Family in a Turkish Village
Acrylic on Canvas/ Black Frame24” x 48” / $690
The Kurds are an ethnic group that spans Turkey, Iran, Iraq and Syria. Historically and linguistically they are classified as belonging to the Iranian people. Since the end of the Ottoman Empire they have been separated by boundaries created by foreign interests. During the 20th century the Kurds regained their voice and instigated a call for Kurdish nationalism. What is the right path for these people? Who is to decide their future? And who should take responsibility for upheaval and displacements when they occur?
Case for a History Sleuth
In the New Reformers (1844) Ralph Waldo Emerson said, “We are students of words: we are shut up in schools and colleges and recitation rooms for ten or fifteen years and come out at last with a bag of wind, a memory of words and we do not know a thing.”
Emerson’s sentiment rings true to me. I had a difficult time studying history and found the required readings had little relevance to my life. As a teen, anything that occurred before I was born, was unimportant. My focus was on the present moment and what I would do with the rest of my life.
This myopic view is not uncommon. What occurred hundreds of years ago doesn’t matter to most children. One of my grandsons is an exception. His interest in history was actually peaked in school by a teacher that did not require him to memorize dates and battles but inspired him through games and play acting. More likely, though, he likes history because he has been fortunate enough to travel abroad with his family and see remnants of the past for himself. Walking grounds where past civilizations tread or reading letters by eye witnesses can make the past come alive.
Yet, despite visiting ruins and reading about the ancient world, I doubt that teens understand how history influences what is going on in the world today. For most children, the past is represented by storybook tales that have nothing to do with computers, YouTube, cell phones or space exploration. They are enthralled by League of Legends, Minecraft, and Tetris.
A grasp of history is imperative for our leaders but also important for the rest of society. It is not the facts, but the values, mistakes, and influences on the direction human civilization that matters most. Past events provide avenues for contemplation that test our values and contribute to our sense of identity.
“Those who cannot remember the past are condemned to repeat it,” said philosopher George Santayana. There is truth in his words. Wars in the United Staes and Europe have often served as breeding grounds for more wars. After WWII we carved countries into new entities without understanding the ties that previously stabilized the regions. Distrust and ongoing fights within these new borders continue to plague these politically created entities. Men like Napoleon, Stalin, and Mao Tse Tung used war as opportunity for regime change. Over time their initial good intentions led to dictatorships. When foreign powers intervene in the internal affairs of sovereign states, war becomes protracted. This pattern is repeated time and again throughout the ages.
How can studying history be made fascinating yet useful? Primitive people used to gather around the fireplace to teach through oral presentations that stimulated emotions. Stories of creation and historical events were combined with moral lessons often animated by dancers and masked actors. Until television, storytellers in were in great demand and commanded respect. Troubadours in the middle ages sang about historical as well as current events. Abraham Lincoln mastered the art of storytelling and spun tales that captured the imagination of his audiences in order to get his point across. Information is digested more easily when facts are connected to emotions. Stories help people to remember what is said and provide a way for them to relate to one another.
Another way to teach history is to develop cases that challenge with hidden messages. Students are asked to become detectives who unravel clues from by gone eras. Facts become illuminated as the past is unravelled and not because it has been presented for memorization. Cases can be entertaining and offer opportunities to observe, interact, and understand human nature.
Just as forensic experts are scientists who use sleuth-like strategies to solve crimes, case system participants are similarly immersed in the scientific method. They form hypotheses, collect data, analyze it, and report results. The outcome may shed light on a current societal issue and inspire a new hypothesis to be tested that is relevant for today’s. Using the scientific method as a system for solving problems can help understand conflicting and confusing data.
For example, the Supreme Court is often asked to clarify what the signers of the constitution meant when they wrote certain articles. Though it is difficult to put ourselves into a dead person’s mind there are many clues that can help in our analysis. Were the signers religious? Well educated? Family men? What were their professions? Were they wealthy or poor? And a topic I find most interesting—what happened to the founders later in life because of their earlier involvement? Did you know that that some were considered traitors? Several became bankrupt. A few had their homes ransacked?
Change does not happen smoothly as can be seen by many convicts that plague the world today. By studying past revolutions, however, students learn to question and develop insight into the cost of freedom.
As parents and grandparents it behooves us to help youth become history sleuths. We have an opportunity during vacations to look behind the surface when we take children on trips to parks and historical places. It is our job to teach the next generation how to think. I do believe we can do a better job of showing them how the past relates to the many conflicts of today.
References:
Clairmont, N. (2017) “Those Who Do Not Learn History are doomed to repeat it. Really? Big Think. retrieved from http://bigthink.com/the-proverbial-skeptic/those-who-do-not-learn-history-doomed-to-repeat-it-really
Do comment below. Your thoughts are meaningful.
Family in a Turkish Village
Acrylic on Canvas/ Black Frame24” x 48” / $690
The Kurds are an ethnic group that spans Turkey, Iran, Iraq and Syria. Historically and linguistically they are classified as belonging to the Iranian people. Since the end of the Ottoman Empire they have been separated by boundaries created by foreign interests. During the 20th century the Kurds regained their voice and instigated a call for Kurdish nationalism. What is the right path for these people? Who is to decide their future? And who should take responsibility for upheaval and displacements when they occur?
Case for a History Sleuth
In the New Reformers (1844) Ralph Waldo Emerson said, “We are students of words: we are shut up in schools and colleges and recitation rooms for ten or fifteen years and come out at last with a bag of wind, a memory of words and we do not know a thing.”
Emerson’s sentiment rings true to me. I had a difficult time studying history and found the required readings had little relevance to my life. As a teen, anything that occurred before I was born, was unimportant. My focus was on the present moment and what I would do with the rest of my life.
This myopic view is not uncommon. What occurred hundreds of years ago doesn’t matter to most children. One of my grandsons is an exception. His interest in history was actually peaked in school by a teacher that did not require him to memorize dates and battles but inspired him through games and play acting. More likely, though, he likes history because he has been fortunate enough to travel abroad with his family and see remnants of the past for himself. Walking grounds where past civilizations tread or reading letters by eye witnesses can make the past come alive.
Yet, despite visiting ruins and reading about the ancient world, I doubt that teens understand how history influences what is going on in the world today. For most children, the past is represented by storybook tales that have nothing to do with computers, YouTube, cell phones or space exploration. They are enthralled by League of Legends, Minecraft, and Tetris.
A grasp of history is imperative for our leaders but also important for the rest of society. It is not the facts, but the values, mistakes, and influences on the direction human civilization that matters most. Past events provide avenues for contemplation that test our values and contribute to our sense of identity.
“Those who cannot remember the past are condemned to repeat it,” said philosopher George Santayana. There is truth in his words. Wars in the United Staes and Europe have often served as breeding grounds for more wars. After WWII we carved countries into new entities without understanding the ties that previously stabilized the regions. Distrust and ongoing fights within these new borders continue to plague these politically created entities. Men like Napoleon, Stalin, and Mao Tse Tung used war as opportunity for regime change. Over time their initial good intentions led to dictatorships. When foreign powers intervene in the internal affairs of sovereign states, war becomes protracted. This pattern is repeated time and again throughout the ages.
How can studying history be made fascinating yet useful? Primitive people used to gather around the fireplace to teach through oral presentations that stimulated emotions. Stories of creation and historical events were combined with moral lessons often animated by dancers and masked actors. Until television, storytellers in were in great demand and commanded respect. Troubadours in the middle ages sang about historical as well as current events. Abraham Lincoln mastered the art of storytelling and spun tales that captured the imagination of his audiences in order to get his point across. Information is digested more easily when facts are connected to emotions. Stories help people to remember what is said and provide a way for them to relate to one another.
Another way to teach history is to develop cases that challenge with hidden messages. Students are asked to become detectives who unravel clues from by gone eras. Facts become illuminated as the past is unravelled and not because it has been presented for memorization. Cases can be entertaining and offer opportunities to observe, interact, and understand human nature.
Just as forensic experts are scientists who use sleuth-like strategies to solve crimes, case system participants are similarly immersed in the scientific method. They form hypotheses, collect data, analyze it, and report results. The outcome may shed light on a current societal issue and inspire a new hypothesis to be tested that is relevant for today’s. Using the scientific method as a system for solving problems can help understand conflicting and confusing data.
For example, the Supreme Court is often asked to clarify what the signers of the constitution meant when they wrote certain articles. Though it is difficult to put ourselves into a dead person’s mind there are many clues that can help in our analysis. Were the signers religious? Well educated? Family men? What were their professions? Were they wealthy or poor? And a topic I find most interesting—what happened to the founders later in life because of their earlier involvement? Did you know that that some were considered traitors? Several became bankrupt. A few had their homes ransacked?
Change does not happen smoothly as can be seen by many convicts that plague the world today. By studying past revolutions, however, students learn to question and develop insight into the cost of freedom.
As parents and grandparents it behooves us to help youth become history sleuths. We have an opportunity during vacations to look behind the surface when we take children on trips to parks and historical places. It is our job to teach the next generation how to think. I do believe we can do a better job of showing them how the past relates to the many conflicts of today.
References:
Clairmont, N. (2017) “Those Who Do Not Learn History are doomed to repeat it. Really? Big Think. retrieved from http://bigthink.com/the-proverbial-skeptic/those-who-do-not-learn-history-doomed-to-repeat-it-really
Do comment below. Your thoughts are meaningful.