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The modern story of origin is sprawling and chaotic with numerous elements, bits of nuclear physics, a bit science fiction, tales of the power and the creativity that DNA has, the amazing range of evolution of organisms or the fascinating background of our remarkable species.

Foundation of a European Discourse on History Education , Pt. They are maps that assist us in understanding where we are in our families, families and communities as well as to navigate through our world. I (pp.

11-26). Through placing us in something more than ourselves the origin stories supply us with ethical and intellectual anchors. Schwalbach: Wochenschau Verlag. This is why all religious religions have these major stories woven into the traditions. Francois, E., & Schulze, H. (Eds.). (2001).

They’re the foundation of both small-scale communities based on oral traditions, and the theologies of major established religions. Deutsche Erinnerungsorte I [German Sites of Memory I] . Origin stories have always been essential to education, as they were essays the basis for shaping and giving an understanding to the information. Munchen: C.H. In modern secular systems of education we are not taught stories of origin. Beck.

We have grown so accustomed to it being absent that it’s no longer strange to learn and teach without one. Gadamer, H.-G. (1987). the problem of historical Consciousness. in P. Naturally, you’ll learn about the stories of the beginning of other cultures, or the early origin stories of our own culture but they appear to blend less and less well with our modern times. Rabinow & W. In courses on history, you will also discover the tribal stories that are the origin stories of particular nations, but these are only relevant to certain groups. M. What we are lacking is an origin story with universal appeal that can be used in today’s multi-cultural society. The Sullivan (Eds. ), Interpretive Social Science: A Second View (pp. 82-140).

In the end, teachers teach and students do not have the huge structures for organising their lives or the sense of direction that an origin story could offer. Berkeley: University of California Press. Without these structures, the knowledge itself is fragmented and, all too often students leave university or school feeling lost or disorientation the French sociologist Emile Durkheim described as "anomie". Granatstein, J. The lack of teaching the story of the modern origin is interesting because it is at the very heart of modern science and is waiting to be discovered. L. (1998). The modern story of origin is sprawling and chaotic with numerous elements, bits of nuclear physics, a bit science fiction, tales of the power and the creativity that DNA has, the amazing range of evolution of organisms or the fascinating background of our remarkable species. Who killed Canadian History?

Toronto: HarperCollins. However, it is actually possible to connect these pieces of information together in a coherent thorough, evidence-based, and rigorous story founded on the top of the latest scientific research. "Big History" which is a course I’ve taught for over a quarter of a century is a course that aims to do this; it will tell the story of all the world and of our role in it by utilizing the top of contemporary research in the sciences as well as the humanities. Grever, M. (1998). It begins with the huge blast, 13.7 billion years ago. Opvattingen en misvattingen over het geschiedenisonderwijs (Views and Errors About History Education).

It describes how the planets and stars formed, as well as the evolution of life on the planet we live on. In P. den Boer & G. The final chapters tell the amazing tale of our unique and deadly species. W. Big History brings together the sciences and humanities to form an unifying story of how the world has been made into what they are. Muller (Eds. ), Geschiedenis op school.

When we began to teach Big History, we soon realized that our students weren’t satisfied with the fact that the story ended today. Zes voordrachten over het geschiedenisonderwijs. "History at School. They wanted to know where the story was headed.

The Six Papers on History Education ] (pp. 27-48). Do we expect growth to continue? Are we likely to see a decline in the process of destroying the environmental foundations of our modern society? Can we establish a more eco-friendly relationship with the natural environment? Amsterdam: Publications KNAW. Also the Big History course also takes us into the future and asks what should we do?

Grever, M. (2009). It is clear that the modern story of origin, like other tales are significant in terms of ethics and poses a number of deep questions on the way we conduct ourselves. Afraid of Plurality. In the present, there are around more than 50 Big History courses in universities and colleges. Historical Culture and Historiographical Canonization in Western Europe. They are mostly given in the USA However, there are also courses offered in Australia and in Korea as well as across The Netherlands in the Netherlands, and Russia.

The book is A. In the year 2010, an International Big History Association was created It held its inaugural annual conference in August 2012. Epple & A. In the past I believed it was my belief that Big History courses should also be taught in High Schools however, I didn’t know how to begin. Schaser (Eds. ), Gendering Historiography: Beyond National Canons (pp. 45-62).

It was in 2008 that Bill Gates came across the concept to teach Big History and felt such courses should be taught at high schools. Frankfurt/New York: Campus Verlag. I contacted him and we’ve set up The Big History Project, which is creating an online, free syllabus of Big History for high school students. Grever, M. (2012). The curriculum will become available online and freely accessible to independent and school learners from around the world. The dilemmas that are a part of Common as well as Plural History. It seems that slowly that we are discovering our own contemporary history, the tale that emerges from today’s world population that is comprised of 7 billion individuals.

A reflection upon History Education and Heritage in the Globalizing world. It will be the first modern-day origin story that connects humanity in all its forms. In M. I am convinced, and for that reason, it will be an extremely powerful force of unification in a time when global collaboration will grow more important. Carretero, M. However, perhaps even more important I would like it to provide students with a better understanding of their place within the big world. Asensio, & M. A Historical Background of the Big Bang Theory. Rodriguez-Moneo (Eds. ), History Education and the Construction of National Identities (pp.

75-91). How did the universe get its start? In most public universities and schools the most widely promoted concept about universality is that of the big explosion. Charlotte, NC: Information Age Publishing. The theory is that the universe started billions of years ago , as tiny particles that was born from nothing and then started expanding.

Grever, M., De Bruijn, P., & Van Boxtel, C. (2012). The energy then transformed into matter, which eventually evolved into galaxies, stars and planets. Negotiating the historical distance.