The author grapples with a recurring feeling of displacement, a sense of being a stranger in their own time. This sensation is often triggered by seemingly trivial events, like watching a quiz show and realizing their knowledge base, steeped in classic literature and history, is no longer considered common knowledge. The younger generation’s effortless recall of pop culture, a realm entirely foreign to the author, further accentuates this temporal divide. This feeling of disconnect extends beyond mere trivia, however, morphing into a profound unease with the prevailing socio-political climate. The author struggles to reconcile the seemingly contradictory forces at play: the cold calculations of liberal economics, where profit reigns supreme, existing alongside a fervent, often irrational, hatred towards those perceived as ”other” and towards knowledge that challenges established worldviews. The rise of figures like Donald Trump and the perplexing jubilation of the stock market in the face of such societal upheaval amplify this disconcerting feeling of alienation.
This discomfort isn’t simply a lament for bygone eras, however. The author recognizes a historical precedent for this seemingly contradictory blend of technological advancement and regressive ideologies, citing the Nazi regime’s embrace of cutting-edge technology while simultaneously propagating their hateful doctrines. This recognition offers a degree of solace, a reminder that human beings are inherently inconsistent creatures, capable of harboring contradictory beliefs, particularly during periods of social and political instability. This historical perspective bridges the gap between past and present, reminding the author that while the circumstances of life may change rapidly, the fundamental nature of humanity remains constant. We are, across generations, capable of both profound inconsistency and coherent reasoning. It is the times that change, not we.
The author then explores the vast and ever-expanding landscape of knowledge in the information age. While acknowledging the impossibility of knowing everything, the author emphasizes the importance of continuous learning. What we choose to learn, what captures our attention, is often shaped by our existing knowledge and biases. Even what surprises us is often connected to what we already know. The author uses the example of learning about the Earth being an ice ball millions of years ago to illustrate how our existing knowledge base influences our reactions to new information. This leads to a discussion of the dangers of prejudice, of judging before knowing, and the importance of actively seeking accurate information to counter misinformation and reinforce existing biases.
The author then criticizes the prevailing utilitarian view of knowledge, often held by those in power. This perspective sees knowledge purely as a means to an end, a set of skills needed for a specific profession. While acknowledging the necessity of specialized knowledge for different careers, the author argues for the importance of a broader, more holistic approach to learning. This broader understanding, termed ”bildning” (formation or cultivation), encompasses a wider range of knowledge and fosters a deeper understanding of the world and our place within it. This is not simply about accumulating facts, but about developing a capacity for critical thinking, appreciation, and engagement with different fields of knowledge, enriching both individual lives and contributing to a more informed and engaged citizenry.
This critique extends to the current state of education, particularly in Sweden, where the author observes a decline in basic literacy skills, a trend they find alarming in the face of complex contemporary challenges. The author contrasts this with their own experience in a rural school where reading aloud was a regular practice, fostering a love of literature and strengthening literacy skills. The author laments the prioritization of defense spending over education and emphasizes the importance of investing in education not simply for vocational training but for the cultivation of ”bildning,” a lifelong love of learning.
The essay concludes by revisiting the theme of being a stranger in one’s own time, emphasizing the importance of continually engaging with contemporary culture and ideas. The author uses the example of reading a novel by Sally Rooney, a contemporary author, as a way of bridging the generational gap and gaining insights into the present. While acknowledging the impossibility of mastering every area of knowledge, like pop music, the author emphasizes the vital importance of intellectual curiosity and the continuous pursuit of knowledge, driven by a sense of wonder and a desire to understand the world around us. This ongoing engagement with knowledge is not simply about accumulating information, but about cultivating a lifelong love of learning, a key element of what the author terms ”bildning.” This pursuit of knowledge is not a destination, but a continuous journey driven by curiosity and a desire to understand the complexities of the world and our place within it.
