Tag: learning

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Queue to learn

The protests of students in France has been biased by reports on the violence by people who looted shops. The broadly unmatched learning ambitions of students has entered little into the reporting. In the 2 weeks after the protest students flocked to public libraries to learn in decent conditions. Nowadays, this includes access to fast internet and other sources of inspiration depending on interests. Researchers who were the primary users of the BNF have been outnumbered by advanced pupils and students ready to queue for 1 hour to catch a place even sitting on floors. This brings back the time of the baby boomers who entered with large birth cohorts into high schools and universities later on. Such social trends are predictable and adequate policy responses not even extremely expensive. Until education institutions are expanded there will be queues to learn. 

BNF queues to learn 2026-10-26
BNF queues to learn 2026-10-26
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Systems of thinking

The translation of the title of the “chair” created for Michel Foucault at the “College de France” sounds rather all encompassing. He worked during the years 1970-1984 at the institute, which were particularly innovative in terms of new concepts to look at society. With the massive protests of students in the streets of Paris in 2026-10, the exhibition of Foucault’s life course, his major contributions, legacy and audio-visual material are presented in a small exhibition. Foucault was one of the social scientists who had a research interest in the student protests of 1968 already.
In the exhibition it is possible to inspect central pages of the hand-written originals of some of his lectures. In the late 60s and 70s tape recording became feasible and such recordings helped to spread his ideas quickly. As Foucault was a master of contextualisation of societal procedures, like for example imprisonment, the curators of the exhibition present a few samples of Foucault’s own library (image below) and examples of correspondence with his network of social scientists, like Roland Barthes or Raymond Aron. In 2026 the thoughts on “gouvernementalité” (own translation “governability”) still speak to current politics. That is a great half-life-value of social thought.

Examples of Foucault book collection at his home College de France 2026
Examples of Foucault book collection at his home College de France 2026
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Reading confidence

Competence and confidence in reading skills are closely related. The exact nature of the relationship remains a bit of a puzzle. Educational psychology stresses the importance of self-concept and self-efficacy for attitudes towards learning in general, but evidence on relationships related to the progress of reading competence over longer periods is scarce. The might be virtuous and vicious circles of competence and confidence at work. At the Frankfurt Book Fair 2026 many publishers presented established manuals on acquisition of reading skills. However, pre-school, primary school teachers as well as parents struggle to support early learners.
The “Lauter Verlag” presented a stimulating approach which tries to set children on a virtuous reading acquisition track. It start with very short 2, then 3, then 4 … letter words in German to reach the level to read whole sentences. Children build confidence with each step and they are encouraged to quickly reach a more challenging higher level. About time to test the interrelationship of competence and confidence in more detail to reach all learners of languages with innovative approaches. Even the much acclaimed French author Georges Perec kept lists of 3,4,5,6,7,8 letter words to build some of his famous poems.

Frankfurt Book Fair 2026 Lauter Verlag
Frankfurt Book Fair 2026 Lauter Verlag
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Game of letters

For most children reading and writing are too serious to be considered a game. And yet, learning is so much more fun if such competencies are acquired or at least accompanied through a game-like approach. School grades and PISA tests have taken out the fun part of learning of the most basic competencies. The fun in learning and experimenting is likely to increase the time spent learning, its efficiency and the return to learning. Georges Perec explored so many different ways to play around with words and letters to find his own most suitable style how letters assembled into words may serve his evolving purposes. The exhibition and accompanying material at the BNF on Georges Perec could spur a renewed interest in such games of letters and with letters for the young and old. (Image: BNF exhibition on Georges Perec, Words ending with letter d 2026-10).

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Emotions in Politics

Rage or even hate count among the high emotional states in psychology. The presence in politics of these more extreme emotional states has been on the rise since the times of Covid-19 due to the necessary restrictions of the fundamental right of free mobility. A cost of living crisis might lead to similar emotional states as “Angst” about homes, commuting and heating put many people in existential crises. The rise of extreme right parties has gained on the basis of this basic social mechanism using hate speech and a continued rage as driving force. Established political parties across Europe and the Americas have been very slow to react to this. Just providing accurate information and correcting fake news is not enough. More emotions are called upon to counter such aggressive strategies used by political opponents, unfortunately. In the podcast “The 2nd thought” (Der zweite Gedanke in German!) Natscha Freundel together with Justus Bender and Heike Klüver we learn that an emotional response to rise of the extreme right is asked for. It is interesting to witness that 144 years after “Die fröhliche Wissenschaft” we still have not learned the lesson from Book 1 entry 38 by Friedrich Nietzsche: “with reason alone, thou shalt not convince those explosive minds” (own interpretative translation).

Quotation from Nietzsche Book1 Nr.38: Mit Gründen gewinnt man diese Pulverfässer nicht!

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UN General Secretary

The questioning of candidates for the position of UN general secretary in 2026-7 has revealed  a fundamental difference in the understanding of the role to be played by any General Secretary. Do you want a SG to be more of a General or more like a Secretary? In other words, do you abide by the idea to have a person in leadership position to rely and lead in a strictly hierarchical manner or do you choose a person that understands leadership as a service to the constituent bodies or membership organizations. There seems to be a predilection for the former rather than the latter leadership profile. However, 21st century has a chance to break with the erroneous paths, choices and missed opportunities. … “when will we ever learn”.

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Learning locations

We tend to associate schools as the primary learning locations. However, there is a multitude of additional locations that offer excellent learning locations like museums, libraries, churches, enterprises or various associations. Some of these learning locations have better equipped learning facilities and environments than many schools. It is about time to reckon with this and advocate stronger links between the often disconnected worlds of learning. Teacher training focuses on schools, curricula and teaching methods, but the systematic combination of all these „external“ learning locations with the full-time schooling world could stimulate so much more learning. Maybe, even the social selectivity of education could be reduced through the motivation and different entry points into learning by a diversity of learning locations. Lifewide and lifelong learning are likely to be motivated at an early age. (Image: Stabi West-Berlin 2026-7)

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Learning moral sentiments

In school curricula and evaluations of pupils learning progress there has been little attention to pupils’ learning moral sentiments. Religion and comparisons of religious practices have entered educational programs, but even the big PISA studies have largely refrained from evaluations of learning achievements in ethical matters or moral sentiments. Adam Smith as proponent of the Scottish enlightenment had written about “The theory of moral sentiments” before embedding his market economy into the enlightened society. In the 2020s we realize that we have neglected this part of learning for far too long. This is the point where memorials can play a primordial role as a central part of learning not only about history, but moral sentiments in the broadest sense. Memorials “Gedenkstätten” operate as quasi-schools” in this respect for young and experienced learners at the same time considered that more than 50% of learners in memorials pupils, students or from teaching professions. However, outcomes of  learning in memorials could also be assessed in order to check what kind of learning goals and moral sentiments can be addressed in such historically charged learning environments. Such learning locations of moral sentiments have to balance the intended learning with the necessary decency of the commemoration in such learning environments. (Image: Topography of terror Berlin exhibitions) 

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Repetition and Variations

Learning and, surprisingly, innovation or creativity build upon repetition as a method. You may just recall the content or repeat an exercise and this is an obvious form of learning by simple repetition. A bit  more challenging is active recall, which would take into consideration to ask (yourself) questions about the subject at hand. The time component is another form for effective or “spaced” repetition as time intervals and timing over a learning period are powerful mechanisms of learning strategies as well. Even visualizations of content in form of a mind map is a creative form of repetition. The basic content remains the same. You may also just use repetition in a form that you (imagine) teaching the same content to another person, which is also known as the Feynman method. Learning can consist in variations of repetitions. This works in many disciplines and the repertoire of repetitions is a part of any pedagogical toolbox and exercises. (Image: Extract from Horst Bartnig, Composition in ten colours 000-999, 1981, Neue Nationalgalerie Berlin) 

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Gone Gliding

The seaside resorts offer additional experiences to people beyond swimming. Gliding on the water or in waves is an affordable exercise for everyone. It  just needs a small board and off you go. Falls are a usual part of the exercise. Beware of them if you have any prior conditions. For the 50+ generations some regular prior falling exercises are a must. Youth has the advantage of sufficient power per kg of body weight to afford repeated falls. Water and sand soften the falls. The gliding experience, however, is a great compensation for the risks taken. Not for everyone, but early experiences in or beyond schools give pupils a head start on how to balance out yourself in specific situations. Spectators and the experience to be under observation might influence your performance for the better or worse. Balance is a rather complex experience combining body and mind coordination for all ages.