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<p>Historians excel at digging deep and studying complexities. We've studied the mutability of class, gender, and ethnicity, the history of states and empires, and the crises of "Modernity" from the 12th to the 20th century.</p>
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<p> We've lost long-term focus in recent years. We rarely write about global history. Since we've already produced time- and place-specific histories, we don't address how these studies can be regarded diachronically.</p>
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<p>This silence has deprived historical research and instruction of a powerful tool: Grand Narrative. These comprehensive descriptions provide conceptual "locators" for complex histories. If historians don't give and discuss Grand Narratives, pupils will rely on half-digested ideas from political, religious, or cultural traditions.</p>
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<p>For practical reasons, the long term is routinely overlooked. As research grows, history is specialized. Britain has 2,000 academic historians. World population may exceed 100,000. No one can keep up with all these active scholars' output, therefore specialists focus on a certain historical period or theme.</p>
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<p>Academic history is taught and evaluated at all levels. Ancient, medieval, early modern, and modern are useless ways to divide time. These criteria are used for most job appointments and historian groups. University-level history students choose from their lecturers' expertise. Undergrads aren't trained to have a broad, era-spanning perspective. They can't handle cyclical, linear, stagnant, revolutionary, or multi-stranded history. Loss.</p>
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<p>British pupils choose curriculum subjects. After the Romans, Henry VIII, the Industrial Revolution, etc., they can jump to the World Wars. Hitler is a given for post-KS3 history students (11–14 years old). Without a framework to "correct" the times, they're confused. Concerned about children's fragmented worldview, the historical profession advocated for new A-level courses without rigid time constraints that allow pupils to investigate themes and debates. Students need a diachronic framework to see and discuss the big picture.</p>
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<p><strong>"Biofouling within water treatment processes is a long-standing problem with many solutions."</strong></p>
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<p>A call for historians to look long-term doesn't mean we should stop what we're doing. It's a request for a raise.</p>
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<p>It doesn't recommend basic models. Two 20th-century Grand Narratives were lost. The "march of progress" led from barbarism to civilization. This dream disappeared before wars, autocracies, famines, epidemics, and genocides. The Marxist interpretation of Hegelian dialectic advocated various historical stages spurred by class struggle. It aimed for a communism that prioritized equality and "state withering." History also disproved this idea.</p>
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<p>When offered to students and the public as infallibly factual, oversimplifications of history hinder learning, especially when used to steer public policy.</p>
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<p>Despite the misuse of previous Grand Narratives, there is still room for a collective human story. Creating and debating a complicated image is challenging. Such epics are more likely to be pluralist portraits of quest and conflict than to magnificently march toward one overall goal. Understanding narratives needs discussion, analysis, rejection, and alternative searching.</p>
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<p>Large-scale accounts aren't surveys or outlines. By choosing this, Grand Narratives are replaced by banal recitals.</p>
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<p>Unnecessary grandeur and detail have alternatives. Narratives about students' secondary school experiences are welcome. From the Celts (or Basques) to the 21st century, a history of human residence in Britain. Another long-term goal is teaching citizenship as history. Why not teach the struggles for rights from Magna Carta to a (soon-to-be?) written constitution? History should accept this challenge because the Key Stage 4 curriculum (for 14 to 16-year-olds) gives many opportunities to build knowledge and skills based on documented historical experience.</p>
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<p>Nobody can be a master in every topic given the amount of study. Historians can collaborate and discuss. Some long-term projects for research and instruction will be done by individuals, while others will be done by teams of academics from other fields. Such collaborative initiatives can give for engaging learning, provided that everyone is ready to mix their views, approaches, and perspectives. University College London's first-year BA history students take a course titled "From the Ancient Near East to the 21st century." A equivalent world history subject is also being actively considered by Royal Holloway to be included to its first-year course offerings. It's avant-garde.</p>
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<p>Every person and every people have a live history (to reiterate my own dictum, of which I am extremely fond) (to repeat my own dictum, of which I am very fond). To be educated, one must understand and discuss the complex human story in that we all participate. Space and temporal roots require this. Our global mass of in-depth knowledge makes historians, human geographers, archaeologists, and environmentalists well-suited to frame long-term assessments. Individual academics may continue their individual research and contribute to team projects in the future.</p>
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<p>The diachronic must coexist with synchronic immersion courses. The main goal of the new program is that. It's a throwback with its Grand Narratives. Now that historians have completed a century of investigation, broad views of human history will be more accurate.</p>
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