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.

Science Teaching and Development Of Thinking

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Science Teaching and Development Of Thinking
Anton E. Lawson
Manufacturer: Eos
ProductGroup: Book
Binding: Paperback

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ASIN: 053404851X

The Inventive Mind in Science: Creative Thinking Activities

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The Inventive Mind in Science: Creative Thinking Activities
Christine Ebert , and Edward S. Ebert II
Manufacturer: Teacher Ideas Press
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Binding: Paperback

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ASIN: 1563083876

Book Description

Creativity is not just the gift of a select few-it can be tapped in all, as the Eberts demonstrate in this fascinating book. They offer an in-depth discussion of creative thinking and its role in science, along with more than 50 exciting, mind-stretching activities that integrate the processes of creativity and invention into the science curriculum. These will help you encourage imagination, creative thinking, problem solving, and higher-order thinking skills in your students. Emphasizing process over product, the authors discuss the theoretical background, different levels of inventing, and how to integrate science and the inventing theme with other subject areas. Grades 4-8.

Children's Thinking About Cultural Universals

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Children's Thinking About Cultural Universals
Jere Brophy , and Janet Alleman
Manufacturer: Lawrence Erlbaum Associates, Inc.
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Binding: Hardcover

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Product Description

Drawing on interview data, the authors describe K-3 students' knowledge and thinking about basic aspects of the social world that are addressed in the elementary social studies curriculum. The interviews focused on human activities relating to nine cultural universals that are commonly addressed in the elementary social studies curriculum: food, clothing, shelter, communication, transportation, family living, childhood, money, and government. This volume synthesizes findings from the research and discusses their implications for curriculum and instruction in early social studies. Children's Thinking About Cultural Universals significantly expands the knowledge base on developments in children's social knowledge and thinking and, in addition, provides a wealth of information to inform social studies educators' and curriculum developers' efforts to match instruction to students' prior knowledge, both by building on already developed valid knowledge and by addressing common misconceptions. It represents a quantum leap in the availability of information on the trajectories of children's knowledge about common topics in primary elementary social studies education.

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Developing Logical Thinkers
Dale R. Phillips , and Darrell G. Phillips
Manufacturer: Kendall/Hunt Publishing Company
ProductGroup: Book
Binding: Spiral-bound

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Structures of Thinking: Concrete Operations (The Developmental Activities Program)

ASIN: 0787210706

The Fostering Algebraic Thinking Toolkit-A Guide For Staff Development

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The Fostering Algebraic Thinking Toolkit-A Guide For Staff Development
Mark Driscoll , Judith Zawojewski , Andrea Humez , Johannah Nikula , Lynn T. Goldsmith , and James Hammerman
Manufacturer: Heinemann
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Binding: Ring-bound

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Connecting Mathematical Ideas: Middle School Video Cases to Support Teaching and Learning

ASIN: 0325004196

Book Description

The Fostering Algebraic Thinking Toolkit is a set of professional development materials whose goal is to help mathematics teachers in grades 6-10 learn to identify, describe, and foster algebraic thinking in their students. Underlying the Toolkit is a core belief that good mathematics teaching begins with understanding how mathematics is learned. The focus here is on how students think about mathematics.

The Toolkit features four separate modules containing notes for the facilitator and reproducible blackline masters for the workshop participants. Each module concentrates on a different kind of classroom evidence and, in facilitated sessions, asks teachers to collect student and/or teacher data to share and analyze with colleagues. A module can be covered in four three-hour sessions.

Introduction and Analyzing Written Student Work
This module gives participants an opportunity to analyze students' written work for evidence of algebraic thinking, and to become comfortable with the language of the algebraic habits of mind, before moving on to one of the other modules. Each of the three remaining modules builds on the work done here.

Getting to Know City Kids: Understanding Their Thinking, Imagining, and Socializing

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Getting to Know City Kids: Understanding Their Thinking, Imagining, and Socializing
Sally Middlebrooks
Manufacturer: Teachers College Press
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Braun IRT 4020 ThermoScan Ear Thermometer

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Higher Order Thinking in Science Classrooms: Students' Learning and Teachers' Professional Development (Science & Technology Education Library)

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Higher Order Thinking in Science Classrooms: Students' Learning and Teachers' Professional Development (Science & Technology Education Library)
Anat Zohar
Manufacturer: Kluwer Academic Publishers
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ASIN: 1402018525

Book Description

How can educators bridge the gap between "big" ideas about teaching students to think and educational practice? This book addresses this question by a unique combination of theory, field experience and elaborate educational research. Its basic idea is to look at science instruction with regard to two sets of explicit goals: one set refers to teaching science concepts and the second set refers to teaching higher order thinking.
This book tells about how thinking can be taught not only in the rare and unique conditions that are so typical of affluent experimental educational projects but also in the less privileged but much more common conditions of educational practice that most schools have to endure. It provides empirical evidence showing that students from all academic levels actually improve their thinking and their scientific knowledge following the thinking curricula, and discusses specific means for teaching higher order thinking to students with low academic achievements. The second part of the book addresses issues that pertain to teachers' professional development and to their knowledge and beliefs regarding the teaching of higher order thinking.
This book is intended for a very large audience: researchers (including graduate students), curricular designers, practicing and pre-service teachers, college students, teacher educators and those interested in educational reform. Although the book is primarily about the development of thinking in science classrooms, most of it chapters may be of interest to educators from all disciplines.

The Library/Computer Lab/Classroom Connection: Linking Content, Thinking, Writing

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The Library/Computer Lab/Classroom Connection: Linking Content, Thinking, Writing
M. Ellen Jay , and Hilda L. Jay
Manufacturer: Neal-Schuman Publishers
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Binding: Paperback

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ASIN: 1555701698

Book Description

Computers are already a part of everyday life for most children. Ideally, elementary school teachers and library media specialists should not only offer students the opportunity to become confident of their computer skills, but also help them to connect these skills to learning in other areas. This unique guide shows how to use computers in activities designed to improve thinking, reading, and writing across the curriculum. Chapters include information on programs that integrate computers with other learning materials; creating and managing computer labs; connecting with family/home learning and public libraries; and 50 curriculum-related assignments.

Science Teaching and the Development of Thinking (Education)

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A Must for Science Teachers
Full of practical guidelines for teachers of sciences

Science Teaching and the Development of Thinking (Education)
Anton E. Lawson
Manufacturer: Wadsworth Publishing Company
ProductGroup: Book
Binding: Hardcover

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ASIN: 0534239943

Book Description

To provide future science teachers with the methods and tools to present science, this text integrates new methods and theories with more traditional existing programs to meet the needs of almost every instructor. It encourages personal development of critical-thinking skills in students as well as professional development for the future teacher by encouraging establishment of curriculum guidelines. The text also stresses an active learning environment by utilizing learning cycles and in-depth science investigation activities.

Customer Reviews:

A Must for Science Teachers.......2000-02-24

Any teacher of science, K-12, or science teacher educators at the university level should have this in their professional library. It takes instructional theory and transforms it into practical language that a teacher can use NOW in his or her classroom. It advocates the teaching of science as science is practiced. Of particular enjoyment are the chapters on the Learning Cycle. This book was indispenable in my Ph.D. research.

Paul M. Rutherford, Ph.D. Public School Teacher of Physics

Full of practical guidelines for teachers of sciences.......1999-03-01

Lawson is a well-known researcher of science teaching. The sciences are characterised by both process and body of knowledge, and Lawson's practical guidelines bring science teaching and the process of science together. The thesis is that science exemplifies a thinking process which can and must be taught. Lawson provides methods and practical examples, backed with research to achieve this. We have prescribed the book for both introductory and final year student teachers,and there is enough material to continue to inspire students at both these levels. If one is looking for a research-backed, "grown-up" guideline for teachers of biology, physical sciences and any experimental science - this is it.

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