The Wrong View of History is a provocative analysis of life, predominately in The Middle Ages and Renaissance periods. It dissects different aspects of daily life, from childhood, education, sex, shame, warfare, torture, cuisine to other, more philosophical views on time, space and ever-present societal changes. It shows the reader, how wrong it is, to judge these past societies through the prism of our understanding, through the values imposed on us by our morals and standards of todays conduct. A libertine openness in sexual practices may belong on some sleazy porn site today, but was the way of life, during the times of Marquis de Sade. This book is full of such examples from all facets of life. All the while, the author is keeping a light, humorous style, making it an easy and enjoyable read.
Why we learn the wrong things from narrative history, and how our love for stories is hard-wired. To understand something, you need to know its history. Right? Wrong, says Alex Rosenberg in How History Gets Things Wrong. Feeling especially well-informed after reading a book of popular history on the best-seller list? Don't. Narrative history is always, always wrong. It's not just incomplete or inaccurate but deeply wrong, as wrong as Ptolemaic astronomy. We no longer believe that the earth is the center of the universe. Why do we still believe in historical narrative? Our attachment to history as a vehicle for understanding has a long Darwinian pedigree and a genetic basis. Our love of stories is hard-wired. Neuroscience reveals that human evolution shaped a tool useful for survival into a defective theory of human nature. Stories historians tell, Rosenberg continues, are not only wrong but harmful. Israel and Palestine, for example, have dueling narratives of dispossession that prevent one side from compromising with the other. Henry Kissinger applied lessons drawn from the Congress of Vienna to American foreign policy with disastrous results. Human evolution improved primate mind reading—the ability to anticipate the behavior of others, whether predators, prey, or cooperators—to get us to the top of the African food chain. Now, however, this hard-wired capacity makes us think we can understand history—what the Kaiser was thinking in 1914, why Hitler declared war on the United States—by uncovering the narratives of what happened and why. In fact, Rosenberg argues, we will only understand history if we don't make it into a story.
Entertaining but authoritative, Bad History debunks a wealth of historical errors. In doing so, it exposes many falsehoods that have wrongly - and sometimes dangerously - influenced our understanding of the world's history.
Under the guidance of one of the world's leading New Testament scholars, you and your small group will here discover that the bizarre images of Revelation conceal one of Scripture's clearest and most dramatic visions of God's plan for creation.
A look at how to teach history in the age of easily accessible—but not always reliable—information. Let’s start with two truths about our era that are so inescapable as to have become clichés: We are surrounded by more readily available information than ever before. And a huge percent of it is inaccurate. Some of the bad info is well-meaning but ignorant. Some of it is deliberately deceptive. All of it is pernicious. With the Internet at our fingertips, what’s a teacher of history to do? In Why Learn History (When It’s Already on Your Phone), professor Sam Wineburg has the answers, beginning with this: We can’t stick to the same old read-the-chapter-answer-the-question snoozefest. If we want to educate citizens who can separate fact from fake, we have to equip them with new tools. Historical thinking, Wineburg shows, has nothing to do with the ability to memorize facts. Instead, it’s an orientation to the world that cultivates reasoned skepticism and counters our tendency to confirm our biases. Wineburg lays out a mine-filled landscape, but one that with care, attention, and awareness, we can learn to navigate. The future of the past may rest on our screens. But its fate rests in our hands. Praise for Why Learn History (When It’s Already on Your Phone) “If every K-12 teacher of history and social studies read just three chapters of this book—”Crazy for History,” “Changing History . . . One Classroom at a Time,” and “Why Google Can’t Save Us” —the ensuing transformation of our populace would save our democracy.” —James W. Lowen, author of Lies My Teacher Told Me and Teaching What Really Happened “A sobering and urgent report from the leading expert on how American history is taught in the nation’s schools. . . . A bracing, edifying, and vital book.” —Jill Lepore, New Yorker staff writer and author of These Truths “Wineburg is a true innovator who has thought more deeply about the relevance of history to the Internet—and vice versa—than any other scholar I know. Anyone interested in the uses and abuses of history today has a duty to read this book.” —Niall Ferguson, senior fellow, Hoover Institution, and author of The Ascent of Money and Civilization
“Should be in the hands of every history teacher in the country.”— Howard Zinn James Loewen has revised Teaching What Really Happened, the bestselling, go-to resource for social studies and history teachers wishing to break away from standard textbook retellings of the past. In addition to updating the scholarship and anecdotes throughout, the second edition features a timely new chapter entitled "Truth" that addresses how traditional and social media can distort current events and the historical record. Helping students understand what really happened in the past will empower them to use history as a tool to argue for better policies in the present. Our society needs engaged citizens now more than ever, and this book offers teachers concrete ideas for getting students excited about history while also teaching them to read critically. It will specifically help teachers and students tackle important content areas, including Eurocentrism, the American Indian experience, and slavery. Book Features: An up-to-date assessment of the potential and pitfalls of U.S. and world history education. Information to help teachers expect, and get, good performance from students of all racial, ethnic, and socioeconomic backgrounds. Strategies for incorporating project-oriented self-learning, having students conduct online historical research, and teaching historiography. Ideas from teachers across the country who are empowering students by teaching what really happened. Specific chapters dedicated to five content topics usually taught poorly in today’s schools.
We live in an age when younger African-American Christians are asking tough questions that previous generations would dare not ask. This generation doesn't hesitate to question the validity of the Scriptures, the efficacy of the church, and even the historicity of Jesus. Young people are becoming increasingly curious about what role, if any, did people of African descent play in biblical history? Or, if the Bible is devoid of Black presence, and is merely a book by Europeans, about Europeans and for Europeans to the exclusion of other races and ethnicities? Dr. Theron D. Williams makes a significant contribution to this conversation by answering the difficult questions this generation fearlessly poses. Dr. Williams uses facts from the Bible, well-respected historians, scientists, and DNA evidence to prove that Black people comprised the biblical Israelite community. He also shares historical images from the ancient catacombs that vividly depict the true likeness of the biblical Israelites. This book does not change the biblical text, but it will change how you understand it.This Second Edition provides updated information and further elucidation of key concepts. Also, at the encouragement of readership, this edition expands some of the ideas and addresses concerns my readership felt pertinent to this topic.
A #1 NEW YORK TIMES BESTSELLER! Human beings have never had it better than we have it now in the West. So why are we on the verge of throwing it all away? In 2016, New York Times bestselling author Ben Shapiro spoke at the University of California–Berkeley. Hundreds of police officers were required to protect his speech. What was so frightening about Shapiro? He came to argue that Western civilization is in the midst of a crisis of purpose and ideas; that we have let grievances replace our sense of community and political expediency limit our individual rights; that we are teaching our kids that their emotions matter more than rational debate; and that the only meaning in life is arbitrary and subjective. As a society, we are forgetting that almost everything great that has ever happened in history happened because of people who believed in both Judeo-Christian values and in the Greek-born power of reason. In The Right Side of History, Shapiro sprints through more than 3,500 years, dozens of philosophers, and the thicket of modern politics to show how our freedoms are built upon the twin notions that every human being is made in God’s image and that human beings were created with reason capable of exploring God’s world. We can thank these values for the birth of science, the dream of progress, human rights, prosperity, peace, and artistic beauty. Jerusalem and Athens built America, ended slavery, defeated the Nazis and the Communists, lifted billions from poverty, and gave billions more spiritual purpose. Yet we are in the process of abandoning Judeo-Christian values and Greek natural law, watching our civilization collapse into age-old tribalism, individualistic hedonism, and moral subjectivism. We believe we can satisfy ourselves with intersectionality, scientific materialism, progressive politics, authoritarian governance, or nationalistic solidarity. We can’t. The West is special, and in The Right Side of History, Ben Shapiro bravely explains how we have lost sight of the moral purpose that drives each of us to be better, the sacred duty to work together for the greater good,.
INSTANT NEW YORK TIMES BESTSELLER A dramatically new understanding of human history, challenging our most fundamental assumptions about social evolution—from the development of agriculture and cities to the origins of the state, democracy, and inequality—and revealing new possibilities for human emancipation. For generations, our remote ancestors have been cast as primitive and childlike—either free and equal innocents, or thuggish and warlike. Civilization, we are told, could be achieved only by sacrificing those original freedoms or, alternatively, by taming our baser instincts. David Graeber and David Wengrow show how such theories first emerged in the eighteenth century as a conservative reaction to powerful critiques of European society posed by Indigenous observers and intellectuals. Revisiting this encounter has startling implications for how we make sense of human history today, including the origins of farming, property, cities, democracy, slavery, and civilization itself. Drawing on pathbreaking research in archaeology and anthropology, the authors show how history becomes a far more interesting place once we learn to throw off our conceptual shackles and perceive what’s really there. If humans did not spend 95 percent of their evolutionary past in tiny bands of hunter-gatherers, what were they doing all that time? If agriculture, and cities, did not mean a plunge into hierarchy and domination, then what kinds of social and economic organization did they lead to? The answers are often unexpected, and suggest that the course of human history may be less set in stone, and more full of playful, hopeful possibilities, than we tend to assume. The Dawn of Everything fundamentally transforms our understanding of the human past and offers a path toward imagining new forms of freedom, new ways of organizing society. This is a monumental book of formidable intellectual range, animated by curiosity, moral vision, and a faith in the power of direct action. Includes Black-and-White Illustrations
