Many people hear about something called history for the first time through an article in the New York Times magazine in September 2014.
The article introduced David Christian, a major figure in developing the concept of a great history, but raises the question of whether the sensational Bill Gates and his bundle of money should tell us how to learn history.
That angle might have had articles published but the approach failed to demonstrate the enthusiasm that is building around the world to an approach that puts the story of science into a narrative history.
People are used to seeing FAQ today when they face something new. So let's look at some of the big questions (my version of the FAQ) that people naturally want to answer when they became interested in the history of big.
This is just an introduction and does not pretend to answer all questions. There will be more upcoming article relating to many practical questions arising from the dissemination of the history.
What is history?
Professional historians usually have a defined history as beginning with the origin of writings and the written notes.
These artifacts provide the story of the ruler and what they consider important or useful. Sometimes they include stories of human interest.
There is a problem with the definition of history. It leaves out everything that comes before writing. Archaeology has uncovered artifacts that date the origins of our species thousands of years before writing.
They are important, but have been labelled "prehistoric." Also, the written record presented a small elite that can read and write so that the initial entry basically propaganda shows what ruling Elite want future generations to think about them.
What might be called "people's history" is not considered important at that time. Traditional history has mirrored the view of bias and propaganda found in their initial entry.
Science has opened a tale that will be all the way back to the Big Bang about 3.8 billion years ago. Nobel Laureate Steven Weinberg first wrote about three minutes because the science can determine the physical interactions that far back in history.
The history of the big push the story back to the beginning with changing scientific stories into a narrative history comparable to normal.
The impact will be the course of specialization on the scientific details of a story that allows everyone to understand the important developments from the Big Bang through the origin of stars, planets, galaxies, life on Earth, and the development of human culture.
The history of our species and life on Earth is a small percentage of the time than with a whole range of 13.8 billion years. Christian David and his colleagues have identified eight large threshold at which development occurs as the foci around which the story was developed so that one does not get lost in amazing detail. Threshold each represent a major evolutionary stage in the development of complexity in a vast universe and on our planet in particular.
Why talk about complexity? The overall message from the history of it is the development of complexity in the universe.
It is important, first, because it seems to violate the second law of thermodynamics which tells the story of the universe is losing its complexity and moving toward the distraction — not big history tells the story of the emergence of the Organization and the complexity of the ultimate Big Bang chaos.
Secondly, the threshold of complexity level leap eight recounts, each of which brought what we call progress hand in hand with increasing the fragility and the various problems that are more complicated than that found in the previous limit. Third, when we get the human history as part of the threshold, the story highlights the problem on a larger scale than usually seen in the history of Nations and of individuals who have been the major topics studied by professionals.
How big history taught? David Christian is a historian, so it seems natural to see this as other Deals in the history curriculum.
However, the story of the history of the great beyond normal history to focus on information from a number of science and social science.
This also has implications for the study of religion and the dynamics of social change seen in the political movement and another at this time.
The first attempt to teach history at university level in the United States occurred in the Dominican University in California through the leadership of Cynthia Stokes Brown field that is education. They develop interdisciplinary courses during the year as the basis of a common student experiences where the University build a culture of interdisciplinary Faculty Cooperation.
David Christian and Cynthia Brown is a pioneer in the development of the history of the International Association (IBHA) which includes scientists, historians, and scholars from various fields of study intending to develop and share experience to promote the development of major international history.
One of the projects promoted by IBHA is one funded by Bill Gates to make instruction in history is available through the internet for middle and high school students. This is the use of funds from the Gates and personal interests, which leads to the sensational New York Times Magazine article.
What a difference that could make a great history? Teaching the history of great impact research has focused on a word that is very large in education-involvement. Change the scientific development of the story of the universe into a narrative history supported by modern graphics and technology has been popular with students of all ages and promoting understanding of science is grounded. To name one example, those interested in mathematics are attracted by the efforts to solve the problem but that is not likely to be true of students who are not inclined to mathematical thinking. Change the mathematical ideas into a narrative history with practical application can make the concept easier to understand for those less drawn to abstract mathematical beauty and elegance. A similar impact can be expected for a difficult ideas of physics, chemistry, and biology.
The combination of science and the history of presenting current issues on a large scale so that environmental challenges emerge more clearly. Many of the dangers posed by industrial society stands out as the modern challenges of complexity to our planet and human cultural evolution and survival.
Another important impact will be on the religious beliefs of students from different cultural backgrounds (Christianity, Hinduism, Islam, for example) as they have to adjust traditional religious views of creation and the role of humans in the universe of the story about the Big Bang and the next evolution of life. For example, parents who demanded that the School Board changed the teaching of biological evolution will likely protest the many implications of the history for the same reason.
FAQ and personal views. This has become an introduction to some basic questions about the history of the great. I have tried to be neutral in the present information rather than arguing in defense of this development. No doubt you will detect that I support the use of the history as a step forward in educating the public on Science in a very practical way. There will be resistance against a wide range of effects and may fear what might come from something new. I encourage everyone to check out the information mentioned in this article, the details of which are provided in the reference list. I will reveal a personal view in another article.
We live in a democratic society that encourages the free expression of views. My hope is that people will pay attention to information dense than swayed by the statements that are not supported from the personal view.