In the late twentieth century, the study of world history has emerged to allow both historians and students to understand the world from a global perspective. World history is viewed to be part of the academic field than the research field. According to Charles Hedrick, author of The Ethics of World History, Western civilization was the main course taught in schools and universities before world history became part of the curriculum. The need to understand the world in a broader perspective compared to a Western perspective made the study of world history popular in the United States. Historians approached the study of world history with a thematic approach to understand the integration and difference between people and major events of the world. The subject of world history is broad and as a result is open to many interpretations. In addition, world historians faced difficulties in connecting the past while trying to appeal to all the perspectives of other cultures. These challenges made it difficult for historians to agree with a global framework to understand world history, without being ignorant of other cultures. As a result, historians approached world history differently and developed multiple directions such as a patriotic, Marxist, postcolonial and the ecumenical approach in order to meet the criteria. Criticisms arose from the different approaches on world history. Historians questioned and criticized the study of world history because the different approaches resulted in controversial matter such as the use of a Eurocentric perspective about history, issues of ethics, and the use of definitions that changed over time.
One of the most problematic problems about world history is the stance taken when looking at history f...
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... pointing out flaws that it produced. Overtime controversial matters such as the use of a Eurocentric perspective, issues of ethics, and use of language would change for the better.
Works Cited
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In his short article “World History as a Way of Thinking” Eric Lane Martin, “…argue[s] that the most important things the field of world history has to offer the researcher, teacher, student, and general public are the conceptual tools required for understanding complex global processes and problems.” Anyone who follows the evening news or shops at Wal-mart, has encountered the processes and problems Martin speaks of. Our modern society puts pressure on a variety of citizens to grapple with and attempt to understand issues on a scale that moves beyond the local and national. History has long been a tool utilized by scholars, politicians and citizens to help them put current day happenings into context. That context has allowed for a deeper understanding of the present day. In an era when the issues cross national and regional boundaries the need for a different scale of history has become apparent. World history has emerged as a relatively new discipline within academia that is attempting to provide the context for large-scale processes and problems. As the field has grown a variety of authors, some historians, some from other fields, have attempted to write a history of the world. With such a daunting task how can we define success? How can we analyze the history that provides a true global perspective on processes and problems we face? By taking Martin’s two key characteristics of world history, one, it is defined by the kinds of questions it asks and two, it is defined by the problem-solving techniques it uses, we can analyze texts purporting to be world history and access their utility in providing context for the global processes and problems we face today.
Torres Gregory, Wanda, and Donna Giancola. "Part 1: The European Traditions." World Ethics. Eds. Steve Wainwright, Lee McCracken, and Anna Lustig. Belmont, CA: Wadsworth, Cengage learning, 2002. 142-147. Print.
Beck, Roger B., Linda Black, Larry S. Krieger, Philip C. Naylor, and Dahia Ibo Shabaka. McDougal Littell World History: Patterns of Interaction. Evanston, IL: McDougal Littell, 1999. Print.
The overall, topic for this week’s reading is Social Studies Textbooks and what is there point of view. In Loewen’s book, Lies My Teacher Told Me, the author makes the point that books show one-sided viewpoint of historical figures, fail to show conflict happening today, and fail to present multiple sides of an issue. The second article by David Tyack, Monuments Between Covers, talks about the idea to show that our past was full of right moments and if anything that was immoral was a small part and no big deal. Tyack points out the constant influence from political groups with different agendas fighting to influence and control what textbooks tell our countries’ children. In the last reading History Lesson by Dana Lindaman talks about the view point of American History throughout the world’s public schools’ textbooks. Overall, each of the countries diminished the role their nation played in terrible events and criticized other nations for their actions.
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It’s truly fascinating how there are so many different approaches to history, how so many different types of minds and schools of thought can come together to study the events of the world’s past. There are so many ways to approach what happened in our past, and the groups of historians previously mentioned are only a fraction of the actual number of different ways of researching and thinking that exists as it pertains to the study of history. History is in some ways, always a mystery, and all historians, regardless of schooling, training or biases, seek to accomplish one goal: to understand what occurred before us and why, and to use that knowledge to learn how the world was shaped into the world we live in today.
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