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Did everyone used to speak English with a foreign accent in the past?

Fig.1. Images from my Google Pics gallery

We are collectively being tipped into a centenary marking of the First World War where all ‘foreigners’ speak english with an accent; we have German, Russian, French … we have Serbian and Austro-Hungarian ‘english’. We even have Americans voiced by English actors speaking … english with an American accent.

I remember my son asking if everything was ‘black and white’ in the olden days; that until recently people grew up in a black and white world. Will a young generation watching TV on the centenary of the First World War imagine that language difference is simply a matter of accent?

It’s all compromise and accommodation

It’s very much the BBC perspective: which as the ONLY public service broadcaster the world has tries so hard to represent everyone. I have my say here – Jonathan Vernon on Hastings 1918

WBC anyone?

The World or Globe or Earth or … whatever ‘Broadcasting Company’?

For all or any failings the effort, transparently at least, to strive for ‘truth’ based on evidence of what is going on.

The Open University has been, was and should take the lead. I wonder, with concern that the legacy of Michael Bean has been to trim back too hard and so diminish us to a voice from the corner of the empire.

I hope the next Vice Chancellor will be a global figure. Bill Clinton comes to mind.

‘Read in a subject until you can hear the people speak’.

E H Carr.

It has taken a forty years but I feel I have the voice of the soldier of the First World War – and the officer, and the girlfriends and mothers at home.

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Does the 18th century German philosopher G W F Hegel have something to offer to e-learning design?

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This arrived from Amazon this morning – about 24 hours and 35 seconds slower than a Kindle version had it been available. How did I get here on a Masters course in Open and Distance Learning?

The formation of consciousness interests me.

I indulge my mind. I let it take me on a journey of its choosing. I will never limit myself to the course as designed and resourced for some imagination, some ‘persona’ of whom I may or may not be the ‘type’.

Hegel, and this book in particular, came up recently – a reference.

I have, potentially, more than the book but the mind of the world’s leading Hegel scholar to tap into when I get stuck (as I will). Long retired from Hegel, his books in a library in Poland, my 85 year old father in law did nonetheless quote Hegel over coffee on Wednesday as I drove onwards to the far less inspiring World of Learming at Birmingham’s NEC.

That no man is a valley as he is unable to correctly percieve the nature of a valley.
The thought that dry flowers are no longer flowers.
The similarity between following the news and being religious.
And something in relation to our conception of History.

See, the mind already boggles, which is what intrigues me, this process of going from clueless to comprehending. This is how – to my mind, learning and the desire to learn is triggered – you set the synapses trembling.

The subjective mind
The objective mind
The absolute mind

Not just ‘who are we?’ But ‘how we are so?’

Whether this will help me design interactive health and safety e-learning for the operatives of a nuclear power plant is another matter.

Late in the day for me but Hegel did wonders for PPE students in the past by teaching them how to think and express complex ideas accurately and succinctly – which is perhaps precisely what is required as a nuclear power station goes up in smoke and you wonder what you are supposed to do.

Moments that define Dr Zbigniew Pelczynski OBE

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Fig 1. Chapter Three: A Life Remembered

For all the technology – I am writing on an iPad – the book I am reading (‘A Life Remembered’ is only available in print) is on a rather rusty, heavy-duty iron book stand. Out of shot I have a lamp on an upturned waste-paper bin – an eBook would be the light, the stand and the content. It allows me to take notes, picking out moments and ideas from mini PostIts.

In some respects I feel like a Talk Show Host preparing for an interview, though many of these stories and their significance to Zbigniew Pelczynski I have heard before – I’ll be in his company this weekend so can ask questions, record the interview highlights and post the results here.

What defines him as an academic, inspirational educator and Polish patriot? How might others have behaved given the extraordinary life choices he had to make as the Second World War came to a close?

What is it about Oxford University that held him in its spell and kept him from the opportunities and temptations of other universities in the UK and abroad?

How can the oath he made to God that defines his life come from someone with no faith in religion?

Is it not ironic that despite being alive and well and mentally alert and agile in his 86th year that publication of his life story isn’t the end at all, but another mile stone as he drives on to yet more commitments and projects later this year and next including a two-day conference on Rousseau, Hobbes and Machiavelli, the book launch at the Polish Embassy then Meetings at his School fo Leaders in Warsaw.

With Zbszyek it isn’t even a case of ‘what next?’ rather it is a case of what he plans to do still beyond that.

My Notes So far :

Learning in extremis

Three Reformers Jacques Maritain
– an exegesis of the works of Luther, Calvin and Rousseau.

Zbig studied while part of the Polish Resistance in Warsaw, developing early ideas and an interest in:

  • man
  • society
  • state

McAvoy (2012:19)

KEY MOMENTS: Events that make the person

Saying good-bye to his mother Irena in August 1944 age 18 and lying about what he was up to as he went off to join his company B1 of the Basta Regiment. He saw his mother again in December 1956. (p 24)

PERSONALITIES

Jerzy Kloczowski, known as Piotrus

HORROR

The German campaign of mass murder in Warsaw in response to the foolhardy uprising killing, between 5th and 7th August 1944 more than 50,000 men, women and children. Perhaps 200,000 killed over the next two months.

KEY MOMENT

The life defining oath Zbigniew made when rubble pinned the 19-year-old in a cellar after an attack by a Stuka.

He made a pack with God: if he got out alive, then somehow, someday, he would do something for Poland in return. McAvoy (2012:27)

DEFINING MOMENT – Traumatised

Appearance of political prisoners from Neuengamme concentration camp who fought over every scrap of food. McAvoy (2012:36)

HORROR – POLISH FARMHAND – what people will do to survive and for love.

Condemned for a ‘race crime’ with a German girl and put in a forced labour camp on starvation rations he joined the Offen Kommando whose job it was to collect and burn the bodies of dead inmates. McAvoy (2012:39) There they had witnessed systematic cannibalism.

(Though I suspect hours of cooking rather than 15 minutes would have been required).

DEFINING MOMENT

Two lessons: the story itself and from the way it was told. Cured of social snobbery for life. McAvoy (2012:39)

A very different war defined a quite different man – my grandfather, working class and a machine-gunner in the First War, humble, conscientious and hardworking, dedicated his life to his wife and child.

What is of greater significance?

Our genetic make-up or the events in our life? People respond very differently to events and circumstances, yet the decisions they take define them. We cannot all be the same.

What am I coming to understand about education and the motivation to learn?

What bearing does this have on the struggles and wars that continue around the world and the politics that are both the cause and cure of the mess in Syria, Afghanistan, Iraq and beyond to Korea and elsewhere?

REFERENCE

McAvoy, D (2012) Zbigwniew Pelczynski: A life remembered. Grosvenor House Publishing.

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