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Thanks @tysonretz for thoughtful, clear #PastFwd provocation, particularly abt scale. I agree . Scale instrumental in our work. Two challenges , however, emerge, in this work: First, as you point, such enouragaes (requires) use of research/ concepts frm other disciplines. But
2/4 we're finding this moves history teachers outside their comfort zone, out of the capacity to assess concepts or research they use. Often, this leads to accepting without evaluating concepts or studies that demand assessment "outside" the sourcing heuristics of historians.
3/4 This has presented a challenge, particularly as we encourage critical sensibilities. In work in big history, many Ts are out on limb, end up either relying on authority or "sensibility" of concepts. Should this be a concern, do you think?
4/4 Second, working to help students think carefully at scales beyond their day-to-day experiences have been a challenge (work on empathy, an example?). Is there something to learn from how historians represent shifts in scale that might offer insights for teachers?
