Average customer rating:
- Calculations are only as good as your numbers
- Pants on fire?
- Accepted History & Chronology Must Be Changed.
- Very Interesting
- History as Science Fiction
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History: Fiction or Science? (Chronology, No. 1)
Anatoly Fomenko
Manufacturer: Mithec
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ASIN: 2913621058 |
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.
Book Description
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The founders of our Republic envisioned education as providing for all citizens the necessary apprenticeship in the understanding and practice of democracy. To make democracy safe we must have universal schooling; to make schooling safe for education we must have democracy. But since the founding of our country the study and practice of democracy in our schools has weakened. We must return to the primary purpose of education and ensure that it is indeed for everyone. The Agenda for Education in a Democracy proposed by the authors is more than an effort to simply revitalize a faltering civics curriculum. It is about restoring a shared humanity to the educational process. It is about the need to make caring, compassion, freedom, dignity, and responsibility central to the mission of schooling. It is about placing power and responsibility—a concept more demanding of the individual than is accountability—in the hands of those who need and deserve it. It is about taking the idea of excellence seriously. It is about taking democracy seriously. It is about having real faith in real people to do what is right, just, and honorable.
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It is not true there is no common interest in such an organization between governed and governors. The authorities in command must make some appeal to the native activities of the subjects, must call some of their powers into play. Talleyrand said that a government could do everything with bayonets except sit on them. This cynical declaration is at least a recognition that the bond of union is not merely one of coercive force.
Download Description
It is not true there is no common interest in such an organization between governed and governors. The authorities in command must make some appeal to the native activities of the subjects, must call some of their powers into play. Talleyrand said that a government could do everything with bayonets except sit on them. This cynical declaration is at least a recognition that the bond of union is not merely one of coercive force.
Customer Reviews:
A must read for anyone in the education field.......2007-09-28
I thoroughly enjoyed the book, and I understand all of the goals Dewey envisioned. He was a brilliant man. I strongly recommend that you read this book first and then read Left Back by Diane Ravitch to learn how and why the progressive movement failed.
This book was..........2006-02-21
Fantastic; a book I would recommend to just about anyone. To address some of the critics mentioned in the other reviews: RE: "Dewey Dogma" (1) There is absolutely no pretense of an application of the scientific method, hence there can be no mis-application; (2) This book strikes me personally as one of the least dogmatic things I've ever read in my life. The ideas are fresh, original, and beautiful crafted and ordered; (3) "Education is Socialization" - an equation of broadly construed "-tions" that results in a statement that one can neither agree nor disagree with.
I could be wrong, but nowhere did I read these ideas as explicit recommendations to be implemented, rather I read this book as a general exploration of educational aims and processes. Dewey (justifiably in my opinion) explores closely connected concepts which I imagine are left out of other educational texts, which is why some with pre-professional backgrounds in education count the length and depth of this book as a negative.
His writing, in my opinion, is clear and concise (at least in comparison with other great philosophers) - writing that I would personally aspire to. His ideas, and I can't say this enough, are some of the most original I've come across. We didn't really cover the pragmatists in any of my philosophy classes. Reading this makes me wish we had.
A milestone.......2004-04-06
This book is one of the great milestones of American history and philosophy and particularly education. It's as relevant today as the day it was written a century ago.
Democracy and Education.......2000-06-30
A must for any serious student of education and philosophy
Dewey Dogma.......2000-05-15
A great book for proposing social engineering in education but otherwise nothing new except mis-application of the scientific method to non-science areas. His concept of education is socialization. If there is something great is his theories it is well hidden and not supported by scientific or non scientific studies..
Book Description
This book displays the striking creativity and profound insight that characterized Freire's work to the very end of his life-an uplifting and provocative exploration not only for educators, but also for all that learn and live.
Customer Reviews:
Mezmorizing!.......2007-07-19
This book enlightened my spirit and made me wish I could teach again! it is an extremly passionate rhetoric for teachers and educators who look up to a positive change in the world and their students. I highly recommend this book for any new teachers, student teachres depressed teachers, or even lost teachers who need to know the way back to the right path of teaching!
The introductions is although half of the book but insightful of the circumanstaces of Frier's lectures and the outcomes of them especuially after his death.
teacher to the world.......2003-04-05
This small work is packed with wonderfully articulate insights, philosophical, political and practical, about education and how we should go about teaching young students. Paulo Friere is an enemy of oppression, coercion and neo-liberalism, a proponent of the human spirit and the possibility of a better world. If you are really interested in the ideas of existentialism, socialism, democracy and social justice, you will find yourself entralled with Friere's practical ideas in this book.
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Parenti's provocative critique of class power within traditional political institutions will arouse classroom debate and introduce students to a unique viewpoint of American capitalism. Unlike most texts on the American political system, DEMOCRACY FOR THE FEW emphasizes the political economy of public policy and who gets what.
Customer Reviews:
Democracy for whom?.......2007-10-06
M. Parenti does make some valid points in his book Democracy for the Few, but the reader must sift through all the propaganda to find them.
While the United States may not be a perfect country, I don't believe our system of government is as bad off as Parenti would have the reader think.
The solution he appears to propose for our social, economic, and governmental ills would amount to a Marxist/socialist revolution.There are no easy solutions to years of prejudice and repression, to bureaucratic waste, and political party manipulations, but that doesn't mean we throw the baby out with the bathwater.
damn hippies.......2007-03-26
I dont like it when hippies start writing books bout things! and I dont like Hippies and also I dont like books, unless im throwing books at hippies.
Parenti is brilliant!!.......2007-03-21
I am using this book for my political science class and Michael Parenti's viewpoints are concise and accurate. He does an excellent job of using endnotes at the end of each chapter to allow for further research into some of the subjects he touches on. This book is definately an alternative viewpoint to what "the liberal media" deems fit to tell us.
Good book.......2007-03-10
I am taking a class that required me to have this book. I found myself reading ahead of what was required from the class.
Keep an open mind, America!.......2005-08-06
Parenti's work, including this one, are indeed controversial...but that's exactly what I love about Parenti...his work provokes critical thinking on the reader's part...he offers an different view in viewing our political, societal system and history...and no, it's not poorly researched like some of these reviewers has claimed(please look at the history events and news from not just CNN)...and yes, it's opinionated, just as often times different history books all written in their own little biased views...therefore I encourage every reader to read this book, because of the angel that it offers...I think it's a great book that can shatter some people's realty in America, and creat many new critical thinkers of our time!
Book Description
Beneath the national radar, the relationship between citizens and government is undergoing a dramatic shift. More than ever before, citizens are educated, skeptical, and capable of bringing the decision-making process to a sudden halt. Public officials and other leaders are tired of confrontation and desperate for resources. In order to address persistent challenges like education, race relations, crime prevention, land use planning, and economic development, communities have been forced to find new ways for people and public servants to work together.
The stories of civic experiments in this book can show us the realpolitik of deliberative democracy, and illustrate how the evolution of democracy is already reshaping politics.
Customer Reviews:
Though provoking.......2007-03-29
The book examines the changing relationship between Americans and their government. Citizens want to participate in the nuts and bolts of providing government services. The smallest details of mundane programs have become subject of public debate.
Book Description
This text-reader brings together powerful readings that critically situate issues of education in the context of the major cultural, moral, political, economic, ecological, and spiritual crises that confront us as a nation and a global community. It provides a focus and a conceptual framework for thinking about education in light of these issues. Readers are exposed to the thinking of some of the best and most insightful social and educational commentators.
Critical Social Issues in American Education: Democracy and Meaning in a Globalizing World, Third Edition, is intended to work on two levels. First, it helps readers to develop an awareness of how education is connected to the wider social structures of cultural, political, and economic life. Second, it encourages not only a critical examination of our present social reality but also a serious discussion of alternatives--of what a transformed society and educational process might look like.
The editors' goal is to deliberately engage readers in connecting the work of teachers to an ethically committed, politically charged pedagogy. The assumption on which they base the text is that educators must see their work as inextricably linked to the broader conflicts, stresses, and crises of the social world--it is not otherwise possible to make sense of what is happening educationally. What happens in school, or as part of the educational experience, reflects, expresses, and mediates profound questions about the direction and nature of the society we inhabit.
The text is organized thematically into five sections, which address, respectively, social justice and democracy; consumerism, culture, and public education; marginality and difference; moral and spiritual perspectives on education; and globalization and education. Each section is preceded by a brief essay that introduces the readings.
This Third Edition includes many new readings and addresses issues that have more recently emerged as especially significant--such as concerns about the implications of globalization and the post 9/11 world, commercialism, violence, and the ever-increasing influence of high stakes testing.
This compelling text is relevant for a wide range of courses in educational foundations, educational policy, curriculum studies, and multicultural education that address the social context of education, cultural and political change, and public policy.
Book Description
This timely, persuasive, and hopeful book reexamines John Dewey's idea of schools, specifically community schools, as the best places to grow a democratic society that is based on racial, social, and economic justice. The authors assert that American colleges and universities bear a responsibility for-and would benefit substantially from-working with schools to develop democratic schools and communities.
Customer Reviews:
Dewey's Dream.......2007-05-14
Since the Post-World War II period, each decade has been marked by a book or two that shapes the discourse in higher education, not only in this country but across the globe. Benson, Harkavy and Puckett have captured a particular moment with this timely assessment of the essential democratic role of the modern university in an era of growing neo-liberalism, the commodification of knowledge, and the rise of the entrepreneural institutions across the world. The authors -- all noted historians with a commitment to public education -- have challenged the university and its supporters to re-claim their rightful catalytic and responsible function in building democratic societies, reforming the place and focus of higher education, and establishing a new spirit of civic responsibility through research, teaching and service towards community engagement. This is a powerful argument for how universities ought to more strategically impact society, local communities, and public education through the creative and productive application of the academic talent and assets each institution possesses. It is a inspiring and descriptive testament to what universities can do for society, for schools and to clearly demonstrate a deeper practice of democratic citizenship. I highly recommend this work for anyone who wants a renewed sense of hope and vision for our universities.
Michael Malahy Morris
Research Professor and Director
Community Learning & Public Service
University of New Mexico
Fulbright New Century Scholar 2007-2008
Book Description
I loved A Reason to Teach. It challenged me to think about how to infuse democratic principals into the intellectually charged reading and writing workshops that thrive in our best schools. Every thoughtful educator needs this book.
- Stephanie Harvey, coauthor of The Comprehension Toolkit
This book shows why James Beane's work is so crucial to all of us. It needs to be read by anyone who is both deeply concerned with countering the challenges coming from conservative movements in education and committed to building an education that is worthy of its name.
- Michael W. Apple, coauthor of Democratic Schools
Over his long career, James Beane has worked with teachers at all levels and been a voice for progressive reform in American education. In A Reason to Teach, he brings together many of the best ideas about teaching, learning, curriculum, collaboration, and community. Not only does Beane show us how to make deep learning happen in the classroom, he also challenges us to enact our nation's noblest ideals in our work with young people.
A Reason to Teach is written for teachers who want to bring democratic teaching to their classrooms and schools. The book not only explains why teachers should choose this point of view, but tells how, offering a wide range of practical resources for classrooms and schools at all levels, including tools for:
- involving students in planning and assessing their work
- embedding social issues in classroom content
- arranging projects and collaborative activities
- organizing integrative curriculum units
- building classroom communities.
All of these ideas are illustrated with vibrant examples from real classrooms around the country, including an extended case study of how one teacher and his students in a large city organized their curriculum around the goal of getting a new school for their neighborhood. Throughout A Reason to Teach, Beane offers specific guidance on instructional strategies that emphasize students' choice, participation, and critical inquiry. The book offers suggestions on how to get started in the classroom, how to think in new ways about what we already do, and how to reach out to colleagues for support.
Eminently practical and thoroughly principled, A Reason to Teach shows the how, the why, and the power of the democratic way. In a time when national educational policy is drifting away from its founding principles, James Beane takes us back to the real basics, building upon the long history of progressive education with insights, encouragement, and hope for renewing our commitment to it in the classroom and the nation.
Books:
- History: Fiction or Science? (Chronology, No. 1)
- History: Fiction or Science? (Chronology, No. 1)
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