The concept of time has been dominated by “chronometry”. We used to take a look at our more or less reliable wrist watch for orientation in time. This is a cultural practice in all societies where such devices are readily available as consumer products. Before this time, even in the Europe, church bells or the sun played the role to locate people in time (Norbert Elias on civilization). Nowadays, even in remote areas of our planet the mobile phone has taken over to assist us to organize time. In the sociology of time, we observe multiple clocks. The personal time, social time – organized through laws, collective agreements, conventions or as behavioural features of us. So-called early birds have a specific awakening response of their cortisol level in their blood. For others this is delayed. We might conclude from this that different clocks are ticking within us. The societal challenge is to synchronize them. Starting time of schooling is another phenomenon of societal construction of life courses. Starting or ending time of a school day, week, month, year, adulthood, all are determined collectively and changed from time to time. Beyond points in time, there are durations in time to consider. Life spans are socially determined. Life expectancy varies a lot by social class and education levels. Therefore, at least in retrospect and keeping the duration constant across persons, life time clocks are ticking with different speeds for us as individual persons.
In the digital age and powerful search engines based on “web crawlers” we live more than ever in a global state of mind. Awareness of “global history of history” (Woolf, 2011) allows us to add perspectives from several parts of the world to our own version of history, historiographies and histories. Collective memories are continuously shaped and recreated. Due to easy reference to chronological time a perspective following decades has become a sort of collective mind map. This influences directly or indirectly through peer behaviour and preferences our own mindsets (Blanning, 2008 p.307). From a sociological point of view decades are at the crossroads of time, period and cohort effects, potentially mixing up all 3 effects. However, statistically speaking we might apply a spline function -´ to our otherwise / linear running of time. Thick description of decades like the 60s, 70s, 80s, is common practice in our communicative practices, preferences as well as behavioural features. A dialectic co-evolution of decades, one negating the other or one decade being a synthesis of 2 other decades are part of the critical assessment of lasting contributions to history through histories (Paul Ricoeur).