The memory of the Second World War hangs over Europe, an inescapable and irresistible point of reference. Historical parallels are usually misleading and dangerous.
Antony BeevorRead
School-leavers unfortunately will come away thinking the First World War consisted simply of 'going over the top' on the Western Front to slaughter in no-man's-land, when the conflict extended so much further, to the collapse of four empires and numerous civil wars.
Interpretation
The First World War was a complex event that involved much more than just the well-known battles on the Western Front.
Antony Beevor highlights the misconception that the First World War can be merely reduced to the iconic image of soldiers 'going over the top' in trench warfare. He emphasizes that this view is overly simplistic and neglects the wider implications of the war, including the demise of various empires and the emergence of civil conflicts that reshaped the geopolitical landscape.
In practice
In a history class discussion about World War I, this quote can be used to emphasize the war's broader historical context.
The memory of the Second World War hangs over Europe, an inescapable and irresistible point of reference. Historical parallels are usually misleading and dangerous.
I think one of the great disasters (in military history) is the way that the Second World War has become the defining reference point for every crisis and every conflict.
When we dwell on the enormity of the Second World War and its victims, we try to absorb all those statistics of national and ethnic tragedy. But, as a result, there is a tendency to overlook the way the war changed even the survivors' lives in ways impossible to predict.
I'm often reassured in a bizarre - perhaps perverse - way when I find in the archive stuff that contradicts what my assumptions have been. That's interesting and exciting.
The great European dream was to diminish militant nationalism. We would all be happy Europeans together. But we are going to see the old monster of militant nationalism being awoken when people realise how little control their politicians have.
Teaching the history of the British Empire links in with that of the world: for better and for worse, the Empire made us what we are, forming our national identity. A country that does not understand its own history is unlikely to respect that of others.
I think I would abolish schools which systematically inculcate sectarian beliefs.
The public school system is not about educating black children. Never has been. Inner-city schools are about social control. Period. They’re operated as holding pens—miniature jails, really. It’s only when black children start breaking out of their pens and bothering white people that society even pays any attention to the issue of whether these children are being educated.
Under the Providence of God, our means of education are the grand machinery by which the 'raw material' of human nature can be worked up into inventors and discoverers, into skilled artisans and scientific farmers, into scholars and jurists, into the founders of benevolent institutions, and the great expounders of ethical and theological science.
The most used program in computers and education is PowerPoint. What are you learning about the nature of the medium by knowing how do to a great PowerPoint presentation? Nothing. It certainly doesn't teach you how to think critically about living in a culture of simulation.
And with a practice of writing comes a certain important integrity. A culture filled with bloggers thinks differently about politics or public affairs, if only because more have been forced through the discipline of showing in writing why A leads to B.
Our present educational systems are all paramilitary. Their aim is to produce servants or soldiers who obey without question and who accepts their training as the best possible training. Those who are most successful in the state are those who have the most interest in prolonging the state as it is; they are also those who have the most say in the educational system, and in particular by ensuring that the educational product they want is the most highly rewarded.
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