Is Some Personal Experience More Understandable When Examined on a Larger Canvas?

We start with a personal experience and hope to illuminate it on a larger scale.

In 1965, one of us (RM) was in Munich Germany and reports this anecdote:

I decided one day for no reason to go to the beer hall called the Hofbräuhaus, Am Platzl 9, a Munich landmark and the place where Hitler read out the Nazi program of 25 points in February 1920. This beer hall was a major haunt or stomping ground of the Nazis. I sat quietly at a side table and nursed my Berliner Weisse beer.

An older man staggers past me, dressed in Bavarian lederhosen and for no reason sits across from me and starts making some small talk which I politely reply to. He asks me if I come from Berlin and to save time I say “sort of.”

Suddenly out of nowhere he says to me: “Let me tell you one thing. It all started in 1928.”

I ponder his words but have no idea what he’s getting at in his drunken maundering.

He then adds, “That’s when GM the American car company bought the German company Adam Opel.

He doesn’t explain what his family connection was to this merger and acquisition but one would have to guess someone in his family, himself or his father perhaps, got laid off.

(The preeminent business historian Alfred Chandler of Harvard Business School, who died in 2007, discusses this 1928 business merger in his books, but there’s no detailed description of secondary effects.)

The German uninvited interloper at my table begins to blame the merger on the Jews. I tell him that the car industry in America was itself very antisemitic with Henry Ford being the leader of this paranoia-based hatred. He answers cryptically, “you know what I mean.” His attitude is “don’t confuse me with facts.”

The German goes on and on with this Jew-bashing tirade and I finally get exasperated and say, “you mean people like me” do you?

He becomes whiter than a sheet and seems about to pass out. He gets out of his chair and stumbles and staggers out of the Hofbrauhaus.

I learnt from this experience that this man was probably not some evil madman but more likely “a little man” legitimately scared out of his wits by the global and local permanent instability in the economy at all levels and scales.

In fact, there’s a Hollywood movie, Little Man, What Now? based on the novel by the great German writer Hans Fallada, which depicts a young couple baffled and overwhelmed by the econo-gyrations of their moment in time.

Now we come to the perspectival question (i.e., the MetaIntelligence question): how to see this more clearly with some wider and deeper view?

We glimpse the deeper context in a book by the British historian David Thomson in his excellent England in the Nineteenth Century, 1815-1914, where he describes how industrialization, trade and global trends became entwined. This is for England, not Germany, but could serve as a rough template for all modernizing countries undergoing deep transformations and facing anxiety-stoking unknowns:

The Englishman was now nakedly at the mercy of vast economic changes beyond the control of his own government. he had the vote, and could at elections choose between alternative governments but if none of these governments could provide him with the sense of social and economic security he desired, what was the vote worth?

(David Thomson, England in the Nineteenth Century, 1815-1914, Penguin Books, 1978, page 190)

Think of the German at the Hofbräuhaus as bewildered (not unjustly) by the “little man, what now?” permanent insecurity problem of the modern industrial world.

It’s probably not instructive to think of him as an evil hater but rather as a person frightened out if his mind, for real reasons. He takes as his symbol for all this insecurity the 1928 Opel acquisition mentioned above. This is an example of going from one person’s (garbled) experience to a wider canvas.

To make this canvas deeper, add the anxiety about science expressed in our science anxiety/Sōseki essay previously.

One then gets an inkling of the modern sense of dread based on various nerve-wracking perceived threats which cannot be laughed off or dismissed.

What We Mean by “Towards a Composite Understanding of Education”

(MI slogan, motto or catchphrase)

Let’s be concrete and start with the title of the classic 1978 book by the Princeton professor and 1979 Nobel Prize winner, Sir Arthur Lewis, Growth and Fluctuations, 1870-1913 (introduced in the previous essay on “Looking Backwards and Forwards at the Same Time”).

Notice the following other dimensions that have to be included to “compositize” our understanding:

  1. The period 1870-1913/4 is called Globalization I by economic historians. Globalization in this view is not about Marco Polo, but the rise of world prices, such as for wheat.

  2. Paul Kennedy (Yale), who is known for his Rise and Fall of the Great Powers classic, wrote a tighter book called The Rise of the Anglo-German Antagonism, 1860-1914 (1980), described as follows:

    “This book gives an account of the rivalry between Great Britain and Germany in the period leading to the First World War. It gives readers a thorough comparison of the two societies, their political cultures, economies, party politics, courts, the role of the press and pressure groups, and so on. …”

  3. The first treaty between a European power and an Asian country was signed in 1902, “The Anglo-Japanese Alliance.”

    “In this book, Professor Nish deals with one of the most important aspects of far eastern politics in the critical period between 1894 and 1907. His object is to demonstrate how Britain and Japan, at first separately and later jointly, reacted to Russian encroachments in China and east Asia; he is concerned also with the policies of the other European powers and of the U.S., to whose hostility towards the Anglo-Japanese alliance after 1905 Britain showed…”

  4. The first defeat of a European by an Asian nation (i.e., the Russo-Japanese War, 1904-5). The famous Indian writer Pankaj Mishra wrote a recent book on this, showing how this defeat of a European country sent shock waves through the world and especially through the anti-colonial movements of Asia and Africa

  5. Partition of Africa:

    “Between 1870 and 1914 the whole of Africa, apart from one or two small areas, was partitioned by the European powers.”

    (David Thomson, England in the Nineteenth Century, 1815-1914, 1978, Penguin Books, page 203)

  6. Rise of Suburbia:

    “The 1890s saw the coming of the first electric trams, the first “tubes,” and the first motor-cars. By 1914, almost any provincial city of any size had its electric trams, mostly under municipal control, and London had its buses and underground (i.e., subway). “These changes in urban transport created suburbia.”

    (David Thomson, England in the Nineteenth Century, 1815-1914, 1978, Penguin Books, page 202)

In other words, the world itself is a crisscrossing composite of processes at different scales.

We have growth and fluctuations, the partition of Africa, suburbanization, Anglo-German tensions, techno-revolutions (including those in urban transport), interacting with Globalization I.

All of this culminated in the “guns of August” (i.e., World War I).

We are downstream from World War I, what the Germans call the “Urkatastrophe” (i.e., original calamity), and its reincarnation in World War II and its progeny, the Cold War.

The more you can “compositize” the elements of this “historical matrix,” the deeper your MetaIntelligence will be. Hence the catchphrase for the MI site:

Towards a Composite Understanding of Education