Cooperation First is an approach to human interaction that should be the focus of every form of education, at every level. It teaches us to recognise that reciprocity is key to mutual wellbeing; that helping each other succeed is better for all than if some were allowed to push ahead by taking unfair advantage of others; and genuine cooperation can only take place on equal terms without deception or prejudice distorting relationships.
It does not matter what party labels people prefer, what religious or secular beliefs we grew up with, or what our cultural heritage happens to be, we all have the potential to appreciate and engage in positive cooperation with others. What is needed is sustained support in developing our understanding, so that we are ready to reach out to others, and at the same time be on guard against those who refuse to reciprocate our readiness to work with them. We also need to grasp the necessity of two-way scrutiny of reasons and evidence, and be able to apply cooperative problem-solving and avoid dogmatic assertions, when we seek to establish what can be accepted as shared beliefs.
Furthermore, Cooperation First can be taken forward in learning programmes that enhance:
• Skills for workplace cooperation: the most important are transferable skills that can be applied at successive levels in the work context – these are skills for cooperation, from customer service, production liaison, setting up quality circles, to rota management and strategic planning, and the setting up of worker cooperatives.
• Skills for political cooperation: the most important are critical skills in understanding policy proposals, grasping intentions, unpacking rhetoric, checking the reliability of sources, debunking false or misleading claims, persuading others to think and act, and learning to anticipate deflections, and address others’ underlying concerns.
• Skills for community cooperation: the most important are social skills in ice-breaking, building trust, devising joint activities, defusing misunderstanding, and facilitating consensus exploration. Particularly important is the ability to improve empathy amongst diverse groups, and generate a sense of common purpose.
In parallel, we all need to learn more about how to deal with people who appear not to want to work with us. We should be able to understand what is behind their stance. For example, some may have been deceived or indoctrinated into going along with prejudiced and irrational actions. Some would have missed out on opportunities to think through issues in an open and rational manner, engage with people beyond a closed circle, or be treated with trust and respect. There are those who been conned into believing they should target their anger and frustration at people who are in fact innocent scapegoats. In all such cases, we should engage with them sympathetically to help them escape from their distorted perceptions of the world. Through appropriate learning, they may come to see through the lies, and channel their feelings where they will make a positive difference for them and others.
Unfortunately, there will also be those who want to gratify their own ambitions regardless of the consequences for others, and some will even seek the subjection of others to give themselves a twisted sense of superiority. With them, there can be no compromise. Their duplicitous agendas must be exposed, their overbearing power curtailed, and their insidious policies reversed. This, too, is something that must be widely taught if true cooperation is to be secured.
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Check out the one-volume learning resource for democratic mutual support and cooperative problem-solving: What Should Citizens Believe? – exploring the issues of truth, reason & society.
Available in e-book format: https://www.amazon.co.uk/dp/B07CSYRF8H
And in paperback: https://www.amazon.co.uk/dp/1548183105
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