Reform and Reaction

Frederick William III of Prussia at first seriously considered ways of fulfilling the promise he had made in 1815 to establish constitutional government.

Economic reformers succeeded in enacting the Prussian Customs Law of 1818, which united all the Prussian territories into a customs union free of internal economic barriers; this later formed the nucleus of a national customs union.

In 1834 the Zollverein, or Customs Union, including most of the states of the German Confederation, came into existence.

To those, whose hopes had risen so high during the Wars of Liberation, the peace settlement of 1815 seemed to be an instrument of blind reaction.

In place of the Holy Roman Empire the peacemakers of the Congress of Vienna had established a new organization of German states with a federal Diet meeting in Frankfurt am Main. Delegates were appointed by and responsible to the rulers whom they served.

By the end of 1820 the reform movement came to a complete halt. It had succeeded in altering the political and economic structure of society, but it had been unable to establish a tradition of liberal government and national loyalty in Germany.

Although the critics of the established order could be defeated, they could not be silenced. There were now men in the German states who refused to submit without question to princely authority and to seek freedom only in the inner recesses of the soul.

The liberals, or moderates favoured a monarchical system of authority, but the crown was to share its powers with a parliament elected by the men of property. Influence in public affairs should be accessible to all male citizens who had demonstrated through the acquisition of wealth and education that they were capable of exercising the franchise intelligently. Their path of civic wisdom was the happy medium between royal absolutism and mob rule, a medium that had been established in Britain by the Reform Bill of 1832 and in France by the regime of Louis-Philippe. The liberals favoured the transformation of the German Confederation into a national monarchy in which the states’ rights would be curtailed but not destroyed by a central government and a federal parliament.

The democrats, or radicals, looked with scorn on the golden mean between autocracy and anarchy that the liberals sought. They preferred an egalitarian form of authority in which not parliamentary plutocracy but popular sovereignty would be the underlying principle of government. While they were forced to accept the crown as a political institution, they nevertheless sought to transfer its power to a parliament elected by universal male suffrage. While not as influential as the moderates, the radicals remained an important source of opposition to the established order.

Growing criticism of the restored political order forced conservatives to define their ideological position more precisely. The old theories of monarchy by divine right or despotic benevolence offered little protection against the assaults of liberalism and democracy. The defenders of legitimism began to advance new arguments based on conservative assumptions about the nature of man and society.

The relationship between the individual and government, so the reasoning went, cannot be determined by paper constitutions founded on a doctrinaire individualism. Human actions are motivated not solely by rational considerations but by habit, feeling, instinct, and tradition as well. The impractical theories of visionary reformers fail to take into account the historic forces of organic development by which the past and the present shape the future. An enduring form of government can be built only on the traditional institutions of society: the throne, the church, the nobility, and the army. Only a system of authority legitimated by law and history can protect the worker against exploitation, the believer against godlessness, and the citizen against revolution. According to these tenets, the political institutions of the German Confederation were valid, because they represented fundamental ideals deeply embedded in the spirit of the nation.

The hard times that swept over the Continent in the late 1840s transformed widespread popular discontent in the German Confederation into a full-blown revolution. After the middle of the decade, a severe economic depression halted industrial expansion and aggravated urban unemployment. At the same time, serious crop failures led to a major famine from Ireland to Russian Poland. In the German states, the hungry 1840s drove the lower classes, which had long been suffering from the economic effects of industrial and agricultural rationalization, to the point of open rebellion. There were sporadic hunger riots and violent disturbances in several of the states, but the signal for a concerted uprising did not come until early in 1848 with the exciting news that the regime of the bourgeois king Louis-Philippe had been overthrown by an insurrection in Paris (February 22–24). The result was a series of sympathetic revolutions against the governments of the German Confederation, most of them mild but a few, as in the case of the fighting in Berlin, bitter and bloody.

But even more important was the attempt to achieve political unification through a national assembly representing all of Germany. Elections were held soon after the spring uprising had subsided, and on May 18 the Frankfurt National Assembly met in Frankfurt am Main to prepare the constitution for a free and united fatherland. Its convocation represented the realization of the hopes that nationalists had cherished for more than a generation. Within the space of a few weeks, those who had fought against the particularistic system of the restoration for so long suddenly found themselves empowered with a popular mandate to rebuild the foundations of political and social life in Germany.

Once the spring uprising was over, the parties and classes that had participated in it began to quarrel about the nature of the new order that was to take the place of the old. There were sharp differences between the liberals and the democrats. While the Frankfurt parliament was debating the constitution under which Germany would be governed, its following diminished and its authority declined. The forces of the right, recovering from the demoralization of their initial defeat, began to regain confidence in their own power and legitimacy.

By the time the Frankfurt parliament completed its deliberations in the spring of 1849, the revolution was everywhere at ebb tide. The constitution that the National Assembly had drafted called for a federal union headed by a hereditary emperor with powers limited by a popularly elected legislature. By the summer of 1849 the revolution, which had begun a year earlier amid such extravagant expectations, was completely crushed.

Source: The age of Metternich and the era of unification, 1815–71.

Bildung

A sense of fulfilling one’s nature or purpose in response to the challenges of a particular historical and societal context.

Our understanding of the world is not a spectator sport, but more like an active ingredient in societal renewal.

Bildung is about our responsibility for and participation in an evolving process of social maturation that reimagines culture, technology, institutions and policies for the greater good.

Bildung entails a dynamic world view that values independence of mind and spirit grounded in ecological and social interdependence.

These qualities of heart and mind are not optional extras for the transition to a better world:

  • how well we learn to perceive and feel and know differently,
  • our capacity to question our assumptions,
  • our inclination to empathise with strangers,
  • to relate wisely to what is old and new,
  • to perceive the relationship between parts and wholes

Our task is not so much to “be the change we want to see in the world”, it rather is to become the change we want to see in the world.

Jon Amos Comenius is considered by many to be the father of the idea of universal or democratic education. A Czech philosopher and theologian who lived from 1592 to 1670, he declined the offer to be President of Harvard University. His genius lay in grasping that since learning is as natural as breathing or eating or sleeping, education should be seen as an aspect of nature’s formative process; and since nature is often experienced as sacred, and we are part of nature, an organism’s lifelong disposition to learn is the wellspring of meaning and purpose in life.

The authors of The Nordic Secret, Lene Rachel Andersen and Tomas Bjorkman argue that Bildung lies at the heart of their story of how the Nordic countries developed from poor agrarian and mostly authoritarian societies, to affluent, stable and relatively happy social democracies. They encapsulate the idea as follows:

“Bildung is the way that the individual matures and takes upon him or herself ever bigger personal responsibility towards family, friends, fellow citizens, society, humanity, our globe, and the global heritage of our species, while enjoying ever bigger personal, moral and existential freedoms. It is the enculturation and life-long learning that forces us to grow and change, it is existential and emotional depth, it is life-long interaction and struggles with new knowledge, culture, art, science, new perspectives, new people, and new truths, and it is being an active citizen in adulthood. Bildung is a constant process that never ends.”

The notion that we become ‘more’ human through various forms of maturation or development lies at the heart of Bildung, and sets it apart from other forms of education. This notion has many intellectual forebears and Hegel is certainly one of them. In The Phenomenology of Mind he writes:

“The spirit is never at rest but always engaged in ever progressive motion, in giving itself new form.”

Returning to Bildung as praxis, the profound interplay of biological, psychological, social and spiritual features of life is reflected in a line from the classic 1943 text, Education through Art, by Herbert Read:

“The aim of imaginative education…is to give the individual a concrete sensuous awareness of the harmony and rhythm which enters into the constitution of all living bodies and plants, which is the formal basis of all works of art, to the end that the child, in its life and activities, shall partake of the same organic grace and beauty. By means of such education we instil into the child that ‘instinct of relationship’ which, even before the advent of reason, enable it to distinguish the beautiful from the ugly, the good from the evil, the right pattern of behaviour from the wrong pattern, the noble person from the ignoble.”

Source: Why sustainable prosperity depends upon reimagining education | Essay by Jonathan Rowson · CUSP­

A healthy society that is attuned to nature and other sources of intrinsic value depends upon making this educative process the axis upon which society turns.

Piaget, J. (1993) John Amos Comenius Prospects (UNESCO, International Bureau of Education), vol. XXIII, no. 1/2, p. 173-96. Available Online

Froebel stars

Intricate origami stars folded as Christmas decorations in Germany are named as a tribute to Friedrich Frobel.

A 19th century German educator, who is the father of the kindergarten concept, he taught children to fold origami stars to improve their manual dexterity.

The stars have a long tradition in the state of Thuringia in Germany and to this day people still fold “Fröbelsterne” before Christmas and hang them on their trees.

Pendant is inspired by Froebel stars (Fröbelsterne)

The Fröbelstern pendant is 2.1 cm (0.8 inches) wide and 2.5 cm (1 inch) long.

Basket making

In places with many wild willows, basket making developed to provide extra income on small farms. Baskets were woven during winter, until Easter.

traditional back basket

Hans Friedrich Fröbel was the Schultheiß in 1714, when the guild of master basket weavers was founded in Kranichfeld. Membership of this guild gave master basket makers the right to participate in local government.

In 1826, Kranichfeld became part of Meiningen, one of the new independent states created by the Congress of Vienna. The young ruler of Meiningen, who was the brother of Queen Adelaide, invited Friedrich Froebel to develop plans for a public education system.

During 1828 and 1829 Friedrich Froebel wrote what came to be known as the Helba Plan, based on ‘creative action’ in training all the different forces in the human being. After the demonstration of the first stage of this plan for young children, which Friedrich Froebel called Kindergarten, he was invited to train women as Kindergarten teachers at Marienthal in Meiningen.

Paper weaving was one of the ways for children in Kindergarten to learn through activity.

Banana bread

As part of their royal tour, the Duke and Duchess of Sussex had afternoon tea with a family of fifth-generation farmers in Dubbo and Meghan baked a fresh loaf of banana bread in the Admiralty House kitchens to bring as a gift.

“The Duchess of Sussex’s version of banana bread is a triumph,” says Frances.

“I love that she’s added chocolate chips and a hint of ginger, which I’m sure our Aussie ginger farmers would be applauding.”

“The Australian Women’s Weekly Test Kitchen has nailed the perfect banana bread recipe and to emulate the Duchess of Sussex, stir through 2 tablespoons of finely chopped crystallised ginger (or 1 to 2 teaspoons of ground ginger) and ⅓ cup dark chocolate chips into the batter.”

Prep and cook time: 1 hour 15 minutes

Serves 8

INGREDIENTS

– 125g (4oz) butter, softened

– 1 cup (220g) firmly packed brown sugar

– 1 teaspoon vanilla extract

– 2 eggs

– 1½ cups (400g) mashed ripe banana

– ¼ cup (60ml) maple syrup

– 1⅔ cups (250g) plain (all-purpose) flour

– 1 teaspoon baking powder

– 1 teaspoon bicarbonate of soda (baking soda)

– 1 teaspoon ground cinnamon

– ¼ teaspoon salt flakes

– ½ cup (25g) coarsely chopped roasted walnuts

– 2 tablespoons of finely chopped crystallised ginger (or 1 to 2 teaspoons of ground ginger)

– ⅓ cup dark chocolate chips

METHOD

1) Preheat oven to 160°C/325°F. Grease a 13cm x 26cm (5¼in x 10½in), 2-litre (8-cup) loaf pan; line with baking paper.

2) Beat butter, sugar and vanilla in a medium bowl with an electric mixer until paler and fluffy. Beat in eggs, one at a time, until just combined, then mashed banana and maple syrup.

3) Sift over flour, baking powder, soda, cinnamon and salt. Add the walnuts, chocolate chips and ginger and stir with a large spoon until combined.

4) Spoon into pan; smooth the surface. Bake for 1 hour or until a skewer inserted into the centre comes out clean. Leave in pan for 10 minutes before turning, top-side up, onto a wire rack to cool.

The duchess also took along the perfect accompaniment – a tin of Fortnum and Mason ‘Royal Blend’ tea.


In this classic Royal Blend notes of Flowery Pekoe from Ceylon uplift the maltier Assam to create a very traditional cup of tea. First blended for King Edward in 1902, Fortnum’s Royal Blend has been popular ever since for its smooth, honey-like flavour.

Architecture

The Froebel Decade theme for 2019 will be dedicated to the impact Froebel’s philosophy had on art and architecture, especially his “gifts” and the mathematical aspects of his early childhood education concept.

The first building gift designed by Friedrich Froebel is eight cubes.

With the founding of a kindergarten teachers’ training school, Froebel was also seen as a supporter of women’s emancipation.

Play and Discovery

Andrea Borrell with the Temecula Play and Learn School has been selected in as first recipients of the North American Preschool Educator of the Year Award celebrating the 40th anniversary this year of Discovery Toys, a trusted learning through play brand.

“We want to bring attention and recognition to the countless preschool teachers across the US and Canada who resist the pressure to pump academic content into the minds of children at such a young age, and instead use play-based learning methods to develop executive-functioning skills and creative thinking. These are the skills that young children need to be successful learners and eventually successful workers.”
Discovery Toys CEO, Jerry Salerno

The award program recognizes those preschool teachers who effectively employ techniques to develop the traits that today’s young minds will need to become the lead contributors in tomorrow’s world. These traits include divergent thinking, creativity, inquisitiveness, initiative, resiliency, social confidence, empathy, and diplomacy.

When the preschoolers ask her questions, she does not immediately respond but instead asks them what they think. Teaching in a co-op setting, Ms. Borrell executes the extra task of guiding and training her parent assistants each day with a smile on her face.

Andrea Borrell is the director and lead teacher at the Temecula Play and Learn School (PALS), a member of the California Council of Parent Participation Nursery Preschools (CCPPNS). As a cooperative preschool, PALS is run by an Executive Board and a Parent Board, both consisting of co-op parents. The parents do the entire administration and day-to-day operation of the school. Ms. Borrell is the only paid employee.

The school’s goal is to provide a positive introductory learning experience for 3 and 4-year-old children in preparation for elementary education. This is achieved with a developmental philosophy in which a child is encouraged to grow at his or her own pace in an environment rich with child-centered and teacher-directed activities as well as field trip experiences. Each day, the children are immersed in an interactive world where they learn through play and discovery.

Upside down

Who’s to say
What’s impossible
Well they forgot
This world keeps spinning
And with each new day
I can feel a change in everything
And as the surface breaks reflections fade
But in some ways they remain the same
And as my mind begins to spread it’s wings
There’s no stopping curiosity

I want to turn the whole thing upside down
I’ll find the things they say just can’t be found
I’ll share this love I find with everyone
We’ll sing and dance to Mother Nature’s songs
I don’t want this feeling to go away

Who’s to say
I can’t do everything
Well I can try
And as I roll along I begin to find
Things aren’t always just what they seem

I want to turn the whole thing upside down
I’ll find things they say just can’t be found
I’ll share this love I find with everyone
We’ll sing and dance to Mother Nature’s songs
This world keeps spinning and there’s no time to waste
Well it all keeps spinning spinning round and round and

Upside down
Who’s to say what’s impossible and can’t be found
I don’t want this feeling to go away

Please don’t go away
Please don’t go away
Please don’t go away
Is this how it’s supposed to be
Is this how it’s supposed to be

Songwriters: JACK HODY JOHNSON
© Universal Music Publishing Group
For non-commercial use only.

Collaboration

We achieve our full potential, when we work in collaboration with others.

After achieving independence, enlightened individuals move into a state of interdependence.

Dependence refers to relying on others to take care of us. Interdependence refers to the cooperation for a greater goal. There are limits on how productive we can be as individuals, but virtually no limit on how productive we can be when we strategically collaborate with others.

Dependence >> Independence >> Interdependence

We all start out life as babies completely dependent on our parents or other person to take care of us. This is a state of weakness and powerlessness.

As we grow up we work to become independent, moving out of our parent’s home and earning money for ourselves. A person at this level is able to do things for himself and does not need anyone else to survive.

The greatest human achievements come from people working at the third level, interdependence.

This is when people work together to achieve a common goal, and is the level of maturity of many people in a mature society or organization. This is how mankind has achieved things together that no single person could do alone. Interdependence is the state of human development of greatest maturity and power.

As we develop our character, we move from dependence to independence to interdependence.

  • Dependent wisdom is about tradition, belonging, power and survival.
  • Independent wisdom is about the journey of the self, and the power of personal experience and rational thinking.
  • Interdependent wisdom is about the interconnection of everything and the mysteries of existence.

Source: Three Stages of Wisdom: Dependence, Independence and Interdependence

“How can we develop more and better leadership talent more quickly?”

Organizations can avoid the risks associated with inadequate leadership, and prepare leaders for uncertain future scenarios, in two ways. The first is by sharing past experiences with each other as a source of practical lessons about leading. The second is by planning for future experiences and lessons to learn to make themselves and others ready for becoming senior leaders.

This structured approach to developing oneself and others is the best guarantee that your organization’s talent pipeline will be filled and flowing.

This 60 minute thought provoking, interactive and experiential session demonstrates how experiences can be used – by you and your teams – to become more effective and successful as leaders.

Practice

In the words of Periander, one of the Seven Sages of Greece, “Practice is everything”. This is usually translated as:

practice makes perfect

The Seven Sages, depicted in the Nuremberg Chronicle 1493
The Seven Sages, depicted in the Nuremberg Chronicle 1493

Some participants LOVE theory: give them sources and concepts, reports and ruminations, inspirations and ideas, as well as books and bibliographies.

Some participants LOVE action: give them activities and exercises, puzzles and practice time, as well as scenarios and simulations.

Put the theory and action together for powerful learning, called praxis.

secondnature

Friedrich Froebel noticed the natural activity of children and designed play gifts to enable each child to learn though play.