It is a pleasure to serve under your chairmanship, Sir Henry. It is also a pleasure to speak to this report. I commend the Committee for it. It is a very interesting read, and I am pleased to hear that the Minister and the Charity Commission in England will pay some attention to its recommendations. I look forward to hearing the Minister’s speech later.
I was pleased to hear from all the members of the Committee who have spoken so far that they, too, agree that universities should be places of debate and discussion, disagreement and dispute. It is only by disputing the status quo that knowledge moves on, that the sum total of human knowledge is expanded, and that we learn more. Academic freedom, university autonomy and the right of scholars to think and do and say as they will are essential elements of universities. They are indispensable if we want to see universities be universities, and if we want the benefits to society that come from having universities.
The right hon. and learned Member for Camberwell and Peckham (Ms Harman) reminded us of how heated debate has always been part of university life. It certainly figured in my time as a student. Representing Edinburgh North and Leith, I must mention the role that academic freedom and freedom of speech played in the Enlightenment. Those freedoms were so important in incubating the freedom of thought and the rebellion against orthodoxy that underpinned the expansive thoughts of Enlightenment figures. Without those freedoms, we would not have had that Enlightenment, and we would not have the world as we know it today. Free speech has created our world and continues to create it anew.
In that context, I am pleased that universities in Scotland seem to be maintaining those freedoms rather well, and that the Scottish approach to regulation appears to be more effective than the rather heavily laden approach being taken in England. I was certainly pleased to hear from the hon. Member for Congleton (Fiona Bruce) that England’s Charity Commission is now agreeing to reissue guidance. That was certainly something that figured heavily in the report. It is clear that students and university bodies are finding things confusing, to say the least.
Freedom of speech is not an indivisible right. It does not sit alone and gleaming like some immutable, omnipotent deity. It does not exist outside of human interaction or outside of society. There is no free speech without stout defence of it and without rational and reasonable care taken of the privilege. There is no free speech where we allow hate speech. Those repressed by the violence of hatred are not free to speak. Those cowed by hate speech aimed at others are not free to speak. Those practising hate speech are not speaking; they are shouting so
loudly that they are excluding other voices. Hate speech is the enemy of free speech, and we should not allow it. That does not mean, however—many Members have made this point—that we should ban speakers we do not like or intimidate their supporters. The example given by the right hon. and learned Member for Camberwell and Peckham was upsetting. It is depressing to think that people think they can force their opinions on others in that way or intimidate them in that way. Masked protesters are no better. Intimidation does not defeat hatred; it inflames it.
Our defence of free speech, and of the privilege of discussing possibly awkward topics, has to be stronger and more open. The report goes a long way towards making that possible, in a way. Our defence against hatred has to be rooted in a society that will not accept it, and in a broadside of opinion that says that tolerance and patience are virtues that we value, and that stand above personal advantage or tribal instincts.
I certainly had great sympathy with what the right hon. and learned Lady said on safe spaces and on free speech in universities. Safe spaces exclude people as much as, if not more than, they protect people. Closing down debate by protest, exclusion or intimidation is censorship by the mob and cannot, in any mind, be the way in which we would want universities to function. Is it really the message that we want the students of today to learn? Do we want to say that the safest way of dealing with ideas that we find distasteful, opinions we dislike and people whose views we find abhorrent is to ignore them, shut them out and think that they will have no further effect on us? That surely would not be a sensible thing for them to think, and I think that there are significant parallels to be drawn with the Prevent legislation since it, too, appears to suggest that bad things will go away if we do not look at them.
It cannot only be me—it clearly is not—who looks at the effects of the Prevent legislation on our universities and questions how effective it is. As outlined in the report, having universities and student unions jumping through hoops to satisfy regulators about events on their premises is hardly likely to be the greatest blow any terrorist group has ever faced. It is only 20 years since the Good Friday agreement was made. That ended the troubles by rational means, and I cannot believe we have forgotten that it was not achieved by closing down debate in universities. In fact, some people might remember that a previous Government sought to deny “the oxygen of publicity”. That was a farcical policy, which did nothing to address the underlying issues.
Vetting the thousands and thousands of speakers who present in universities every year is not a solution, or even a partial one. Cairncross, Blunt, Maclean, Burgess and Philby did not need a “Moscow is swell” event at Cambridge to persuade them. The time and effort spent by universities and student unions on monitoring and adjudicating on events seems to me to be wasted. In my view, positive relationships between communities and public organisations are the key to preventing recruitment and radicalisation. That takes time and effort; it years and years of building trust, and it is far too easily destroyed by careless comments and attitudes.
I recommend Scotland’s approach on this to England’s regulators and policy makers. Do it in a spirit of seeking mutual benefit, and that is what you will move towards. To the students, let us say, “Do as you will. Attend meetings
or don’t, listen to speakers or don’t, but engage in the debates; think for yourselves. This is a time of your life that, as we all know, passes all too quickly. Suck it in, soak it up, make it count and enjoy it. And in the meantime, tell Government to back off—they always need to be told.”
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