All of the arguments that historians and scholars, teachers and students, enter into are lacking in this dimension that I am giving you, and if they weren't lacking in this dimension, they would being to perceive much more significant questions than their arguments with one another. They would be, for example, considering the periods of history as being bookended by a consciousness that history had ended, and then on the other side a belief that history had begun again, and armed with just those ideas alone one could redo a great, great deal of history.
Jon Rappoport
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Whole great chunks of written history are of little value to the psychohistorian, while other vast areas which have been much neglected by historians — childhood history, content analysis of historical imagery, and so on — suddenly expand from the periphery to the center of the psychohistorian's conceptual world, simply because his or her own new questions require material nowhere to be found in history books.
Lloyd deMause
The history of childhood is a nightmare from which we have only recently begun to awaken. The further back in history one goes, the lower the level of child care, and the more likely children are to be killed, abandoned, beaten, terrorized, and sexually abused. It is our task here to see how much of this childhood history can be recaptured from the evidence that remains to us. That this pattern has not previously been noticed by historians is because serious history has long been considered a record of public not private events. Historians have concentrated so much on the noisy sand-box of history, with its fantastic castles and magnificent battles, that they have generally ignored what is going on in the homes around the playground. And where historians usually look to the sandbox battles of yesterday for the causes of those of today, we instead ask how each generation of parents and children creates those issues which are later acted out in the arena of public life.
Lloyd deMause
History, in [Nietzsche’s] view, belongs to him who is fighting a great fight, and who needs examples, teachers and comforters, but cannot find them among his contemporaries. Without history the mountain chain of great men’s great moments, which runs through millennia, could not stand clearly and vividly before me.
Georg Brandes
Let us by all means teach black history, African history, women’s history, Hispanic history, Asian history. But let us teach them as history, not as filiopietistic commemoration. The purpose of history is to promote not group self-esteem, but understanding of the world and the past, dispassionate analysis, judgment, and perspective, respect for divergent cultures and traditions, and unflinching protection for those unifying ideas of tolerance, democracy, and human rights that make free historical inquiry possible.
Arthur M. Schlesinger
I particularly appeal to our intelligentsia and students to come forward and rise to the occasion. You have performed wonders in the past. You are still capable of repeating the history. You are not lacking in the great qualities and virtues in comparison with the other nations. Only you have to be fully conscious of that fact and to act with courage, faith and unity.
Muhammad Ali Jinnah
Rappoport, Jon
Rascoe, Burton
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