Tag: lifewide

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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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Mitterrand literary

François Mitterrand is well remembered for his polititical leadership and of 14 years at the Presidency of France. He left behind a legacy of architectural highlights of which the 4 open books as the modern world idea about a cathedral size public library. The prolongation of the “Axe historique” to “La Défense” originated also in Mitterrand’s first term in office. However, only few would know about the literary ambitions and accomplishments of François Mitterrand. The Institut François Mitterrand organized a conference on the literary achievements of Mitterrand an his eloquent style and careful editing of speeches, his letters and journal writing (2026-10-16). The expert panel highlighted the literary sources of Mitterrand’s own reading and references to authors like Zola, Camus, Proust, Stendhal, Blum, Jaurès, Chateaubriand or also the letters of Simone de Beauvoir, to name but a few. The appreciation of the politician François Mitterrand by a German language author (Kimmel 2022) allows to get more familiar with an “external view” of a great politician, who ensured that also the enlarged Europe would still have a solid French foundation. Merci. Maybe Mitterrand has been the founder of a “literary leadership style”. Possibly in close resemblance to the antique or Roman vision to have philosophers as states(wo)man.

Institut François Mitterrand colloque 2026-10-16 Paris BNF
Institut François Mitterrand colloque 2026-10-16 Paris BNF
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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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Berlin moves it

Yes, we like to move it. Investment in infrastructure follows a long-term economic rationale. In urban areas space is a scarce and, therefore, an expensive resource. In order to use the current space for mobility more efficiently, the use of a longer tram or train is an effective way to increase capacities. Rather than to increase the frequency, which is no longer possible without safety risks, a longer vehicle allows to bring more, and more diverse, passengers on board (kinderwagen and wheelchairs included).
It is a long-term objective to make urban areas liveable for all ages. Tramways which allow a low or, better, no barrier to entry is a necessary condition in this respect. The new “Urbanliner” in Berlin (image below) offers such essentials of access and urban mobility. A single tram is 50m long with 88 seats and 215 standing persons in larger corridors. 300 tram passengers can be compared to about 12 average length cars with at best 15-20 passengers.
A consensus of “how best to move it” in cities pays off in the long-term. Planning has to start about a decade before delivery and needs to survive political cycles going back and forth.

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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. 

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Autonomy in literature

As we might imagine, autonomy has been and is a huge topic in literature. From the foundations of democracy to the autonomous state building, historical accounts are full of treaties on autonomy. Literature has taken similar steps by asking can we really be autonomous in our decision-making as we are social beings embedded into varieties of Throne, families and networks. There are ever larger parts that we are conscious about, but the realm of unconsciousness or sleep remains substantial. Maybe in literature, the author Samuel Beckett has gone furthest in dealing with human autonomy in his writings. The search for autonomous action might lead to far-reaching inactivity in “Waiting for Godot”.
However, Beckett’s view about autonomy can also be interpreted as a continuous battle of mankind as demonstrated in the often cited expression by Beckett (“Worstward Ho”, 1983, p.7) “All of old. Nothing else ever. Ever tried. Ever failed. No matter. Try again. Fail again. Fail better.” Our strive for autonomy remains a lifelong struggle. The path to more autonomy is not linear over the life course. In fact, much evidence from gerontologists suggests that it might follow an inverse U-shape, being low at birth and low before death. Literature has guided us in such questions just as much as religious, philosophical, legal and social concerns enter into the underlying concept of autonomy and autonomous decision-making across the life course.

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Fail collection

The not-so-social media have been flooded with collections of failures. The success of this short video format is mostly due to its entertainment value. A quick laugh is guaranteed if a certain intention is turned into its opposite. You want to take a witty shortcut but effectively you end up with a lengthy or painful lesson of the opposite. The fail collection of the CNAM in Paris has a similar attraction. The “Flops” exhibition in 2026 exposes a larger number of technical innovations that either did not reach the mass markets or that were “flawed good ideas”. In fact to put an innovative idea or design into practice it takes a lot in addition to engineering intelligence and professional competence and experience. The collection of documentary evidence invites us to explore the topic of what constitutes a failure and why failure is an intrinsic part of the creative process of trial and error, fail, fail again and fail better. (Image Musée Arts et Metiers 2026).