If, in schools, we keep teaching that history is divided into American history and Chinese history and Russian history and Australian history, we're teaching kids that they are divided into tribes. And we're failing to teach them that we also, as human beings, share problems that we need to work together with.
Interpretation
The quote emphasizes the importance of teaching history as a shared human experience rather than as fragmented national narratives.
David Christian's quote critiques the way history is often taught in schools by highlighting the segregative approach of emphasizing national histories over a collective human experience. He argues that framing history in terms of distinct countries and cultures promotes division among students, leading them to see themselves as belonging to separate tribes instead of recognizing their common challenges and shared humanity, which is essential for encouraging collaboration and understanding across cultural divides.
In practice
During a school assembly, this quote can be used to encourage students to think beyond national boundaries and promote unity.
I believe human beings mark a threshold in the development of the planet, of course, but it is only part of the picture. What Big History can do is show us the nature of our complexity and fragility and the dangers that face us, but it can also show us our power, with collective learning.
I had this feeling that, somehow, we ought to be teaching not just the history of particular nations or particular regions, but the history of humanity.
Concentration is a part of life. It is not the consequence of a method of education.
For truly it is to be noted, that children's plays are not sports, and should be deemed as their most serious actions.
I do believe that one way to bring cultures together, to develop trust between people and countries and religions, is through education. And through music and art and basketball and activities and joys that people share worldwide, regardless of ethnic background or religious orientation.
The rest, with very little exaggeration, was books. Meant-to-be-picked-up books. Permanently-left-behind books. Uncertain-what-to-do-with books. But books, books. Tall cases lined three walls of the room, filled to and beyond capacity. The overflow had been piled in stacks on the floor. There was little space left for walking, and none whatever for pacing.
No man should bring children into the world who is unwilling to persevere to the end in their nature and education.
When I start a book, it's every day. There is no Saturday, no Sunday. It's every day, because if I stop one day, I'm afraid of losing the book and losing the energy.
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