After waking up and reading this email written by Kel Richards, THE wordsmith and Podcaster and Broadcaster in Australia, I thought it is time for me to develop my own Masterplan on Education for the generations to come.
Pls check out my Web Profile and Background in Higher Education, before you shut down this site.
There is a bit of confusion these days in meaning making.
When I introduce myself in Australia as retired, people might undestand retarded, as the pronunciation learnt in Primary or later was neglected there. In the country or sociocultural background of the community I have no clue of.
#clueless
#thinker
#bully
#Trump
#Musk
#language
#meaning
Pls note: Further thinking and reading and discussion is encouraged!
#Wordsmith
#Shakespeare
#Goethe
The Author of this Blog has a grammar background with 8 years of Latin.
The Author of this Blog studied American Studies at the J F Kennedy Institut in Berlin at the FU.
I have been having an email debate for some weeks now with a reader named Chris. He protested when I said that part of the meaning of the word ‘Woke’ is being a bully. He insisted that I show him where the Oxford or some other reputable authority says this.
I pointed out to Chris that part of my role as a language journalist is to report on language changes long before the dictionaries catch up with them. And the key, I said, to doing this is to remember Ludwig Wittgenstein’s dictum that ‘the meaning of a word is its use in the language.’
So, to discover how subtle changes in meaning are occurring we closely watch how words are being used around us and in contemporary media (it’s something all we Wordies do—I’m sure you are as sensitive to language as I am—that’s why you send me such interesting emails!)
Chris insists that ‘Woke’ only means ‘awake to social or political injustices’—which is certainly where the word started. What I think Chris has missed is that those people who are happy to think that they are ‘awake to social or political injustices’ are now completely intolerant of anyone who disagrees with them.
This is the source of ‘cancel culture’—where the Woke refuse to listen anyone who disagrees with them and do everything in their power to shut down the voices of disagreement so that no one else gets to hear from them either.
One of the classic cases was with Bettina Arndt who lectured on domestic violence. And in her lectures, she pointed out that men are not always the perpetrators and women are not always the victims (most of the time, but not always—it is important to remember the male victims of domestic assault). Well, the Woke feminists were horrified—they got her cancelled from university campuses and disrupted any meeting she addressed.
That is Woke bullying—shutting down anyone who disagrees with them.
I fear that the ABC these days employs people who all think alike and is reluctant to put to air voices of dissent. To anyone whose eyes are open, it is clear that Woke bullying is now widespread.
In America, those Woke warriors who disagreed with (and disliked) Elon Musk started firebombing Teslas, and Tesla dealerships.
So, Chris do you understand my point about the reputable role of wordsmithing involves keeping our eyes and ears and open and keeping ahead of the dictionaries? Well, perhaps, Chris does and perhaps he doesn’t.
What about you? Do you think I’ve answered Chris’s objection?
Tonight I will be a panellist on ‘The Sunday Showdown’ on Sky News (8pm AEST).
Pls contact the Author Kel at ozwords.com.au in case you wish to subscribe yourself.
Published by Peter H Bloecker, Retired Director Of Studies (Germany) and living in Germany and Australia since 1998.
Iconic Cars like The Beetle | Credit Author and Blogger #phb
Navigating Modern Complexity:
The following essay was written and designed as one of my Masterplans on Education integrating deep dive and thinking with reading and writing skills. No AI without these basic skills
Below is an essay that offers a deep-dive comparative analysis of three influential frameworks—Harari’s modern lessons for life, Jordan Peterson’s rules for personal order, and the micro-level transformation strategies of Atomic Habits. This essay is designed to serve as a masterplan for your multicultural, multilingual cohort of top students, inspiring them to integrate global perspectives, philosophical rigor, and practical routines.
My last few Readings summarized:
A Comparative Analysis of Harari, Peterson, and Atomic Habits
Introduction
In an era marked by rapid technological change, global uncertainty, and unprecedented access to information, the need for guiding principles in life has never been more evident. Three distinct yet complementary frameworks have emerged as beacons for personal and societal transformation. Yuval Noah Harari’s 21 Lessons for the 21st Century challenges us to make sense of a world inundated with information and complexity. Jordan Peterson’s 12 Rules for Life emphasizes the personal responsibility required to forge order out of chaos. Meanwhile, James Clear’s Atomic Habits provides an actionable methodology—focusing on the power of small, incremental changes—to build a sustainable, meaningful daily routine.
Although these frameworks originate from different disciplinary traditions—global history and socio-political analysis, clinical psychology and philosophy, and behavioral science—they converge on the underlying imperative of transformation. This essay explores how Harari’s lessons for understanding our global context, Peterson’s rules for reclaiming personal responsibility, and the actionable strategies of Atomic Habits collectively offer a blueprint for navigating modern complexity.
I. Philosophical Foundations and Global Perspective
Harari’s Global Insight
Harari’s lessons speak to the challenges of an era defined by rapid technological innovation, geopolitical shifts, and environmental imperatives. In 21 Lessons for the 21st Century, Harari warns that humanity stands at a crossroads—a point at which old narratives have dissolved and new, often conflicting ideas struggle to gain foothold. His approach is distinguished by its scope; it addresses how we interpret history, manage technological disruptions (like artificial intelligence and biotechnology), and handle the interplay of global cultures. Harari’s message is one of awareness, urging us to cultivate clarity amidst an overload of information and to develop a flexible mindset that can adapt to unforeseen challenges.
Peterson’s Psychological and Existential Order
In contrast, Jordan Peterson’s 12 Rules for Life narrows its focus to the individual. Peterson contends that the chaos of the external world can be managed by establishing internal order. His rules—ranging from “Stand up straight with your shoulders back” to “Set your house in perfect order before you criticize the world”—encourage individuals to assume responsibility for their lives. For Peterson, the path to a meaningful existence lies in the disciplined confrontation of chaos, the acceptance of suffering as a natural part of life, and the deliberate construction of a value-driven identity. His framework is deeply rooted in clinical psychology and mythological archetypes, emphasizing that personal transformation paves the way for societal progress.
Atomic Habits: Micro-Change for Macro Impact
James Clear’s Atomic Habits introduces a practical system for behavioral change. It posits that success originates not from grand gestures but from cumulative, strategic modifications in daily behavior. Clear’s methodology—built on the four-step habit loop (cue, craving, response, reward)—reinforces that tiny changes, when executed consistently, can lead to substantial personal and professional improvements over time. By focusing on identity-based habits, Clear offers a framework where every small decision contributes to the kind of person you aspire to be, turning systematic discipline into long-term success.
II. Identity, Responsibility, and Personal Transformation
The Power of Identity
Both Peterson and Clear place identity at the core of personal transformation. Peterson argues that the way one carries oneself—physically and psychologically—can either confront or reinforce the chaos of existence. His advice to “treat yourself like someone you are responsible for helping” underscores the ethical and practical necessity of caring for one’s self as a precondition for ordering one’s external world.
Similarly, Clear encourages a shift in self-identity. His famous dictum that “every action is a vote for the kind of person you wish to become” underscores the cumulative impact of daily habits on one’s self-concept. While Peterson focuses on carving out a morally and psychologically sound identity to withstand life’s inevitable challenges, Clear provides the micro-level actions—habits—that enable one to actualize that identity incrementally.
Global Responsibility in a Fragmented World
Harari extends the discussion beyond the individual by situating personal responsibility within the broader context of global challenges. His lessons emphasize that to thrive in the 21st century, one must understand their role in a complex, interconnected world. Harari’s approach challenges individuals to rethink old certainties and establish new narratives that encompass both local experiences and global interdependence. This perspective complements Peterson’s insistence on personal responsibility and Clear’s focus on established routines, suggesting that individual growth, when scaled, can contribute to a collective evolution necessary for addressing contemporary global dilemmas.
III. Strategies for Change and Adaptation
Adaptation through Awareness
Harari’s insights stress that in a world where the only constant is change, awareness and critical thinking are indispensable. His arguments urge us not just to react to technological or political shifts, but to proactively reframe the narratives that guide our collective future. This intellectual agility is paramount for understanding complex systems—be they ecological, technological, or sociopolitical.
Structural Change through Personal Responsibility
Peterson’s method to confront chaos begins with small, deliberate steps—transforming the individual’s internal and external order. By advocating for self-care, responsibility, and the setting of personal boundaries, Peterson helps individuals align their values with their actions. His philosophy is a call to meticulously structure one’s life, such that personal habits become the bedrock of meaningful existence. Whether it’s organizing one’s living space or reforming one’s speech and posture, his rules aim to instill a sense of purpose and stability.
Incremental Change and the Habit Loop
Clear’s Atomic Habits bridges theory and practice by focusing on the mechanics of change itself. The incremental improvement strategy he details works on the premise that even seemingly insignificant actions, when compounded over time, yield transformative results. This approach is especially relevant in today’s fast-paced world: rather than becoming overwhelmed by the magnitude of change required, Clear encourages starting with manageable, two-minute tasks that slowly build to new, robust routines. His model provides a clear, empirically supported pathway to rechannel personal behavior, facilitating consistent growth and resilience.
IV. Practical Applications in a Multicultural, Multilingual Educational Context
Bringing these three frameworks together provides a comprehensive masterplan for a modern curriculum geared toward intellectual and personal empowerment. For students—from diverse cultural and linguistic backgrounds—learning both German and English, the following integrative strategies can be implemented:
Curriculum Design and Daily Routine
Global Critical Thinking (Harari): Incorporate modules that encourage students to analyze global challenges using Harari’s lens. Discussions, debates, and research projects can help students understand the impact of global narratives on local contexts.
Personal Accountability and Identity Formation (Peterson): Develop personal development seminars focused on self-awareness and responsibility. Encourage structured reflection through journaling and retreats where students set goals, evaluate their progress, and learn to manage personal chaos.
Practical Habit Formation (Atomic Habits): Implement daily routines that encourage small, consistent habits. Use habit trackers, digital tools, and group challenges to help students form productive study routines, language practice sessions, and mindfulness exercises.
Multicultural Integration
Language as a Tool for Transformation: Emphasize that while the languages of instruction—German and English—may differ, the strategies for learning and self-improvement are universal. Encourage comparative studies that showcase how different cultures approach change, responsibility, and habit formation.
Embracing Diverse Narratives: Use Harari’s global outlook to examine both Western and non-Western narratives, underscoring the importance of plurality in forming well-rounded perspectives. Integrate discussions that highlight how diverse philosophical traditions complement Peterson’s individualistic approach and Clear’s practical methodologies.
Technology and Innovation in Education
Digital Platforms for Habit Tracking: Leverage technology to create apps and online platforms that allow students to track their habits and reflect on their progress—integrating Clear’s actionable steps into their daily lives.
Discussion Forums and Peer Reviews: Mimic boardroom dynamics by encouraging structured debate and reciprocal feedback, echoing Peterson’s emphasis on personal responsibility and the need for community support in the pursuit of excellence.
Conclusion
The synthesis of Harari’s, Peterson’s, and Atomic Habits’ approaches provides an all-encompassing framework for personal and intellectual transformation in the 21st century. Harari’s global perspective challenges us to understand the vast, interconnected nature of modern life; Peterson’s rules remind us that the foundation of change must begin with personal responsibility and order; and Atomic Habits offers a practical methodology to transform our daily behaviors through small, consistent actions.
For students poised to become tomorrow’s thought leaders, especially those navigating multicultural and multilingual environments, these insights are invaluable. Together, they form a masterplan that not only encourages critical reflection and self-improvement but also prepares learners to tackle the global challenges of our time. Embracing these ideas can transform individual lives and, by extension, the world at large—one thoughtful, deliberate habit at a time.
This essay is designed to serve both as a comprehensive academic study and as an actionable plan for elevating daily routines and intellectual frameworks. If further refinement or additional case studies are desired for your specific educational program, I’m here to help expand on these ideas even further, if you wish to move ahead.
Der Kontext hier sind meine (begrenzten) Erfahrungen in deutschen Gymnasien (Bln & Nds) und in Schulen im Ausland (Namibia DHPS und Australien Education QLD und Goethe-Institut Australien) bis 2012.
Written by Peter H Bloecker, StD im Ruhestand seit 2015. Gold Coast, Queensland Australien.
Ich bleibe vorweg bei der These, Digitalisierung ist kein Selbstzweck: Es geht wie bei anderen Medien auch um einen sinnvollen Einsatz im Lernprozess: Tafel und Kreide dienen der Visualisierung, also ist eine digital erstellte Mindmap nichts anderes als ein gut strukturiertes farbiges Tafelbild. Folglich wird ein Unterricht nicht dadurch per se gut oder besser, indem Digitalisierung integriert wird.
Eine sinnvolle Integration digitaler Medien ist immer anzustreben, je mehr und besser, umso besser sind die Ergebnisse, die darin bestehen, Vorwissen der Lernenden kontinuierlich zu erweitern.
Dazu gehoeren Reflexion, Innehalten, Verarbeitung gleich Verknuepfungen im Gehirn erstellen und vor allem Vermittlung des neu Gelernten gleich Kommunikation ueber das Wissen sprich Gelernte.
Grundkenntnisse eines mentalen Lexikons und seiner Struktur und Arbeitsweise sind dabei fuer planende und entscheidene Lehrkraefte unabdingbar. Eine kontinuierliche Erweiterung ist bei allen Lernenden immer anzustreben: Dazu gehoeren eine staendige Erweiterung des allgemeinen Vokabulars und Fachvokabulars inklusive der wichtigen Metabegriffe und Abstraktionen, ohne die sinnvolles Lernen nicht ermoeglicht werden kann. Unterricht digital oder nicht muss strukturiert sein und darf mit begrenzter und kostbarer Lernzeit nicht verschwenderisch umgehen! Das halte ich fuer sehr wichtig, und es wird nach meinen Beobachtungen leider oft unterschätzt!
Ohne eine sinnvolle Kommunikation sprich Diskurs und Reflexion gibt es keine erfolgreichen Lernprozesse. Anders gesagt: Diese werden ohne Kommunikation im Sinne von Darstellung und Vermittlung immer unvollstaendig sein.
Die Verortung und die Dimension ZEIT sind immer und vollstaendig einzubeziehen: Was heute gilt, kann uebermorgen ueberholt gleich weniger relevant sein. Mit Verortung sind immer die Summer aller interkulturelle Bezuge zu verstehen, die reflektiert werden muessen, soweit das moeglich und sinnvoll erscheint. Gelten unsere Ergebnisse fuer immer, sind sie quasi zeitlos oder nur fuer heute oder morgen? Und gelten sie im Raum des Mittelmeers oder in Japan so wie hier bei uns? Gelten sie fuer alle Menschen oder eher nur Maenner oder Frauen oder nur im kulturellen Bereich Europas? Im Norden und Sueden oder Westen und Osten Europas oder Deutschlands gleichermassen?
Ich stelle mir einen Baum im Sinne Hesses vor, der im Verlauf des Kalenderjahres seine Erscheinung staendig aendert und nicht jeden Tag ueber gleich aussieht: Nachts und bei Sonne mittags funktioniert er ganz unterschiedlich, aber immer ist er verbunden mit dem Boden, hat Wurzeln, und streckt seine Aeste und Zweige unterschiedlicher Staerke dem Himmel gleich Licht entgegen.
Um ihn herum stehen andere Baeume, grosse und kleine, und verschiedene Arten: Er kann allein auf einer Wiese stehen, andere sind 100 m oder auch weiter von ihm entfernt, er kann in einem grossen Wald oder einem Waeldchen stehen. Alle Waelder der Erde sind miteinander verbunden wie auch das Wasser auf dem Erdball insgesamt verbunden ist, zumindest durch die Atmosphaere / Luft / Wind / Wolken / Clouds.
Der Stamm des Baumes hat andere Formen und Aufgaben als die Wurzeln und Aeste und Blaetter: Uebertragen auf Soft – und Hardware bedeutet das: Digitale Medien und ihre Uebertragungen gleich Nutzung oder Gebrauch sprich Wissen und Daten und Verarbeitung lassen sich in diesem Gleichnis lokalisieren: Das Universum mit seiner Energie entspricht den diversen Clouds fuer die Wirtschaft und das Recht und das Wetter und die Hochschulen und Schulen weltweit, die Daten oder auch Information und Wissen verarbeiten und speichern. Der Stamm aller Baueme ist als Gleichnis aller Hardware zu verstehen. Die Anwendungen oder Apps sind Entwicklungen, Tausende fuer die Erfassung von Wetterdaten heute und viele Zigtausende in einigen Jahren. Apps von heute und gestern werden morgen ersetzt durch bessere und schnellere Apps.
Die Blaetter einer Eiche koennten als Apps verstanden werden, sie vergehen und werden durch neue ersetzt, der Baum wird sich aber ueber das Jahr je nach Standort immer seiner Blaetter bedienen bzw. Informationen werden immer fliessen, sonst ist der Baum tot. Auch im Winter lebt er, auch nachts ist er nicht tot, er ruht nur.
Die Sprachen bzw. die Codes zur Speicherung und Verarbeitung von Wissen sind immer in ihrer Ganzheit zu fassen: Englisch geschrieben koennen sie schon heute in allen Sprachen ausgelesen werden. Wenn ich meinen Microsoft Browser Edge auf Deutsch und Englisch einstelle, kann ich deutsche Texte in englischer Sprache lesen und umgekehrt. Jede Schul – Cloud eingebunden in eine europaeische Cloud muss immer vielsprachig sein, zu Beginn in englischer und franzoesischer und deutscher Sprache, dann in allen anderen Weltsprachen. Deutsche Welle und Goethe-Institut und andere machen vor, wie Texte multilingual abgerufen werden, obwohl sie im Original in deutscher oder englischer Sprache verfasst wurden.
Fussnoten:
“Die Sprache ist so alt wie das Bewusstsein – die Sprache ist das praktische, auch fuer andere Menschen existierende wirkliche Bewusstsein, und die Sprache entsteht, wie das Bewusstsein, erst aus dem Beduerfnis, der Notdurft des Verkehrs mit anderen Menschen.” Karl MARX, Deutsche Ideologie, MEW 3, S.30 Hier besser heute: Notwendigkeit!
“Nebenbei bemerkt ist zu beachten, dass die Existenz von bestimmten Prinzipien der universalen Grammatik den Aufbau einer neuen Disziplin der mathematischen Linguistik ermoeglicht, einer Disziplin, in der die Klasse der generativen Systeme, die den in der universalen Grammatik formulierten Bedingungen genuegen, einer abstrakten Untersuchung unterzogen wird. Die Untersuchung zielt darauf ab, die formalen Eigenschaften einer jeden moeglichen menschlichen Sprache zu erarbeiten.”
In a Nutshell:
Folglich sind Metasprache und Wortschatzerweiterungen (Fachvokabular) im Sinne der Arbeit am mentalen Lexikon staendige Aufgabe aller Lehrkraefte in allen Schulfaechern ueber jedes Curriculum hinaus. (Beyond …any curricula).
Sprache und Geist und Denken lernen heisst Wissen vernetzen und Verbindungen gleich Strukturen erkennen.
Mehr dazu: Ich empfehle den Podcast mit Elsbeth Stern und Bob Blume.
Netzlehrer
Noam CHOMSKY Sprache und Geist, Theorie Suhrkamp Verlag S. 119
And here my Music of the Night, as Music Is The Language
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