01. | |
the redefinition of what means to be British. Britishness, what is it all | :57:02. | :57:06. | |
about? I am in Road Muslim and are lobbying in Britain. It is a | :57:07. | :57:10. | |
tolerant society and the British people are tolerant and loving. -- a | :57:11. | :57:13. | |
proud Muslim. What is happening right now is that some politicians | :57:14. | :57:19. | |
are making this country look ugly. It is a beautiful country and it | :57:20. | :57:23. | |
must remain so. I'd defend the freedom of every individual who | :57:24. | :57:25. | |
lives here according to the law. Thank you very much. The last word? | :57:26. | :57:34. | |
To me, Britain has given me what it should. It is more Islamic than most | :57:35. | :57:39. | |
Muslim countries. In itself, that says a lot to me. It is where I can | :57:40. | :57:44. | |
Pty am, free to express myself and have my children grow. Can be proud | :57:45. | :57:48. | |
of my and everything. But some of these values are universal. I want | :57:49. | :57:55. | |
to be a proud citizen of the world with these values are practised by | :57:56. | :57:59. | |
everybody. I think we are going to get one last word from Michael. It | :58:00. | :58:05. | |
is a feeling and we love being here and that feeling is what we need to | :58:06. | :58:09. | |
promote so that everyone who wants to make this country more secure | :58:10. | :58:16. | |
going forward. I want to ended there, on harmony. -- and if there, | :58:17. | :58:23. | |
on harmony, before we go for lunch together. | :58:24. | :58:25. | |
As ever, the debate will continue on Twitter and online. | :58:26. | :58:28. | |
This is the end of this series but we?ll be back next year | :58:29. | :58:30. | |
Until then, have a great summer and goodbye | :58:31. | :58:33. | |
to the cutting-edge science that's driving it, | :58:34. | :59:03. | |
Horizon investigates one of the biggest mysteries | :59:04. | :59:08. |