The challenge for a nonfiction writer is to achieve a poetic precision using the documents of truth but somehow to make people and places spring to life as if the reader was in their presence.
Simon SchamaRead
History is admirably dangerous. It is not the soft option. Teachers need to be grown up and brave. Sensitivity is fine, but it stops at the door of honest narrative.
Interpretation
Teaching history requires courage and integrity, as sensitive topics must be approached with honesty.
Simon Schama emphasizes the importance of bravery in teaching history, suggesting that educators must confront challenging narratives without shying away from the truth. Sensitivity to emotions is valuable, but it should not compromise the integrity of historical narratives, which demand a candid and forthright approach to understanding the past.
In practice
A history teacher might use this quote to highlight the importance of honesty in their curriculum.
The challenge for a nonfiction writer is to achieve a poetic precision using the documents of truth but somehow to make people and places spring to life as if the reader was in their presence.
In its Greek origins, historia meant inquiry, and from Thucydides onwards, the past has been studied to understand its connections with the present.
Jewish history turns out not to be an either/or story - as in, either pure Judaism detached from its surroundings or else assimilation - but rather, for the vast majority, the adventure of living in between.
I understood when I was quite small that there were two special things about the Jews. That we'd endured for over 3,000 years despite everything that had been thrown at us, and that we had an extraordinarily dramatic story to tell.
History gives you insight of the same quality of truth as poetry or philosophy or a novel.
From the very beginning, history wasn't content simply to be nostalgic fairytales; it wanted to make you think.
My vision of the future is no longer of people taking exams and proceeding from secondary school to University but of passing from one stage of independence to a higher, by means of their own activity and effort of will.
I am beginning to suspect all elaborate and special systems of education. They seem to me to be built up on the supposition that every child is a kind of idiot who must be taught to think. Whereas, if the child is left to himself, he will think more and better, if less showily.
Why don't we teach our children in school what they are? We should say to them, 'You are unique... you have the capacity for anything. You are a marvel'.
In a television interview, I said that diversity in our children's books should include the adventures of disabled children, travellers and gipsies, LGBT teens, different cultures, classes, colours, religions. It shouldn't be a token gesture, nor do such stories need to be 'issue-based'.
Books mean all possibilities. They mean moving out of yourself, losing yourself, dying of thirst and living to your full. They mean everything.
You cannot be an educator or a teacher without relating to children with full insight. Their urge to imitate has been transformed into a receptivity based on a natural and uncontested relationship of authority, and you must take this into account in the broadest possible sense.
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