A primary school teacher from Reading has launched a stinging critique of the viral 'six-seven' phrase, labelling it an 'embracement of idiocy' rather than a symbol of hope. Marlon Minty's comments come in response to a Guardian article which suggested the nonsensical term could be 'the most hopeful word of 2025'.
The Root of the 'Phenomenon': Profit Over Sense
In a letter to the newspaper, Minty, who promotes logic and understanding in his classroom, detailed his investigation into the origins of the trend. He dismissed theories of it being a sinister cult or a secret children's code. Instead, he concluded it is a 'badly cobbled together mishmash' promoted on social media. The sole purpose, he argues, is to drive clicks for influencers seeking attention and potential financial gain.
'None of the children I asked understood where it comes from or why it is funny,' Minty reported. This lack of comprehension is at the heart of his objection. His teaching philosophy centres on critical thinking, encapsulated in a classroom mantra: 'If you don't know why you're doing something, don't do it.'
A Classroom Philosophy Against Mindless Trends
While the phrase 'six-seven' is not explicitly banned in his lessons, Minty is unequivocal with his pupils about the dangers of unthinking participation. 'I am very clear with the students that when we do stupid things without any understanding of what or why we are doing it, we reduce ourselves to idiots,' he wrote.
He firmly rejected the notion that such a trend represents hope. For Minty and his school, hope is cultivated through tangible, positive values. 'Hope is fostered in our school by the promotion of kindness and honesty,' he stated, 'not by enabling social media giants to make even more money.' His stance presents a direct challenge to the idea that viral, meaningless trends have any positive social value.
The Wider Implications for Education and Social Media
Minty's letter highlights a growing tension between the fast-paced, often absurd world of online viral culture and educational values that prioritise reasoning and intent. It serves as a cautionary note about the commercial engines behind many youth trends, which are designed for engagement rather than enrichment.
By speaking out, this Berkshire teacher has ignited a conversation about how educators and parents should respond to the next fleeting 'craze' that captivates young people, urging a focus on understanding over imitation.
