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Introduction To World Civilization: SPRING 2021

This document outlines the syllabus for an introductory world civilization course. It discusses moving away from a "banking concept" of education, where students are seen as empty vessels to be filled by the teacher, toward a more collaborative learning environment. The course aims to introduce students to major human civilizations from antiquity to the 16th century through comparative study of texts from cultures like Mesopotamia, Greece, China, India, and the Muslim world. It will explore the evolution of civilization and teach students to think critically and connect the past to the present.

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Shitab Ashhab Chowdhury
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52 views

Introduction To World Civilization: SPRING 2021

This document outlines the syllabus for an introductory world civilization course. It discusses moving away from a "banking concept" of education, where students are seen as empty vessels to be filled by the teacher, toward a more collaborative learning environment. The course aims to introduce students to major human civilizations from antiquity to the 16th century through comparative study of texts from cultures like Mesopotamia, Greece, China, India, and the Muslim world. It will explore the evolution of civilization and teach students to think critically and connect the past to the present.

Uploaded by

Shitab Ashhab Chowdhury
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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SPRING 2021

DEPARTMENT OF HISTORY AND PHILOSOPHY


NORTH SOUTH UNIVERSITY
HIS 102: INTRODUCTION TO WORLD CIVILIZATION

Lecture 1:
Introduction to World Civilization
Dr. Kazi Maruful Islam
[email protected]
18 February 2021
TALKING POINTS

• Learning History of World Civilization:


What and How
• Pedagogy: how to learn?
• Purpose: What to learn, why to learn?
• Outcome: How to think critically, how
to connect past with present?
TEACHER-STUDENT RELATIONSHIP: A NARRATIVE
CHARACTER

Teacher Students
Narrating Subject Listening Objects

“Education is suffering from narration sickness”


BANKING CONCEPT OF EDUCATION

• This narrative form of education is actually an act of


depositing where students are the depositories and
the teacher is the depositor.

• The students mechanically record, memorize and


repeats what the teacher has narrated. (Example –
definition of development)
BANKING CONCEPT OF EDUCATION

• This system produces a student who is lack of creativity, inquiry,


transformation, and most dangerously they believe that their
surroundings are static and the truth is only what they have
learned.
• They become adaptable and manageable beings. They always
think within the narrated structure. They fear change, they do
not want transformation of their static knowledge. They live
within a fragmented view of reality they have learned.
EDUCATION AND OPPRESSION

• The consequence of this form of education serves the


interest of the oppressors – who want neither to have the
world revealed nor to see it transformed.

• The interest of the oppressor lie in‘changing the


consciousness of the oppressed, not the situation which
oppresses them.’
LETS MAKE IT A
CO-LEARNING
SPACE
WHY SHOULD WE LEARN HISTORY?

• Many people view history as an enumeration of facts, figures,


dates, and otherwise "useless” and "dull” trivia.
• One professor found, to his considerable dismay, that when
he told people he was an historian, the typical response was,
"I could never remember all those dates and battles"
WHAT IS HISTORY?

• History is the study of the past as it is described in written


documents.
• Events occurring before written record are considered
prehistory.
• It is an umbrella term that relates to past events as well as the
memory, discovery, collection, organization, presentation, and
interpretation of information about these events.
WHAT IS HISTORY?

• However, there is no one concrete definition of history except to say that


it deals w the people and what has happened to them. According to Graves
(1992), "History is the record of what people did or failed to do"(p.17).
• History is not "a series of isolated events. It is about how people living
together, and trying to solve problems together” (Johnson and Ebert 1991,
p.5).
• History studies people and in doing so takes into account ethnic groups,
social trends, wars, religion, philosophy, organizations, business, love and
leisure, political orientations and what Petei Sterns (1989) defined as social
history: history which looks at demographic trends, leisure activities,
emotional changes, family relationships, and children. Social history
examines "trends and processes rather than events and individual
personalities” (p. 14).
PURPOSE OF THE COURSE

• This course aims to introduce students to the rich diversity of human


civilization from antiquity to the 16th century.
• In this course, we will explore the evolution of human civilization
• We will work comparatively, reading texts from various cultures:
Mesopotamian, Greek, Judeo-Christian, Chinese, Indian, and Muslim.
HISTORICAL READING

• Reading that embodies ways that historians interpret the world:


• Historians create categories of historical study such as
• Political
• Ideological
• Social
• Economic
• Artistic
• Historians study basic systems (feudalism, monarchy, etc.)
WHAT DO YOU MEAN BY THE WORD
“CIVILIZATION”?
THANKS

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