creative arts, literature and philosophy of that time, Swiss cultural historian Jacob Burckhardt defined this bridge as being the result of an immense intellectual transformation in humanity. In fact, the term ‘renaissance’, coined by the French historian Jules Michelet, can be translated to mean ‘new birth’ or ‘rebirth’. Spanning roughly through the 14th to 17th centuries, the renaissance is often recognised as the time of a revolution of cultural revitalization and exploration. These traditionalist ideas
the course of history itself, there have been many arguments on how to effectively teach history. Historians argue that some parts of history are forgotten and some are given too much attention because of these cultures, races and women histories become lost in the debate about what is historical. There are those, specifically Americans in this case who have little or no basic historical knowledge about the excluded groups. When it comes to debating the national standards of history, historian Wilentz
occurred and how one came to be. Education has become a fundamental process in which all youths must obtain too in order to develop into a valued functioning member of society. Educators strive to educate youth in the history of their culture but the reality of the truth is that history is a false perception derived from years and year of colonization, white hierarchy. “Textbooks are very influential message senders in the formal kindergarten through 12th grade school systems in the United States. The
Great Cat Massacre with out a doubt has one of the most unusual titles ever created especially for a book about history. Now this unusual title perhaps fits this book better than any other straight - forward title Mr. Darnton could have conjured. You see the text contained in the book isn’t just your standardized, boring, and redundant view of history. Most historical text looks at history from a political standpoint, of which king did what and what were the political effects of a war; then what were
Collective memory is the cultural memory (? ) or the remembered history of a community: “Anyone who during today fixes his eyes on tomorrow must preserve yesterday from oblivion by grasping it through memory” (Assmann 2011: 17). Collective memory is the way groups form memories out of a shared past to create a common identity. The memory of a group is a construction, or reconstruction, of the past. Through the approach of collective memory we can distinguish a cultural sphere that combines tradition
Hispanic students questioning their identity and not attending college until I experienced it in my previous course Chicano Studies. I was very fortunate enough to have a class that demonstrated how students not taking courses related to their cultural history history become less motivated to attend college expenses and lack of motivation. Being a Chicano student is very difficult because the number of Chicano students attending college is very small and causes students to lack of motivation. STEM m..
History through the View Nietzsche Views Nicole Y. Judd Northern Arizona University History through Nietzsche Views Friedrich Wilhelm Nietzsche, a German philosopher of the late 19th century was born October 15, 1844 (Wilkerson, n.d., para.5). Nietzsche was interested in the enhancement of individual and cultural health. He also believed in power, creativity, life and realities of the world we are in. Nietzsche's philosophy has helped inspired figures in various walks of life, and cultural.
The discipline of history and its study can have its origin traced to ancient Greece. Ironically, this detailed, research driven study along with all of its associated research methods had its humble beginnings rooted in story telling and fanciful tales designed for the enjoyment its population, not its education. Gradually, the people of Greece became aware of more than just their geographical and political surroundings, forcing the idea of history and how to understand it to evolved. From these
Review of Dr. Strangelove, Or: How I learned to Stop Worrying and Love the Bomb (1964) Stanley Kubrick is infamous for his witty films that satire governmental and societal actions though history. In this film, Dr. Strangelove, Or: How I learned to Stop Worrying and Love the Bomb (1964), Kubrick is once again directing a film that is a biting, sardonic comedy that pokes fun at the nuclear fears of the 1950s. The screenplay for the movie was written by Stanley Kubrick and Terry Southern, and was
1790’s, 1830’s, and 1850’s. Sewell’s strategy encompasses “aggregating and analyzing” (1980: 5) events that would generally be considered the banal factional struggles and encounters of individual French workers. He amasses these facts into a macro-history of the workers’ plight to class-consciousness from the ancien regime to the repressive post-revolutionary era of 1850’s. Sewell frames his historical analysis within the context of the way the workers’ movement utilized the evolving rhetoric to advocate