Writing and written symbols accompany us everywhere—from shopping and street signs to the public realm and our homes. Language’s complex encoding is so multifaceted that entire libraries could be filled with treatises on its origins, meaning, purpose, and relevance. Yet, writing and the ability to read and write are above all instruments of freedom.
They enable individuals to store, transmit, and absorb information and knowledge. These thoughts and this knowledge, in turn, can be transformed and enriched. An endless process of continual improvement and progress can be set in motion. In themselves, the symbols on paper are merely marks; it is the reader’s imagination and understanding that breathe life into them. As the German philosopher Christian Grave wrote, “Writing is a dead letter, animated only by the imagination and the intellect of the reader.” It is exactly this imagination and intellect that gives written texts their life and makes them so valuable to our society.
Scholars still debate the exact time and place of the earliest written records in human history. Various findings—from Southeast Europe and Mesopotamia to China—indicate that writing systems were used independently in different regions. These origins date back from the 7th to the 6th millennium BCE. Among these early cultures, the Sumerians of Mesopotamia (from the 3rd millennium BCE) are known for their sophisticated bookkeeping, which allowed them to document agricultural products and structure their administration.
Every writing system, wherever it arose, is a unique encoding form. It presupposes a rather complex system: both sender and receiver must be able to decipher it. The factors of time and space, so crucial in the oral transmission of knowledge, are removed, allowing the content to be revisited repeatedly.
The human desire to transmit knowledge to future generations is innate. Nonetheless, societies have taken diverse paths. Many cultures primarily pass on their knowledge orally—a method that is undoubtedly the most immediate. Yet, factors such as spatial and temporal separation and potential distortions due to imperfect reproduction remain the greatest obstacles to effective knowledge transmission.
The variety of symbols and writing forms is astounding. From cuneiform and hieroglyphs to the Inca’s quipu (a knot-based recording system) and the Latin alphabet, they all share the common feature of encapsulating information deemed worthy of enduring through time.
Thus, the advent of writing can rightly be seen as a booster of knowledge. From a Eurocentric perspective, the invention of the printing press with movable type by Johannes Gutenberg around 1450 marked a new milestone. Documents were no longer laboriously produced in scriptoria or with cast metal plates. They became accessible to broader segments of the population. Pamphlets, flyers, and eventually newspapers spurred independent thought, challenged established structures, prompted research, and ultimately expanded individual freedom.
But it was not only intellectual freedom that was invigorated by writing. Economic opportunities also flourished through the constant accrual of knowledge and its rapid transfer. However, it is important to note that mere literacy forms only the foundation and precondition, not the sole cause, for social participation and economic advancement.
Even though, on a global scale, innovations in writing and literacy over the past 500 years have enabled unprecedented progress, shortcomings still exist. Current figures suggest that approximately 800 million people worldwide cannot read and write properly, with women and girls representing a significantly higher proportion of this figure. Literacy is, therefore, also a fundamental matter of equality on a global level—the ratio of females to males with insufficient reading and writing skills is about 2/3 to 1/3.
In Germany, about 6.2 million people are unable to read and write properly, with men making up around 60 percent of that group. The causes of illiteracy are multifaceted: inadequate schooling, challenging social conditions, significant disruptions in one’s biography, and physical or mental impairments are just some of the possible factors. Moreover, a closer analysis would necessitate a more nuanced differentiation of reading and writing competencies. There are several definitions of illiteracy, complicating the precise collection of figures. Affected individuals have often developed elaborate strategies to hide this societal ‘stigma’. As a result, deficiencies sometimes remain unrecognized due to shame and avoidance tactics.
The high numbers indicate that, despite many efforts, considerable potential for improvement remains on both societal and educational policy levels. Society must continue to break down the perceived taboo, and politically, educational offerings need to be expanded. For instance, the AlphaDekade program, funded by the Federal Ministry of Education and Research (BMBF) with 160 million euros since 2016, runs until 2026—a follow-up program would be advisable. The measures taken to combat the pandemic have also led to a significant deterioration in the reading and writing skills of students in Germany.
To compensate for these deficits, the federal “Aufholen nach Corona” (Catching Up after Corona) program has been launched. However, it seems that these efforts have not yet resolved the problems. Evidence of this is the discussion in Lower Saxony about the expiration of contracts for more than 2,400 Corona helpers at schools, which once again highlights the need for active support from reading assistance associations. World Book Day (April 23) is an important date to remind us of the importance of books and writing.
Reading aloud is a child’s first access to written language and, when done in a pleasant atmosphere—such as before bedtime—carries positive connotations. In times of digital transformation, mastering these fundamental skills is essential. Reading, writing, and arithmetic must be prioritized in the curricula of primary schools. The results of the International Primary Reading Assessment (IGLU) reveal that nearly a quarter of German primary school students cannot read and write properly by the end of their schooling—a dramatic figure that is socially and politically unacceptable.
It is difficult to predict which competencies will be needed by students in the future amid rapid changes. Nonetheless, strong reading and writing skills will always be indispensable—not least because they nurture the ‘imagination’ and ‘intellect’ that Grave described. These skills multiply personal and societal freedom as well as economic success. Without literacy and the opportunity for a basic education, sustainable global poverty alleviation will remain out of reach. The defense of individual rights, the concrete enforcement of justice, social and political participation, and economic success are all only possible if reading and writing are learned as instruments of freedom. Freely adopted from the English philosopher Jeremy Bentham and his “greatest-happiness-principle”: the goal of literacy should be the greatest freedom for the greatest number!
Written by Benno Schulz
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