Book Description
These vivid pages remind us of how much can be accomplished in a good and humane classroom.
- Howard Gardner
While the professional literature is glutted with theories on educational reform, our children remain starved for authentic learning that grows out of their unique, original classroom experiences. Award winning teacher Steven Levy attributes this disparity to the lack of clear examples illustrating the kind of thinking and planning that results in powerful learning. The void, he asserts, too often prompts teachers to "either return to the curriculum guide or try to implement projects developed by others."
Starting from Scratch presents an inspired alternative. In detailed accounts, it explains the step-by-step observations, thinking, and planning that enabled Levy to develop a variety of original projects with his elementary students. These have ranged from environmental inquiries--students studying the impact of a local bike path on their community--to an imaginative look at the qualities of number--a classroom quest to determine which is the greatest number.
While these projects were generated by the children's own interests, they also provided myriad opportunities for basic skills development. In this regard, Starting from Scratch offers a creative reconciliation of some of the more hotly debated issues in education: project based learning versus basic skills; integrated curriculum versus discipline centered instruction; state and national standards versus local and individual interests. Instead of recapitulating fundamental arguments, Starting from Scratch simply shows successful illustrations of how "the best of both worlds" can coexist in an engaged classroom.
Starting from Scratch was written primarily with professional educators in mind. But its appeal will extend to parents, business leaders, and anyone interested in related issues such as character education, teaching gifted and talented students, and teaching thinking. In short, it will inspire anyone concerned with the challenge of educating strong individuals who have a spirit of community.
Customer Reviews:
So, Brian...use your frustration..........2004-03-08
The point of this book is how classrooms can, when teachers don't start from where the students are at ("Scratch"), leave kids disengaged, bored and frustrated.
Use what he gives you to take urban kids into their lives. Okay, they are poor, maybe illiterate, possibly angry....but are they not also intelligent, curious and hungry?????
Stop complaining!
Excellent, Excellent Book.......1999-02-01
An excellent and highly entertaining book. The classroom stories are wonderful: creative and humorous. I've had great success with several of Levy's ideas in my own classroom.
refreshing, invigorating, one of the best books ever.......1999-01-06
Steven Levy paints a vivid picture of his magical classroom in all its glory. Wonderful stories, curriculum ideas, and a refreshing educational philosophy. This book is great reading for anyone, and a must have for teachers.
Book Description
What do Galileo, Isaac Newton, Louis Pasteur, and Albert Einstein have in common? They've all ridden on the Magic School Bus, of course! Ms. Frizzle is back in action and she has a mission: her students need science fair projects - and fast. What better way to get ideas than to learn from some of the all-time greats? The class heads to the Walkerville Science Museum to see the exhibit on GREAT SCIENTISTS THROUGH THE AGES, where, suddenly, Galileo comes to life! He is about to make a great discovery, but he needs a ride home. Thank goodness Ms. Frizzle knows the way! (cont.)
Customer Reviews:
How to think like a scientist.......2007-10-12
Usually the magic school bus books offer excellent explanations of natural phenomena, but this one goes a little further and explains how scientists think and work using famous scientists as examples. Thanks to this book, my daughter understands what a hypothesis is and that it must be tested. Her favorite is the explanation of how Pasteur devised an experiment that proved bacteria in blood cause disease, not just the blood itself. Other scientists presented include Galileo, Newton, the Curies, and Einstein. All this in the fun, Frizzled manner of the magic school bus series.
Educational Fun.......2006-11-09
My son absolutely loves this book. He enjoys the Magic School Bus book series, but he especially likes this book which teaches him about famous scientists and their relative discoveries. This is educational fun at its best if your child enjoys learning from books.
Book Description
This guide for teachers is the answer to all questions children ask and all the wonders they want to investigate -- from the marvel of a raindrop on a leaf, to the power of a volcano, to the mysteries of the universe.
This award-winning bestseller is the biggest and best collection of science activities for children 6 to 14 years old. There are projects, experiments, games, puzzles, and stories. They cover all areas of science, including matter and energy, the human body, the environment, rocks, plants, animals, insects, weather, stars and planets, and technology.
Activities range in length from the popular 'Quickies' to projects that can be done over several days or weeks. They've all been tested and use simple materials. Easy-to-follow explanations, engaging illustrations, and fun facts (did you know that a cockroach can live for nine days without its head?). Many thousands of copies of
Science Is... have been used by student teachers to get started in science class. Make this a book you'll turn to again and again.
"An innovative book ... Youngsters will be intrigued by the exciting activities crammed into this book." (Today's Parent)
"An excellent reference source for parents and teachers!" (School Library Journal)
"A powerful and practical resource... Will enrich any school science curriculum. Highly recommended!" (Appraisal, School of Education, Boston University)
Customer Reviews:
Scince Fair Project Starting point.......2006-02-22
I had to purchase a Sciensaurus book for a college class and this book was an add on (buy two for less money). This is the book I use!
My 6th grade students were beginning their science fair projects and didn't have access to the internet. This is where I sent them for ideas.
The experiments are simple, the materials are minimal, the "science" is included but not primary, it is truly for those people who want their kids to experience the "hands-on" of science.
The index is set up in a chart so you can choose the topic~ earth, seasons, animals, rocks...across the top and then follow the column down to get all of the experiment options.
This book could keep a science teacher busy with experiments for an entire school year plus some!
Highly recommend this book for demos and Science Club.......2003-11-01
I used this book for Science Club for years and found it invaluable. I would highly recommend it for any teacher who runs Science Club or needs a supply of demos. Invaluable!
Leagues above most activity books.......2000-07-13
I am so glad to discover this book is still available. It's far more comprehensive and intelligent than so many other activity books. Laid out clearly, with activities in various realms of knowledge that offer numerous variations so a parent could conceivably use this one book throughout a child's school years. I can't imagine a child not discovering the joys of science (broadly defined) when a parent introduces him or her to some of these delightful activities. The best thing about the book is that so many of the ideas don't require vast preparation, but can be done spur-of-the-moment.
Someone stole my copy!.......2000-05-27
I've used this book for several years as a teacher, and found it gone from my bookshelf. It's great. It has everything. And it's written well and clearly. A very eclectic collection, but sound.
Creative, inexpensive ideas.......2000-02-16
I've used many of the activities. Either as a demo, as a "set" or for students to do. The materials needed for the activities are inexpensive. The ideas presented in the book are creative and allow you to spend more "brain power" on other things. It includes all areas of science, no matter what you teach, it can fit in. I've used it for 9th and 10th and don't feel it is too "elementary". It's worth the money.
Book Description
Authors: Bernard Chang, Mihai Craciun, Rem Koolhaas, Nancy Lin, Yuyang Liu, Katherine Orff, Stephanie Smith Design: Alice Chung
Harvard Graduate School of Design's independent study seminar Project on the City aims at identifying and analyzing problems leading to and resulting from accelerated urbanization, as well as developing new philosophies to aid our increasingly metropolitan planet cope with the rapid changes. Taking the roles of both architect and sociologist, the students travel and research in the first phase of each cycle, and write their theses in the second. The result of each project is a comprehensive, specialized study of the effects of modernization on the contemporary city. During the 1996-1997 period, Project on the City focused its sites on China's Pearl River Delta, a cluster of five cities with a population of 12 million destined to reach 36 million by 2020. Under the watchful eye of the Chinese Communist Party the Pearl River Delta has been (and still is) undergoing a Western-influenced, unrestricted capitalist development which is effectively destroying traditional Chinese social structures thereby producing an entirely new urban substance. Described as "laboratories for the contained unleashing of capitalism," these Special Economic Zones in the Pearl River Delta constitute an unprecedented experiment in urbanization on an astonishingly large scale. The new book presents thesis essays which explore, in a theoretical and critical context, the problematic results of this forced modernization and the possibility of a new system for understanding the troubled relationship between urbanization and economic growth.
Customer Reviews:
A uniuqe and all-inclusive study of the worlds fastest developing economy........2007-03-31
While this book is packaged in some degree of sensationalism, such as mentioning that the most prolific architect in Dongguan city is a gambler, and highlighting the negative externalities of foreign direct investment in the region in question, it is the most stunning and compelling analysis I have seen of the PRD. This book is a fascinating introduction to Chinese economic policy and history, and a recommended read for anyone who doesn't know that 1/3 of everything you own that's "Made in China" came from the factories made possible by the topic of this book.
It's the next best thing to actually visiting the place, which I also recommend.
Great book?.......2005-04-05
After reading all the reviews, I still decided to buy this book. Surprisingly, I think this is a great book, perhaps, in a different way. Some of the people think this is the book with artless pictures and off-track information. In fact, I have to admit that people who are not familiar with china and its culture may have some difficulties to find connection to the book. In my point of view, this book raised some strong questions about the consequences of China's dramatic economic transformation, that the architecture in China would be so egregiously post-modern is interesting. Beside, it also explains the reason behind the replication culture consequentially occur after the red cultural revolution is valuable.
Cliche.......2003-11-19
It's great that people are starting to look at this topic, but this book reeks of a quick-hit, let's-publish-a-book-after-a-seminar job. The title itself says it all: the Great Leap Forward was a Maoist economic project in the late 50s that left up to 30 million people dead. How can one use this term, which refers to one of the great human tragedies of the 20th century, as a cute title for a book? The GLF wasn't cute. It has nothing to do with architecture or urban planning. Using it in this cavalier way belies a complete ignorance of the past 50 years of Chinese history. Sorry if this seems like nitpicking, but I can't take a book seriously that doesn't take its topic seriously.
Another interesting Project on the City volume.......2003-01-28
The previous reviewer was disappointed with this volume after reading Koolhaus' books. While the 3 volumes of the Project of the City are under his (loose?) direction, these are actually all anthologies of writings by individuals connected to the Harvard Design School, each book on a separate theme: metropolis (Mutations) shopping (Guide to Shopping) and the Pearl River Valley, this volume. I knew nothing about this region of the world until reading an article in Mutations about it.
Did you know that just one of the cities in this region went from a population of 30,000 to 3.9 million in 15 years? And this growth was accomplished basically without any city planning department? Or that architectural plans for a 40 floor high rise take less than 2 months to complete?
All of the Project on the City books have many similarities, which you can consider a strength (my opinion) or a weakness (previous review). Take a huge subject (PRV, shopping...) provide millions of factoids about it, present those fact in a cacophony of words, graphs, photos (and with Mutations, there is even a CD of avant electronic music). I liked that about S,M.L.XL and I like it in this series. A treatise on architecture and urban planning in the PRV I never would have read. Just too obscure and potentially boring a subject. But after reading and carefully studying all the photos in this book, I'm left with a large, jumbled set of distinct impressions about the PRV, which raise all sorts of questions about the role of architects and planners in developing countries (or in the US, for that matter).
To me the revolutionary things about S.M.L,XL was its insistence that architecture is not best discussed in articles. Even articles with accompanying photos. That is way too static, too two-dimensional a method of transmitting information, and not well suited to how we absorb information in the 21st century. Rem's recent books gives us a cacophony on information simply jumping off the page. The Project on the City books continue those ideas, and I think do a good job of it.
I subtracted a star because of Rem's highly annoying joke of "copyrighting" words that contain key concepts in his writings. This is particularly annoying since some of the writers in this anthology are clearly puzzled by this requirement and lack even the minimal style and humor with which Rem unfurls this trick in his own writing.
A Wasted Idea.......2002-04-26
I looked forward with great anticipation to this book. Koolhaas' "Delirious New York" was a fascinating work, and "S,M,L,XL" was both interesting and a great argument against hard drives. This book was a major disappointment. It doesn't delve very deeply at all into it's subject matter (the Pearl River Delta area of China) and most of it's "important ideas" are sophomoric. I would say the most irritating thing about this book (other than the totally artless and pointless photographs that litter the book) are the code phrases (highlighted in red) that read like a grad student's compendium of inanities. Don't waste your money.
Book Description
One of the most popular and enduring legacies of President Lyndon B. Johnson's Great Society programs, Project Head Start continues to support young children of low-income families-close to one million annually-by providing a range of developmental and educational services. Yet as Head Start reaches its fortieth anniversary, debates over the function and scope of this federal program persist. Although the program's importance is unquestioned across party lines, the direction of its future—whether toward a greater focus on school readiness and literacy or the continuation of a holistic approach-remains a point of contention.
Policymakers proposing to reform Head Start often invoke its origins to justify their position, but until now no comprehensive political history of the program has existed. Maris A. Vinovskis here provides an in-depth look at the nation's largest and best known—yet politically challenged—early education program. The Birth of Head Start sets the record straight on the program's intended aims, documenting key decisions made during its formative years. While previous accounts of Head Start have neglected the contributions of important participants such as federal education officials and members of Congress, Vinovskis's history is the first to consider the relationship between politics and policymaking and how this interaction has shaped the program. This thorough and incisive book will be essential for policymakers and legislators interested in prekindergarten education and will inform future discussions on early intervention services for disadvantaged children.
Customer Reviews:
Excellent, though incomplete history of Head Start.......2005-08-29
Vinovskis is an outstanding historian of Education and has written an accessible, well-researched history of Head Start. The major contributions of this work is the emphasis on the educational aspects of the program (as opposed to the "developmental" aspects touted by, among others, Head Start administrators Jule Sugarman and Edward Zigler), and the contention that congressional Republicans--far from opponents of this Great Society program--actually wanted Head Start to provide the educational outcomes espoused (though never really documented) by program advocates. The end result of this work is a clear contribution to the debate over the purpose and value of Head Start.
Where this book falls short is in its assumptions, the most problematic of which is that Head Start should be judged on its contribution to improved educational attainment of its participants. From the outset, Head Start was seen by its supporters as something quite apart from a simple education program. Instead, it aims to improve the total environment of children--their health, nutrition, and home environment--as much as educational abilities. So, the inability of Head Start to show improvements in IQ or in short-term educational outcomes never has been an argument against the program's effectiveness. Although such goals are "fuzzy" and harder to measure than the pervasive standardized tests, their importance are nonetheless central to understanding the Head Start debate, and they are, unfortunately, neglected in Vinovskis' analysis.
The other problem with the analysis is in its acceptance at face value the contention of Republicans in Congress that they were fans of Head Start. This ignores the complexity of Republican opposition to the War on Poverty and how Head Start presented a real problem for Republicans who sought to dismantle the Office of Economic Opportunity, the umbrella agency under which Head Start resided. One of the problems here is the selective use of papers from key people in the debate; Vinovskis makes excellent use of presidential papers, papers of HEW officials, and a key congressional Republican (Albert Quie), but fully neglects key congressional Democrats, like Carl Perkins, or Sam Gibbons, key Democrats on the House Education and Labor Committee. This results in a lack of balance in assessing the motives behind Republican attempts to move Head Start to the Offfice of Education, which was a key debate in the fourth year of the program.
Still, this is a great book on a popular program that has outlasted the era that spawned it and it makes a needed academic contribution to our understanding of Head Start.
Customer Reviews:
Highly useful lessons in social history for teachers........1999-09-17
Good scholarship in social history is applied to developmentally appropriate elementary curriculum topics. Author shows how children even in kindergarten and the first grade can begin to learn about history and to enjoy the process of learning history. There is a well balanced presentation for all grades K-6. Clear directions and examples of the work of classroom teachers provide readers with help and prompt new ideas. This book would be helpful to parents, librarians, and museum workers as they seek tohelp children learn meaningful and interesting things about families, local communities, and the wide range of ethnic groups in America today. I place this book on the must have and use list for all elementary teachers interested in engaging children in active learning experiences.
Amazon.com
Developed at the Children's School of Science at Woods Hole, Massachusetts, this collection of fifty-some projects provides a wonderful hands-on introduction to the workings of natural systems. Children who live near the sea will revel in following the step-by-step instructions for setting up a saltwater aquarium; children who live near woodlands can learn how to raise caterpillars and--perhaps to the horror of their parents--even wood lice. Educationally minded thought has gone into the preparation of this book, and the care shows on every page.
Book Description
The best way for kids to learn about nature is to discover it for themselves. Here are more than fifty activities, projects, experiments, and field trips that children can do at home, in the countryside, and at the seashore to discover the natural world around them. Written in a clear, accessible style for children eight to fourteen and older, and vividly illustrated with more than 400 color photos, these exciting investigations will show kids how to:
* Dissect a live sponge and watch it reassemble itself under a microscope. (You can order living sponges by mail!) * Build a bird-feeding and observation station. * Explore a seashore ecology by setting up a transect line and doing a species survey. * Collect crickets and keep them in a home terrarium. * Analyze the diet and habits of owls by dissecting an owl pellet. * Witness the complete metamorphosis of a caterpillar into a monarch butterfly at home.
These projects are drawn from the highly acclaimed real kids/real science series of books and have all been thoroughly "kid-tested." They are adapted from the programs of the Children's School of Science in Woods Hole, Massachusetts, where kids, science teachers, and scientists gather every summer to study the natural world together. Organized into six subject areas, these unique explorations of nature show kids how, when, and where to observe all kinds of plants and animals, how to be safe when going out and collecting in the wild, and how to build appropriate home environments to help them study what they find. In the process, kids will learn to think like scientists themselves, coming up with their own "what if?" hypotheses and designing experiments to test them. A comprehensive Glossary defines all scientific terms, and a special Supplies page is provided to explain quick and easy ways to order any specimens and equipment that kids can't find in their own area. In addition, a new Contacts page offers listings of many museums and national organizations that encourage and assist natural science studies. With The Big Book of Nature Projects, naturalists of all ages will have a powerful new tool to unlock the scientific wonders of the living world around them. Produced in association with the renowned Children's School of Science in Woods Hole, Massachusetts.
Customer Reviews:
Everything You Need in a Nature Book.......2006-05-18
This is by far the best nature project book I have seen. Visually, it is very appealing--beautifully organized, with full color photos. The lessons are clearly presented, and differences between geographic regions are noted, making this book relevant for any part of the country. It is a very hands-on approach to learning about nature, which is so often absent these days. While it is geared toward activities for younger children, I found it to be a very inspiring book--made me want to walk out the door and start exploring NOW.
Great For Homeschoolers.......1999-04-29
This is the best hands on science book I have seen yet. Great for kids to go out on their own or for parents to do with their kids as family outings and such. Has field trip ideas for each topic. Very highly recommended.
Product Description
History: Fiction or Science? is the most explosive tractate on history ever written - however, every theory it contains, no matter how unorthodox, is backed by solid scientific data. The book is well-illustrated, contains over 446 graphs and illustrations, copies of ancient manuscripts, and countless facts attesting to the falsity of the chronology used nowadays, which never cease to amaze the reader. Eminent mathematician proves that: Jesus Christ was born in 1153 and crucified in 1186 The Old Testament refers to mediaeval events. Apocalypse was written after 1486. Does this sound uncanny? This version of events is substantiated by hard facts and logic - validated by new astronomical research and statistical analysis of ancient sources - to a greater extent than everything you may have read and heard about history before. The dominating historical discourse in its current state was essentially crafted in the XVI century from a rather contradictory jumble of sources such as innumerable copies of ancient Latin and Greek manuscripts whose originals had vanished in the Dark Ages and the allegedly irrefutable proof offered by late mediaeval astronomers, resting upon the power of ecclesial authorities. Nearly all of its components are blatantly untrue! For some of us, it shall possibly be quite disturbing to see the magnificent edifice of classical history to turn into an ominous simulacrum brooding over the snake pit of mediaeval politics. Twice so, in fact: the first seeing the legendary millenarian dust on the ancient marble turn into a mere layer of dirt - one that meticulous unprejudiced research can eventually remove. The second, and greater, attack of unease comes with the awareness of just how many areas of human knowledge still trust the three elephants of the consensual chronology to support them. Nothing can remedy that except for an individual chronological revolution happening in the minds of a large enough number of people.
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.
Books:
- Statistics
- Stone Butterfly (Charlie Moon Mysteries)
- Surprised by Truth: 11 Converts Give the Biblical and Historical Reasons for Becoming Catholic
- Taking Sides: American History, Volume I (Taking Sides: Clashing Views on Controversial Issues in American History)
- Tasha Tudor's Garden
- The Alibi Man
- The Army of Flanders and the Spanish Road, 15671659: The Logistics of Spanish Victory and Defeat in the Low Countries' Wars (Cambridge Studies in Early Modern History)
- The Cambridge Illustrated Atlas of Warfare: Renaissance to Revolution, 14921792 (Cambridge Illustrated Atlases)
- The Challenge of Crime: Rethinking Our Response
- The Complete C.S. Lewis Signature Classics
Books Index
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| Education
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Talking Their Way into Science: Hearing Children's Questions and Theories, Responding With Curricula (Language and Literacy Series (Teachers College Pr))
Black Ants And Buddhists: Thinking Critically And Teaching Differently in the Primary Grades
Teaching What Matters Most: Standards and Strategies for Raising Student Achievement
The Dreamkeepers: Successful Teachers of African American Children
Teaching Reading with Children's Literature
