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.

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A Fascinating Concept of Games; needs more research
innovative play
A better way to teach today's kids... and then some.

How Computer Games Help Children Learn
David Williamson Shaffer
Manufacturer: Palgrave Macmillan
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ASIN: 1403975051
Release Date: 2006-12-26

Book Description

In this groundbreaking look at the future of education, game scientist David Williamson Shaffer offers a new and powerful way of looking at school, technology, and even thinking itself: a new model of education for a high-tech, digital world of global competition. How Computer Games Help Children Learn looks at how particular video and computer games can help teach our children and students to think like doctors, lawyers, engineers, urban planners, journalists, and other professionals. In the process, new "smart games" will give them the knowledge and skills they need to succeed in a changing world.

Customer Reviews:

A Fascinating Concept of Games; needs more research.......2007-03-25

David Shaffer proposes here that we educate children by having them do the things adults do--only by simulating them in game form. This is an idea I haven't run across before, and I think it may have real merit.

I have a nine-year-old son who attends public school. His school spends a lot of money and effort on computer learning, but I have been frankly underwhelmed by the results. The educational software I've seen doesn't strike me as much of an advance over flash cards--just a lot more expensive. I consider myself generally a skeptic on the whole subject of computers in the classroom.

Shaffer's point is that not just any learning software will have educational benefits. The software must be a serious attempt to simulate the sort of tasks that adults do, such as running a business or designing a building. Shaffer calls these epistemic games. Shaffer's descriptions of some of these games do sound interesting, and he provides some evidence that children learn a lot from them. Shaffer's research seems to have dealt mainly with teenagers; his evidence for the benefits of these games seems much less solid for younger children.

I can't say that I'm convinced that computers in the classroom are worth the costs, but after reading Shaffer's book I'm willing to at least consider the idea. Shaffer may indeed have something here that could be a significant step forward in education.

That said, Shaffer's research strikes me as very preliminary. His studies involved only a few kids, who were far from randomly selected. The teachers were hand-picked, highly motivated, and interested in the subject they were teaching. The ratio of teachers to students was high, and the teachers put in a lot of effort. The kids were followed up for only a short time. This is a long way from being proof that the epistemic game concept works. In my opinion, it's very unlikely that conditions this favorable for learning could be maintained for large numbers of children for a long period at reasonable cost. Teachers putting in that kind of effort burn out quickly. Would epistemic games work with ordinary kids being taught by an ordinary teacher? Who knows? If this sounds like I'm being a bit of a sourpuss, the fact is that the history of education is absolutely replete with "reforms" that worked well with a few kids and a select group of teachers, but failed to improve education in the long term. American schools today are in very sad shape. Much of the blame for that goes to well-meaning educational reforms that were implemented too hastily, without evidence that they really improved educational outcomes for most children.

Overall, though, Shaffer's book is interesting and well worth reading.

innovative play.......2007-01-25

In this book, Shaffer takes the conversation about games and their relevance to society in general, and for children's learning in particular, to a new level. In a world where standardized thinking is rapidly being encapsulated in machines or outsourced, he says, education ought to be about providing young people with opportunities to learn innovative ways of thinking.

Which is where computer games come in: these games "are significant because they let us think in new ways" (p.191).

While touring a variety of video and other games, the book is centrally concerned with a new kind of game called an "epistemic game." In these games, players physically take on professional roles, like that of an engineer or architect, and use computers (and mentors/peers) to identify and solve problems - to think - like professionals.

In each of its six chapters, the book explores a specific epistemic game, such as Digital Zoo (about engineering), through a particular professional dimension, such as the specific "Knowlege" or "Values" of an engineer. (Promising commercial games are discussed along similar lines at the end of each chapter as well.) As a result, the book moves easily back and forth between personal stories and impressive studies, helping readers connect solid research on game playing with important learning theories.

This book is a must read for anyone interested in games, learning, and compelling visions for how to transform education.

A better way to teach today's kids... and then some........2007-01-11

Dr. Shaffer aims high and really hits the mark. Most recent, successful books about learning and video games go for the seasoned computer aficionado (me), or the rank computer newbie (my husband). Rarely do they target both. Shaffer's topics are deep and wide, but his language is fluid and unassuming; as a result, both audiences will find useful chunks of knowledge that resonate.

It is not hard to understand why todays twelve-year-olds would rather play SIMS or DOOM than finish their math homework. Shaffer (and his excellent team of graduate students) makes a very compelling case for why those experiences need not be mutually exclusive. In fact, if the games in the book become more the standard in U.S. schools, there might indeed be hope for our kids in the world-wide digital market after all.

Rethinking Globalization: Teaching for Justice in an Unjust World

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AWESOME RESOURCE FOR TEACHERS!!!
Interesting Vignettes on a Variety of Inter-related Topics
An incredible resource!

Rethinking Globalization: Teaching for Justice in an Unjust World

Manufacturer: Rethinking Schools Ltd
ProductGroup: Book
Binding: Paperback

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ASIN: 0942961285

Product Description

Rethinking Globalization is the best single-volume source for teaching strategies that will help students make sense of an increasingly complicated and scary world. Rethinking Globalization alerts readers to the challenges we face--from child labor to sweatshops, from global warming to destruction of the rainforests--and also spotlights the enormous courage and creativity of people working to set things right. This essential resource includes role plays, interviews, poetry, stories, background readings, hands-on teaching tools, and much more!

Customer Reviews:

AWESOME RESOURCE FOR TEACHERS!!!.......2005-06-29

This book is something that all teachers should invest in. It is such a wonderful book. It's full of great lessons that integrate writing, history, modern-day history, government, reading, and math. It makes students and teachers more aware of the current and pressing world issues in regrads to poverty, colonialism, child labor laws/workers/working conditions, food shortages, and media. The acitivities can be modified for all age ranges and ability levels. The lessons are clearly outlined, all resources are provided, and everything is so well-thought out. I love the integration of poetry--written by students---throughout the book. It really helps when teaching to bring to life and show by example what is expected from students. This book is a breath of fresh-air when coupled with district assigned text books. It will be one of the investments you can make as a teacher. Also look out for their other books--because they have wonderful articles on classroom discipline, sexual harrasment, creating effective classrooms, diversity tranining, and additional wonderful lessons. Rethinking schools is a wonderful organiziation and I am so thankful there are people out there doing such wonderful things for teachers and students!!!!!

Interesting Vignettes on a Variety of Inter-related Topics.......2005-02-01

Rethinking Globalization, a social studies reader for teachers, presents a variety of essays and classroom activities on the topic of Globalization (yes, with a capital 'g'). The book makes for easy and accessible reading, and one can, after the first 40 or so pages of the book, choose a topic of interest and go from there. The book begins by defining globalization, and placing it firmly in the context of history. It then looks at the various interconnections, from economics and trade to poverty, war and civil strife, and shows how structural elements, both political and economic, have polarized the world into a minority of 'haves' versus a growing majority of 'have nots'.

The authors overlooked not a single pressing social issue or current event. Even the awful events of 2001 garnered some comment, and these too, the authors linked to the problems and issues of Globalization. I came away with a deeper understanding of the term, which basically boils down to the wholesale commodification of all of the resources on the planet(aka Earth For Sale, hence the cover picture of the planet with a bar code across it). However, given that at least one of the contributors teaches in an inner city school, I was quite surprised that issues affecting low-income individuals, the Drug Scourge in particular, somehow did not find their way into the text. Yet, while the book is truly global in scope, many of these global issues have their direct counterpart in some very local issues, and I commend the authors for introducing US based sweatshops in an attempt to point this out.

Basically, every single cause that has received its fifteen minutes (and only 15 minutes, no more and no less) of fame has found a home under the banner/umbrella of globalization. Ongoing problems such as modernizing forces encroaching on rural and traditional cultures, union-busting via back-door utilization of low-wage labor, interventionism by foreign superpowers in the political, economic and social affairs of foreign lands, and many others received equal treatment in the text. Potential readers of this book should take note, however, of the distinct presence of rhetoric along the lines of colonialism, class struggle and solidarity (especially among the lumpen proletariat), which, though limited in insight and applicability, adds an amusing but rather dubious and tenuous dimension to the text.

The presentation of each topic is pretty much even-handed, in the sense that there is no overt idealization of primitive cultures, for example. The book, as well as its authors, do indeed have their biases, and they do the reader a good turn by stating their biases upfront. As such, the text has a level of honesty and openness most uncommon in other books on the topic of Globalization, be they for or against it. Additionally, those with an interest in a particular topic or issue raised in the text will find the resources section of the book most helpful in obtaining more information. This section of the book, however, is geared more to the needs of teachers, and provides them with ample materials for potential use in the clasroom.

I personally liked the small vignette titled 'Prayers for a Dignified Life', written by Subcomandante Marcos of EZLN (Chiapas) fame. In it, he delivers an interesting spin on the Declaration of Independence, and I also detected some faint glimmerings of the Ten Point Program of the long defunct Black Panther Party. Truly heady stuff!

In sum, for those who want to know what all the hub-bub surrounding globalization is about, this is the book to read.

An incredible resource!.......2003-12-30

Bill Bigelow and Bob Peterson have put together a compendium of articles that attest to their central claim that, when thinking about the globalization phenomenon, "everything is connected. You can't really understand what's going on in one part of the world without looking at how it's related to everything else." Poetry, essays, illustrations, graphs, memoirs, and classroom exercises (one of my favorites: "How do you live on 31 cents a day?", p. 145) are collected that deal with colonialism, sweatshops, child labor, food production and distribution, consumerism and culture, and neoliberal capitalism. The selections are written by some of the best people in the field, and are almost always interesting. My only reservation is that Bigelow and Peterson could've spent more time on the military connection. But then one book can't be expected to do everything.

Bigelow and Peterson teach high school and fifth grade, and the anthology was clearly born from their desire to dialogue with their own students about globalization. But the anthology isn't limited to teenagers. It's actually a quite sophisticated and close-to-comprehensive collection that I intend to use in one of my own college classes on peace and justice. It fits a number of audiences nicely--high school, undergraduate college, lay reading.

Book Description

Globalization defines our era. While it has created a great deal of debate in economic, policy, and grassroots circles, many aspects of the phenomenon remain virtual terra incognita. Education is at the heart of this continent of the unknown. This pathbreaking book examines how globalization and large-scale immigration are affecting children and youth, both in and out of schools. Taking into consideration broad historical, cultural, technological, and demographic changes, the contributors--all leading social scientists in their fields--suggest that these global transformations will require youth to develop new skills, sensibilities, and habits of mind that are far ahead of what most educational systems can now deliver.
Drawing from comparative and interdisciplinary materials, the authors examine the complex psychological, sociocultural, and historical implications of globalization for children and youth growing up today. The book explores why new and broader global visions are needed to educate children and youth to be informed, engaged, and critical citizens in the new millennium.

High Stakes Education: Inequality, Globalization, and Urban School Reform (Critical Social Thought)

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High Stakes Education

High Stakes Education: Inequality, Globalization, and Urban School Reform (Critical Social Thought)
Pauline Lipman
Manufacturer: RoutledgeFalmer
ProductGroup: Book
Binding: Paperback

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ASIN: 0415935083

Book Description

What are the implications of education accountability reforms, particularly in urban schools, in a political, economic, and cultural context of intensifying globalization and increasing social inequality and marginalization along lines of race and class? High Stakes Education provides a cogent and critical examination of such questions, investigating concretely the political economy of neoliberal education reforms and the cultural politics of race. Using Chicago--a standard bearer for high stakes testing and centralized regulation of schools--as a case study, noted scholar Pauline Lipman argues there is a strategic relationship between these policies and processes of economic restructuring, racialized social control, and globalization.

Customer Reviews:

High Stakes Education.......2006-11-11

The author was true to the content and context. It was factually correct and sheded light on many factors that are hindering educational progress in Chicago. I really liked how she linked gobalization to educational policy and how it has impacted minority communities. An excellent job was done in showing how the present mayor was actually carrying out what his father started. Finally it reveals that Chicago never had any plans to incorporate African Americans in the mainstream.

Education, Globalization and Social Change

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Education, Globalization and Social Change

Manufacturer: Oxford University Press, USA
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Binding: Paperback

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ASIN: 0199272530

Book Description

Education is seen as central to economic competitiveness, the reduction of poverty and inequality, and environmental sustainability. The editors have selected key writings that examine the social and economic limits- and possibilities of-education in addressing these fundamental problems. This new reader establishes the field of sociology of education with a particular focus on papers that analyse the nature and extent of globalization in education. A general introduction presents the key concepts in the sociology of education, and outlines the major theories and debates, especially in relation to globalization. Each section is accompanied by a part opener explaining and contextualizing the readings within a larger educational and sociological context.

Sustainable Development and Geographical Space: Issues of Population, Environment, Globalization and Education in Marginal Regions (In Association With Igu - Dynamics of Marginal and Critical Regions)

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Sustainable Development and Geographical Space: Issues of Population, Environment, Globalization and Education in Marginal Regions (In Association With Igu - Dynamics of Marginal and Critical Regions)

Manufacturer: Ashgate Pub Ltd
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Binding: Hardcover

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ASIN: 0754618609

Globalisation and Reform in Higher Education (Society for Research into Higher Education)

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Globalisation and Reform in Higher Education (Society for Research into Higher Education)
Heather Eggins
Manufacturer: Open University Press
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Binding: Paperback

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ASIN: 0335213960

Book Description

As the ability of each higher education system to produce the highly-skilled citizens required in the twenty first century becomes crucial, governments are recognizing and responding to global, as well as local, economic and cultural changes. Moreover, as the effects of globalization spread, their impact upon individual governments and their higher education institutions are becoming steadily more apparent.

This book charts the key issues that are involved in reforming higher education to meet new global challenges. It draws on a team of distinguished international researchers from North America, Africa, Australia and Europe who consider particular topics: the reform of governance and finance, the funding of higher education, managerialism, accreditation and quality assurance, the use of performance indicators, faculty roles and rewards, and the cultural, social and ethical dimensions of change.

The concluding section consists of two case studies: the first is a detailed discussion of the Australian government’s introduction of higher education reform; the second assesses the transformation of higher education in South Africa in the face of contemporary global and local change.

Globalization and Reform in Higher Education enables readers to develop a firm grasp of the current state of play in higher education institutions worldwide, issues to be dealt with, and difficulties that have to be transcended. The book is essential reading for academics, senior managers, parliamentarians and civil servants involved in higher education policy-making.

Contributors
Rosemary Deem, Heather Eggins, Elaine El-Khawas, D. Bruce Johnstone, Mary-Louise Kearney, Adrianna Kezar, Elisabeth Lillie, Simon Marginson, Ann I. Morey, Preeti Shroff-Mehta, Barbara Sporn, George Subotzky and William Taylor.

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Globalization and Its Discontents (Cram101 Textbook Outlines - Textbook NOT Included)
Stiglitz
Manufacturer: AIPI
ProductGroup: Book
Binding: Paperback

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Globalization and Its Discontents

Making Globalization Work

In Defense of Globalization

Global Capitalism: Its Fall and Rise in the Twentieth Century

Development as Freedom

ASIN: 1428810196

Book Description

Never HIGHLIGHT a Book Again! Virtually all testable terms, concepts, persons, places, and events are included.look no further for study resources or reference material. Cram101 Textbook Outlines gives all of the outlines, highlights, notes, and practice-tests for your textbook. Only Cram101 is Textbook Specific. Cram101 is NOT the Textbook.

Education in a Globalized World: The Connectivity of Power, Technology, and Knowledge

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Education in a Globalized World: The Connectivity of Power, Technology, and Knowledge
Nelly P. Stromquist
Manufacturer: Rowman & Littlefield Publishers, Inc.
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ASIN: 0742510980

Book Description

The seemingly amorphous phenomenon we call globalization involves concrete realities that make it a major source of social change in our contemporary world. Bringing globalization alive for students, this book uses examples and perspectives from economi

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