History: Fiction or Science? (Chronology, No. 1)

Book Description

Recorded history is a finely-woven magic fabric of intricate lies about events predating the sixteenth century. There is not a single piece of evidence that can be reliably and independently traced back earlier than the eleventh century. This book details events that are substantiated by hard facts and logic, and validated by new astronomical research and statistical analysis of ancient sources.

Customer Reviews:

Calculations are only as good as your numbers.......2007-08-03

Yes, we can all agree that mainstream history is nearly 100% BS due to politics, economics, ego, problems with dating techniques, and various conspiracies. Agreed. But, I've been researching the distinct possibility that human history (in terms of civilizations) are much more ancient than we've been told, so coming across this book was very interesting to me. I wondered how Fomenko could be wrong (if at all) because he is very persuasive in his presentations. Then it dawned on me. If at previous times in prehistory, due to the various catastrophies that are well documented (comets, asteroids, planetary disruptions, plasma discharge, pole reversals, etc) the Earth was in a different position in relation to the sun, different tilt on its axis, different orbit, different rotation (in terms of velocity and DIRECTION), and the continents were in different positions, then would this not cause the ancients to see the sky (constellations) differently? In other words, is Fomenko making erronious assumptions about the physics of the Earth in pre-history, which then corrupt his data with regards to dating the relevant astrology? The last event to seriously disrupt our planet occured roughly 3500 years ago, according to other good researchers, so is it possible Fomenko has been confused by this? The vastly different physics of our planet in the not so distant past may explain this confusion, which is not to say the "mainstream" version of history is correct; on the contrary. I am not an expert in these fields, but wanted to see if this idea could spark discussion.

Pants on fire?.......2007-07-19

Will people ever read before spamming? Yes, Jesuits could not rewrite world history alone, they had help. Anyway, Dr Prof Acad A.Fomenko does not point to jesuits as the driving force of world wide history manipulation in published volumes 1,2,3;, actually he barely mentions the poor devils. Check it with 'Search inside' feature, please. China is rarely mentioned either, in fact, Dr Fomenko is completely eurocentric. Right, his theory contradicts all mainstream schools of history, because in their actual state they are all built on blatantly erroneus chronology. You don't need a mysterious cabal (conspiracy) to falsify history, the falsification is its modus operandi. It is inherent to history(ians) to falsify (distort) events, as it is inherent to humans to boast as it is inherent to power (authority) to legimize itself by referrring to glorious past made to its own order. Dr Prof Fomenko and team have identified scores of instances of such manipulation in Russian, European, etc.. history, and delivered valid statistical proof thereof. His own 'reconstruction' is completely another story. Forget c14 as a valid method of dating. W.Libby has initially discovered a brilliant method of INDEPENDENT dating. Too bad, c14 method has become a joke after a forced marrige with dendrochronology with consensual chronological scale inbuilt. Radiocarbon method can't stand blind tests, but is so very productive as a rubberstamp.

Accepted History & Chronology Must Be Changed. .......2007-04-09

There is no doubt that history as most know it is a sham, & institution's version of History both University & Church is fradulent & inaccurate. Everything was established with an agenda, The real "Dark Ages" are now when we have access to incredible amounts of information past authorities & more important 'common folk' didn't have but our institutions & educators are slow to evolve because of what has ignorantly & arrogantly been taught for too long. This is on many subjects not just Chronology.

For anyone to question "Why would a Mathematician have anything credible to say of History?" The answer is from Dr. Fomenko's preface in the book: "It would be worthwhile to remind the reader that in the XVI-XVII century Chronology was considered to be a subdivision of Mathematics." These volumes could possibly be some of the most important works to date & should be read by everyone with an interest in History, especially professors & educators who have a duty to the public. I have read both books & must say that 'Chronology 1' has some very eye opening & revolutionary information. Even if these volumes are part true the implications are profound & opens the doors to further investigations & questions which must be done. I speak several different lanquages & must say the logic Dr. Fomenko uses with "inflection" of words & words being read from left to right in one region & right to left in another then written backwards, the removal of vowels & get down to basics of words, or different cities & locations having the same name etc. is correct. Vowel usage has always been optional & varied, actually complicating linquistics & study. The first thing one has to understand is that words never had a fixed spelling in history like we do now, the spelling of words was mutable & regional, as well as names & titles of people were vast, varied & changed, NOTHING WAS FIXED or understood linear. Matters of Life & Death as well as financial profiteering yesterday & today were & are made with ignorant, illogical & conspiratorial views of history & reality, it's time people get closer to the Truth & society collectively grow up.

Very Interesting.......2007-03-07

It is a good proposal and I believe it will mature into something even better in the future. I think it deserves to be read.

History as Science Fiction.......2007-01-10

Anatoly Fomenko has written a very intriguing book, full of pictures, charts, and computer 'proof' of his thesis: backwards of AD900 we don't really know what happened or when. Between AD900 and AD1600 there is more certainty, but there is still a lot of fuzzy ground, and things don't get reliable until we get past the 1600's where the printing press made it very difficult for the perpetrators of this timeline manipulation to change anything that had been committed to print. The Dark Ages did not happen. Books were burned for a reason. One organization has doubled the actual length of its existence by expanding the real chronology. Read why.

I had always wondered why Christ died about AD33 and yet men waited until the 11th century to form the Knights Templar, the Cathars, etc and go after the Holy Land by force. Why the 1000 year gap? Turns out there wasn't more than a 10-12 year gap and he proves it using astronomy. This also implies that the planet is not as old as we have been told, and current Christian and other creationist scientists are already championing that idea without being aware of Fomenko's book. The two groups, creationist scientists and the Russian mathematical analysts corroborate each other. Fascinating.

Of course, all this flies in the face of what we have been told traditionally is the 'proper' chronology of western civilization, and most readers will experience 'cognitive dissonance' in reading this book. It means that our history going backwards from AD1600 becomes progressively more incorrect and unreliable until it cannot be trusted at all... in the space of 700-800 years.

Naturally, the curious, open-minded reader will want to know WHO did this, WHY, and did any of the events we think of as really ancient ever happen?
Dr. Fomenko is a respected scientist/mathematician at Moscow State University who has already answered these questions to the satisfaction of his initially skeptical colleagues. Most of them are now believers, a few still refuse to believe (the usual diehards), and of course the western press has ignored Fomenko's work -- for obvious reasons when you read the book. The ones who perpetrated this chronology ruse have a lot to answer for. They are still with us. That's why this book is a well-kept secret.

I gave the book a 4-star rating because I was unable to check out some of his claims; those I checked were as he said. But if even 1/3 of his claims are true, this punches a big hole in what we think is our history, the meaning of western civilization, our educational process (for repeating the ruse as gospel), and the trustworthiness of the organization that perpetrated this ruse, well-intentioned or not.

This book relates to current research into a Young Earth paradigm, to John Keel's discoveries about our planet, and Fr Malachi Martin's insights (in his now out-of-print books). We are indeed sheep who are manipulated and kept ignorant -- for a reason. While knowing what these men have to say may be the "booby prize" (as in: 'what can you do with this knowledge?'), it will provide interesting reading. Didn't someone say: "...and the Truth will set you free."?? For you to judge if this book contains the truth.

Historical Thinking Pb (Critical Perspectives On The P)

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Historical Thinking: A Must Read for All Teachers of History
The Future of Teaching the Past
Slogging through mud...
Best text out there
Calling all educators: A MUST HAVE!

Historical Thinking Pb (Critical Perspectives On The P)
Sam Wineburg
Manufacturer: Temple University Press
ProductGroup: Book
Binding: Paperback

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ASIN: 1566398568

Book Description

Since ancient times, the pundits have lamented young people's lack of historical knowledge and warned that ignorance of the past surely condemns humanity to repeating its mistakes. In the contemporary United States, this dire outlook drives a contentious debate about what key events, nations, and people are essential for history students. Sam Wineburg says that we are asking the wrong questions. This book demolishes the conventional notion that there is one true history and one best way to teach it.

Although most of us think of history—and learn it—as a conglomeration of facts, dates, and key figures, for professional historians it is a way of knowing, a method for developing an understanding about the relationships of peoples and events in the past. A cognitive psychologist, Wineburg has been engaged in studying what is intrinsic to historical thinking, how it might be taught, and why most students still adhere to the "one damned thing after another" concept of history.

Whether he is comparing how students and historians interpret documentary evidence or analyzing children's drawings, Wineburg's essays offer "rough maps of how ordinary people think about the past and use it to understand the present." Arguing that we all absorb lessons about history in many settings—in kitchen table conversations, at the movies, or on the world-wide web, for instance—these essays acknowledge the role of collective memory in filtering what we learn in school and shaping our historical thinking.

Customer Reviews:

Historical Thinking: A Must Read for All Teachers of History .......2007-07-24

As a high school teacher of American history I am constantly searching for ways in which to improve my teaching and student learning. After seeing several references in other works to Wineburg's Historical Thinking and Other Unnatural Acts I decided to read the book for myself, as it turns out that decision has proven to be the single best investment in my professional development and my student's ability to grasp the complexities of historical problems. There has been a long standing debate in the field of history education as to the mission of history educators, are we to teach history as a series of factual incidents over a period of time that can be neatly packaged and quantified on standardized tests or are we to teach the process of "doing history?" That is to teach the analysis of historical events usually through primary source documents not as "stuff that happened" but as the complex interaction of people of varied backgrounds with different goals, desires and points of view. As Wineburg points out in his brilliant analysis of how we think about events in the past, history is messy and the "Historical thinking requires us to reconcile two contradictory positions: first our established modes of thinking are an inheritance that cannot be sloughed off, and, second, that if we make no attempt to slough them off, we are doomed to a mind-numbing presentation that reads the present onto the past." Although Historical Thinking is an academic work Wineburg's writing style is accessible and fluent, teachers of history at all levels from the academy to the elementary classroom will benefit from this well written and relevant study.

The Future of Teaching the Past.......2007-07-23

Suggesting ways to get students to think like historians, as an alternative to the regurgitation of historical "facts" is a core theme of the book. Wineburg's book challenges many of our preconceived notions of teaching history, by using many descriptions and illustrations to show how students are thinking currently in their social studies classes and ways that we may improve this.

After teaching high school history and government in Massachusetts for 5 years, Sam Wineburg's book Historical Thinking and Other Unnatural Acts was recommended by a friend and professor at Boston University. It had a profound impact on how I look at teaching history and more specifically how I approach history with my students. I found the book so helpful that I shared it with many of my colleagues and most agree that it is an important book that should be read by all history educators.

If you have appreciated books on history education by scholars like Gary Nash, Eric Foner, James Loewen, or Dana Lindaman, then Sam Wineburg's book is a must read to help further the discussion of how to educate America about its past.

Slogging through mud..........2007-06-12

I like the ideas in this book and think that the author has presented history professionals with plenty of research about how students and teachers interpret what they learn in their history courses. That said, I don't find this book to be particularly well written. Maybe it's just me, but getting through some of the essays was like slogging through mud... obscure language, lousy sentences, and paragraphs weighed down by too many words. I think most of the essays in this book could have been parred down to two or three pages a piece. So, Sam can think, but he writes like a graduate student who says in fifty words what could be said in ten. In fact, I think I can distill the book down to one (long)sentence: "We can't view or interpret what happened in the past accurately because we weren't there and are too affected by the present; therefore, looking back in time is at best like "looking through a glass darkly."

Best text out there .......2006-11-06

I have mixed feelings about this effort. On the one hand, it is clearly one of the more thoughtful discussions of how we learn and think about history. Several of Wineburg's studies raise serious questions about how we know and discuss history. On the other hand, the book is disjointed and offers little in the way of solution. This is fair enough as Wineburg acknowledges both limitations. But for say ... a Social Science Teaching Methods class, the text is too thick with criticisms and too thin with solutions. What is really needed is a text that translates Wineburg's observations into California Social Science Skills Standards (or equivalent). One that takes knowing history seriously, but offers busy young teachers ways to improve their classrooms.

Whatever its limitations, I'd highly recommend the book to all history teachers. While we may not find "The Solution" we will find productive new approaches to creating our own solutions.

Calling all educators: A MUST HAVE!.......2001-09-03

OK, the fact that he is "the" professor who changed the course of my life notwithstanding: This is a terrific book, one that opens doors for teachers who want to think about "what" they do, "how" they do it, "why" they use the materials that they do, and, ultimately, what critical pathways they have opened in their students at the end of the day.

Thought provoking, stirring without being preachy, at times quite funny -- Wineburg quickly shows why he one of the most important voices in Ed Psych -- in Education -- in History -- today.

Book Description

From Lao Tsu, Aristotle, and Ibn Khaldun to Charles Darwin, Jomo Kenyatta, and Aung San Suu Kyi, Reading the World: Ideas That Matter is a collection of writing by some of the world's great thinkers. And because ideas have long been expressed visually as well as verbally, the collection also includes drawings, paintings, photographs, and other visual works. Organized around the universal themes of Human Nature; Law and Government; War and Peace; Wealth, Poverty, and Social Class; Science and Nature; Education; and Language and Rhetoric, the texts in this book present a diversity of views on ideas that matter.

Customer Reviews:

A great textbook for college students!.......2007-07-12

I have taught two college-level writing courses with this book, and I continue to be impressed with the scope of its readings. Unlike every other "great-ideas" reader that I have ever seen, READING THE WORLD actually reads, well, the world. It includes many of the traditional Western authors that are common in such collections (Plato, Aristotle, Machiavelli, Martin Luther Francis Bacon, Rousseau, Hobbes, Martin Luther King, etc.), but it adds to the mix a VERY generous assortment of classical non-Western thinkers as well (Sun-Tzu, Mencius, Shotoku, Kenyatta, Gotama, Al-Ghazali, Daw Aung San Suu Kyi, and many more). I am glad that someone believes--and that some major textbook publishers are beginning to see--that "diversity" in education means a lot more than just the social divisions of American in the 20th and 21st century. There is a very big world out there waiting to be read, and READING THE WORLD is a pretty good place to start.

Thinking Through the Past: A Critical Thinking Approach to U.S. History Since 1865

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Very Useful Book

Thinking Through the Past: A Critical Thinking Approach to U.S. History Since 1865
John Hollitz
Manufacturer: Houghton Mifflin Company
ProductGroup: Book
Binding: Paperback

General | Americas | History | Subjects | Books

ASIN: 0618046690

Customer Reviews:

Very Useful Book.......2005-09-26

This book will reinforce early American History, which plays a big part in our lives today. I recommend this book and give it 5 Stars.

Critical Thinking Using Primary Sources In U.s. History: Grades 10-12

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Critical Thinking Using Primary Sources In U.s. History: Grades 10-12
Wendy S. Wilson , and Gerald H. Herman
Manufacturer: Walch Pub.
ProductGroup: Book
Binding: Paperback

General | World | History | Subjects | Books
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ASIN: 0825141443

Critical Thinking Using Primary Sources In World History: Grades 10-12

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Critical Thinking Using Primary Sources In World History: Grades 10-12
Wendy S. Wilson , and Gerald H. Herman
Manufacturer: Walch Pub.
ProductGroup: Book
Binding: Paperback

General | World | History | Subjects | Books
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ASIN: 0825150094

On Thinking And the World: John Mc'Dowells Mind And World (Ashgate New Critical Thinking in Philosophy)

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Understanding reality

On Thinking And the World: John Mc'Dowells Mind And World (Ashgate New Critical Thinking in Philosophy)
Sandra M. Dingli
Manufacturer: Ashgate Publishing
ProductGroup: Book
Binding: Hardcover

Epistemology | Philosophy | Nonfiction | Subjects | Books

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ASIN: 0754651762

Customer Reviews:

Understanding reality .......2007-02-25

Certainly the discussions about reality abound in philosophy. I consider this book to be a further contribution to this on-going complex discussion. Though the author's main aim is to analyse and interpret McDowells' philosophy, it goes a bit further by sifting through the available information, and indicating possible directions in interpreting the world. What I found particularly interesting are the parts dealing with quietism, that area of activity that is a sort of perfection of philosophy; when the word becomes an eloquent silence. Furthermore, the study is thorough and sifficiently clear.

Critical Thinking Transparencies (World History: Patterns of Interaction, History from Visuals)

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Critical Thinking Transparencies (World History: Patterns of Interaction, History from Visuals)

Manufacturer: McDougal Littell
ProductGroup: Book
Binding: Paperback
ASIN: 0618182950

Product Description

.Critical Thinking Graphics .Visual Chapter Summaries .Blank Graphic Organizers

Critical Thinking Transparencies (World Geography, 2-01327)

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Critical Thinking Transparencies (World Geography, 2-01327)

Manufacturer: McDougal Littell
ProductGroup: Book
Binding: Paperback

Product Description

This book of color transparencies builds students' critical thinking skills through graphic organizers, cause-and-effect charts, and visual summaries. 2 transparencies for each chapter of the student edition book

Critical Thinking Transparencies (World History: Patterns of Interaction, 2-00603)

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Critical Thinking Transparencies (World History: Patterns of Interaction, 2-00603)

Manufacturer: McDougal Littell
ProductGroup: Book
Binding: Paperback

Product Description

This book of color transparencies builds students; critical thinking skills through graphic organizers, cause-and-effect charts, and interpreting graphs.

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