From the Author to the Reader
Each age writes its own history. Not because the earlier history is wrong, but because each age faces new problems, asks new questions, and seeks new answers. This precept is self-evident today when the tempo of change is increasing exponentially, creating a correspondingly urgent need for new history posing new questions and offering new answers.
Our own generation, for example, was brought up on West-oriented history, and naturally so, in a West-dominated world. The nineteenth and early twentieth centuries were an era of Western hegemony in politics, in economics, and in culture. But the two World Wars and the ensuing colonial revolutions quickly ended that hegemony, as evidenced by the disappearance of the great European empires from the maps of the world. The names and the colors on the maps changed radically, reflecting the new world that had emerged by the mid-twentieth century.
Slowly and reluctantly we recognized that our traditional West-oriented history was irrelevant and misleading in this world. A new global perspective was needed to make sense of the altered circumstances. The transition from the old to the new was achieved, albeit with much soul searching and acrimony. By the 1960s the reality of the shift was evident in the emergence of the World History Association, in the appearance of the Journal of World History, and in the publication of the first edition of this text.
This brings us back to our original question: Why publish a new edition for the twentieth-first century, only a few decades after the first edition? The answer is the same as the answer given to justify the first edition: a new world requires a correspondingly new historical approach. The postcolonial world of the 1960s necessitated a new global history. Today the equally new world of the 1990s, and of the twentieth-first century, requires an equally new historical approach. The new world of the 1960s was in large part the product of the colonial revolutions. The new world of the 1990s , as Pope Pius VI noted, is the product of the “magic influence of science and technology”. The pervasiveness of this influence is evident in the “gigantic problems” it has created in all aspects of our lives. For example, students of the late twentieth century doubtless remember their daily prostration under their wooden desks, probably wondering what protection those flimsy structures could offer against nuclear bombs.
The generation of students had to face up to not only new dangers to human life, but also to unprecedented peril to the mother Earth which had given birth to that life. Oceanographer Jacques Cousteau has warmed: Mankind has probably done more damage to the Earth in the twentieth century than in all previous human history. Likewise the environmental organization Worldwatch Institute concluded in 1989: By the end of the next decade the die will pretty well be cast. As the world enters the twentieth-first century, the community of nations either will have rallied and turned back the threatening trends, or environmental deterioration and social disintegration will be feeding on each other.
做书评不要去做摘抄,而是阅读后,此书对自己的触发通过文字表达出来,以便记录自身的思考,便是好的消化方式。 阅读此书后,最大的感概是在浩瀚渺茫的宇宙当中,世界上的每一个人即便做出再轰动的事情,也不过是沧海一粟。老毛对于中国来讲,贡献和其重大,但站在全球一万年的...
評分1欧亚大陆上的文明也是多种多样的,它们的独特性取决于各自的所在地与中东最早的文明中心地相隔之远近。中国与中东之间相隔一片辽阔的、荒漠的地区,并有大山作屏障,因此,从古代最早时候起直至今天,中国文明一直与欧亚大陆的其他文明彼此相异。 —— 全球通史 2中国人的...
評分《全球通史》是全球史代表作之一。“全球史观”,顾名思义,是一种以“全球”为视角和出发点的历史观。它产生于20世纪50年代左右,是西方史学界打破“欧洲中心论”,以全球的观点考察世界历史,废除地区、国家、民族的界限的宏观历史观。“全球史观”的两个基本认识,即把世界...
評分英国当代历史学家杰弗里·巴勒克拉夫(Geoffrey Barraclough)对美国当代历史学家斯塔夫里阿诺斯所著《全球通史》的评价是:“近年来,在用全球观点或包含全球内容重新进行世界史写作的尝试中,最有推动作用的那些著作恰恰是由历史学家个人单独完成的,其中以斯塔夫里阿诺斯的《...
評分整整两天,终于把实习搞定了 就是翻译这个东西的第26章《欧洲科学革命和工业革命》 相比于一些散文来说(我只读了第26章),这部书的语言很简单(译起来非常容易),对于我这个没有中文功底的人来说都完全没有难度 过了CET6的人应该都可以读得懂吧 虽然整章都是学术性的陈述与...
宏觀意義上的經典著作,每一篇後麵的“what it means for us today"對於讀者來說很有啓發意義。
评分英文學術著作的典範。
评分文明史
评分文明史
评分第一本英文曆史書,也是第一本自發讀的曆史書。考托福的時候新東方老師推薦的,應該是對整個英文水平,特彆是書麵英文應該有很大的提高,也是第一次啃英文原著。學渣如我對於曆史的變遷總是碎片記憶,更多得感受到的是語言上的一氣嗬成,第一次體會到英語這種語言的大氣和引人入勝。配圖很多且大多源自考古學攝影,很好地給瞭文字簡潔有力的支持。有機會還要再讀。
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