I had this feeling that, somehow, we ought to be teaching not just the history of particular nations or particular regions, but the history of humanity.
Interpretation
The quote emphasizes the importance of teaching the broader history of humanity rather than focusing solely on specific nations or regions.
David Christian highlights the need for an educational approach that encompasses the entire history of humanity. This perspective encourages us to view our past as interconnected, fostering a greater understanding of our shared experiences and collective journey rather than fragmenting our knowledge into isolated national or regional accounts.
In practice
In a classroom discussion about world history, this quote can inspire students to think beyond national borders.
I believe human beings mark a threshold in the development of the planet, of course, but it is only part of the picture. What Big History can do is show us the nature of our complexity and fragility and the dangers that face us, but it can also show us our power, with collective learning.
If, in schools, we keep teaching that history is divided into American history and Chinese history and Russian history and Australian history, we're teaching kids that they are divided into tribes. And we're failing to teach them that we also, as human beings, share problems that we need to work together with.
He that teaches us anything which we knew not before is undoubtedly to be reverenced as a master.
My filmmaking education consisted of finding out what filmmakers I liked were watching, then seeing those films. I learned the technical stuff from books and magazines, and with the new technology you can watch entire movies accompanied by audio commentary from the director. You can learn more from John Sturges' audio track on the 'Bad Day at Black Rock' laserdisc than you can in 20 years of film school. Film school is a complete con, because the information is there if you want it.
In every century, there are a handful of writers who help the human race to evolve. Andrea is one of them.
Adult helplessness destroys children. Or it forces them to become tiny adults of their own.
A teacher who cannot explain any abstract subject to a child does not himself thoroughly understand his subject; if he does not attempt to break down his knowledge to fit the child's mind, he does not understand teaching.
Continued adherence to a policy of compulsory education is utterly incompatible with efforts to establish lasting peace.
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