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Is the history of the modern world the history of Europe writ large? Or is it possible to situate the history of modernity as a world historical process apart from its origins in Western Europe? In Part One of this posthumous collection of essays, Marshall G.S. Hodgson, a former professor of history at the University of Chicago, challenges adherents of both Eurocentrism and multiculturalism to rethink the place of Europe in world history. He argues that the line that connects Ancient Greeks to the Renaissance to modern times is an optical illusion, and that a global and Asia-centered history can better locate the European experience in the shared histories of humanity. In Part Two of the work Hodgson shifts the focus and in a parallel move seeks to locate the history of Islamic civilization in a world historical framework. Finally, in Part Three he argues that in the end there is but one history--global history--and that all partial or privileged accounts must necessarily be resituated in a world historical context. The book also includes an introduction by the editor, Edmund Burke III, contextualizing Hodgson's work in world history and Islamic history.
How can teachers introduce Islam to students when daily media headlines can prejudice students' perception of the subject? Should Islam be taught differently in secular universities than in colleges with a clear faith-based mission? What are strategies for discussing Islam and violence without perpetuating stereotypes? The contributors of Teaching Islamic Studies in the Age of ISIS, Islamophobia, and the Internet address these challenges head-on and consider approaches to Islamic studies pedagogy, Islamaphobia and violence, and suggestions for how to structure courses. These approaches acknowledge the particular challenges faced when teaching a topic that students might initially fear or distrust. Speaking from their own experience, they include examples of collaborative teaching models, reading and media suggestions, and ideas for group assignments that encourage deeper engagement and broader thinking. The contributors also share personal struggles when confronted with students (including Muslim students) and parents who suspected the courses might have ulterior motives. In an age of stereotypes and misrepresentations of Islam, this book offers a range of means by which teachers can encourage students to thoughtfully engage with the topic of Islam.
This book makes the bold claim that intellectual sophistication was born worldwide during the middle centuries of the first millennium bce. From Axial Age thinkers we inherited a sense of the world as a place not just to experience but to investigate, envision, and alter. A variety of utopian visions emerged and led to both reform and repression.
Exploring World History presents new subject matter, new perspectives, and new classroom strategies for helping teachers transform their courses into intellectual adventures. In the first part of the book, the authors describe three very different courses, with explanations of their student and course objectives. Readers will discover specific approaches to lessons, ways to acquire rich materials, and samples of performance-based assessments. The second part of the book takes a broad look at how to conceptualize a world history course, with special attention to pedagogical, methodological, and scholarly concerns.
The book brings together many recent trends in writing history under a common framework: thinking history globally. By thinking history globally, the book explains, applies, and exemplifies the four basic strategies of analysis, the big C's: comparing, connecting, conceptualizing, and contextualizing, using twelve different branches of history.