Reflection:
"In fourteen hundred ninety-two, Columbus sailed the ocean blue" ---Anonymous
"In fourteen hundred and ninety-three, Columbus stole all he could see" --Bartolomé de las Casas
Chapter two of Loewen's book, entitled The True Importance of Christopher Columbus, discusses further ways that the teaching of history is untruthful. Specifically in the common teaching about Christopher Columbus, he is regarded as a hero, a bold discover who found the "new land", one who was an innovative thinker (i.e. the earth is NOT flat, and he was going to find a new path to the Indies), and one who was a christian taking truth and light to savage lands. Yet, the untold facts are that he was not a kind person, he enslaved natives, stole land, harshly punished "offenders", and was primarily motivated by greed. Why have these facts been neglected? What are we trying to avoid, or perhaps what are we trying to advance through our historical telling?
The author asks a poignant question on page 37, "If crude factors such as military power or religiously sanctioned greed are perceived as reflecting baly on us, who exactly is 'us'?" Are we attempting to understand history, or are we attempting to provide and bolster a certain national identity? How would the real teaching about Columbus affect our nation, or our perception in the worlds eyes. I think white Americans would be shocked and offended. I think minorities and other nations would be shocked but in another way. I think they would be shocked by our honesty, and actually have more respect for this country. As well, white Americans could actually begin to see the world more like minorities and underprivileged people do, we might become more humble and more sensitive.
I was very surprised, even as a history major, to discover how little I truly new of the "Discoverer"! I was unaware that Columbus was so brutal and apparently money driven. As well, I was surprised to see the long list of ante-Columbian explorers to America.
As well, more and more I am beginning to recognize Eurocentrism in American history. For example we all learned about the renaissance in middle school. Supposedly Europeans began to be awakened to Roman and Greek culture and the arts, politics, and religion all experienced a rebirth. Yet, it was not until college that I learned how the Europeans were exposed to the Greek writings, through Muslim interpretations from Greek to Arabic to Latin! Wow! So we owe in part our Renaissance to the Muslims?! That changes things. Especially in todays world, how could this kind of information facilitate and forward Muslim/American relations? The emphasis is clearly on the "brilliance" and innovation of the Europeans leading to their own rebirth, while the impetus to that renaissance is neglected. Eurocentric!
As well, more and more I am beginning to recognize Eurocentrism in American history. For example we all learned about the renaissance in middle school. Supposedly Europeans began to be awakened to Roman and Greek culture and the arts, politics, and religion all experienced a rebirth. Yet, it was not until college that I learned how the Europeans were exposed to the Greek writings, through Muslim interpretations from Greek to Arabic to Latin! Wow! So we owe in part our Renaissance to the Muslims?! That changes things. Especially in todays world, how could this kind of information facilitate and forward Muslim/American relations? The emphasis is clearly on the "brilliance" and innovation of the Europeans leading to their own rebirth, while the impetus to that renaissance is neglected. Eurocentric!
Big Question: What really drives the narrative of education in America, and how can we extricate ourselves from the quagmire of traditional history to clearly see and tell the stories?
Link: http://channel.nationalgeographic.com/channel/videos/columbus-makes-landfall/
This short video shares the story of Columbus' arrival to the "new land". It is rather cliché, thought the end alludes to the real motivations why he was there. Could be a great discussion starter afterwards to discuss his motivations in exploration, etc.
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