Jurgen Kocka is known to many as a phenomenal historian who formed a new criterion variation

regarding the study German historiography. He achieved this by applying related social sciences
to commission the usefulness of including a nationwide approach for comparison in studying
history. His extraordinary methodology is primarily focused on histories of labor, specifically
European bourgeoisie, and corporations. Combining many aspects of societal truths and the
continuity in relation to the wavering attributes of work. Unlike some historians his writings
show deep and creative research with broad connections among his topics.
Kocka is widely known for his findings amidst examining the social history within the context of
WWI. His findings changed the way people previously perceived the war itself and the social
effects it caused. He is responsible for a collaborative work done with a formidable group of
international scholars. He not only approaches his work from a strictly historical aspect, but also
an ethical one.
Jürgen Kocka is Professor Emeritus of History at Freie Universität Berlin, former President of
the Berlin Social Science Research Center (WZB) and member of the Advisory Council of Das
Progressive Zentrum. Jürgen Kocka studied history, political science, German philology,
sociology, and philosophy in inter alia Marburg, Wien, Berlin and Chapel Hill.
He has played a role as a member of the German Scientific Advisory Council in restructuring
East German academic institutions after unification. Presently he is a Permanent Fellow of the
International Research Center “Work and Human Lifecycle in Global History” at the Humboldt
University Berlin and Senior Fellow of the Center for Research on Contemporary History
Potsdam. As a Visiting Professor he teaches regularly at UCLA.
Jurgen Kocka’s central purpose for the article, “The Middle Classes in Europe” is to define the
middle class by applying a lens with a brand-new glass into the world of historiography.
Attempting to explain changes in the middle classes in Europe through the progression of time
and space. To accomplish this method, he includes the many various components that must be
considered when any historian attempts to define the “middle class” through the ages in Europe.
His scope includes time periods, regions, immigration, politics, culture, occupations, economics,
public realms, families, education, and language to name a few. He combines all of these to
form his explanation of the “middle class” changes during what he refers to as the “long”
nineteenth century.
Kocka states, “These processes are still under way, and it is not at all clear how far they will get.
This article has dealt with the middle class in the sense of a small but coherent and highly
influential social formation defined by common opponents and a shared culture. The degree to
which it existed has varied over time and space. It emerged in the eighteenth century and
declined in the twentieth.”
I found Jurgen Kocka to be a remarkable historian, unparalleled in his research compared to
other scholars I’ve read regarding the European “middle class”. It is evident that he digs deeper,
looking at every aspect, and presents history in a new and true light.
 The way he approaches the study of this topic is precisely how I believe it should be done. I
find it foolish for a writer to provide a clear explanation of a thesis while disregarding the
“minor” details. His method of breaking down the definition of the “middle classes” into 4 main
time periods is easy to follow. The concept of middle class can get extremely convoluted and
jumbled, but his separation between the second half of the 18th century, 1800 to 1850’s, mid-19th
century through WWI, and everything after makes it easier to follow than any other studies I’ve
done on the subject.
I learned much more in Kocka’s article than any others I’ve studied. His findings based on
“conceptual convergence” are fascinating. It helps the reader understand that it is due to these
these “minor” things that we can reveal the underlying explanations for why and how the
“middle classes” developed at different degrees and rapidity.
I appreciate his acknowledgement of different languages and the part they play. I find many
don’t realize what the true meaning of “lost in translation” means. Kocka found it important to
mention because this means one language versus another may not have a word or meaning that
exists from one language to the other. This would certainly have an impact on differences in the
European “middle classes”. Before reading this article, I was unaware that defining the “middle
classes” in central Europe has once again become a prominent focus of study.
Merriman’s narrative is laid out well with many details and different perspectives based on time
and space as Kocka has, also acknowledging varying meanings of European “middle classes”.
Merriman makes this clear with his very first statement in his section on “The Middle Classes”,
he says, “One should not exaggerate the cohesiveness of the European middle class”. (547)
Merriman examines the “middle class” much the same way as Jurgen Kocka. Considering place,
economics, culture, religion, families, employment, and education when presenting his findings
of European “middle class”. Although many parallels can be seen between them, Kocka exceeds
Merriman in conciseness and offers a closer glimpse of these considerations in his research.
Along with the inclusion of the current era and from an ethical perspective. I find both historians
come to an absolute element leading to the large increase in “middle class” Europeans
throughout time, the Industrial Revolution.
Although Jurgen Kocka’s work is well studied and written, as far as providing new insights for
myself, I found none. When I study history, I often take the “minor” details into consideration.
Often that is what leads me down my rabbit hole of research I so desperately try not to lose
myself in. I have tendencies to want to know more about the little things that often get
overlooked in historical events. One cannot reach truths when these things are ignored. Often
these “minor” details provide us with discernment needed to see the bigger picture. Overlooking
these things can often be tragic, as things do not get interpreted correctly. I can only hope I will
fine tune my own methods of this type of research such as Jurgen Kocka.
This article reminds me that as a teacher it is imperative to evoke critical thinking. To dig
deeper, looking at aspects that may not have occurred to some students. This is especially
important for today's students, as many of them have not been encouraged to observe details. I
compare the lack of this practice to that of a leaky tire.
Instead of examining the tire closely to find what is causing the loss in pressure, many will just
continue to replace the air, never discovering the cause of the issue. Increasingly it seems that
the mass approach at current is to just believe what “they” tell you with no further
encouragement to research for themselves. This is something I will always direct my students to do,
research, research, research, and always consider every angle for possibilities. Then go back and
research some more.
Works Cited:

Kocka, J. (1995). The Middle Classes in Europe. The Journal of Modern History, 67(4), 783–806.
http://www.jstor.org/stable/2124755

https://www.amacad.org/person/jurgen-kocka