Nonsense by Jamie Holmes - Excerpt
Nonsense by Jamie Holmes - Excerpt
10 9 8 7 6 5 4 3 2 1
First Edition
posed attitude among language learners. Fifty years before the BBC
documentary, in fact, Thomas tested his early ideas in an episode that
eerily inverts his pedagogical demonstration at City and Islington.
to our ability to function in the world. But like any mental trait,
this need can be exaggerated in some people and heightened in cer-
tain circumstances. As Kruglanski told me, “the situation you’re in,
your culture, your social environment—change any of these factors,
and you’re going to change someone’s need for closure.” Aversion
to uncertainty can be contagious, picked up subconsciously from
those around us. In stressful situations, we trust people in our social
groups more and trust outsiders less. Fatigue heightens our appetite
for order. So does time pressure. When our need for closure is high,
we tend to revert to stereotypes, jump to conclusions, and deny con-
tradictions. We may stubbornly insist, like Rudolf Schelkmann, that
the dog is still a dog and not a cat.
Michel Thomas came to grips with the power of context to open
or close the mind. He learned how to manipulate the situational le-
vers controlling our discomfort with ambiguity. Think of how per-
fectly the CIC’s setup in Ulm inverted Thomas’s lessons at City and
Islington. Wanting the SS men to feel time-pressured, he answered
telephones calls during the meeting and made sure his “aides” inter-
rupted him. He wanted to intimidate the conspirators, so he stocked
the hunting lodge with weapons and bundles of cash. To put the SS
men on the defensive, he lodged them at an unfamiliar safe house.
To tire them out and make them uncomfortable, he had them ride
through the rain, wait in the cold, and march through icy puddles.
In London, by contrast, Thomas encouraged his students to have pa-
tience. To ensure that they were relaxed, he told them it wasn’t their
responsibility to remember anything. He even had them cart away
the classroom desks and replace them with living room furniture
and wicker screens. His students arranged their own learning space.
To further help them take control, he assured them that they were
already familiar with thousands of French words.
Thomas turned the Nazis’ own doubt-repressing tools against