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"To remain ignorant of what happened before you were born is to remain always a child. - Cicero This week saw the beginning of an action for libel brought by one historian against another over a question of history. The right-wing historian David Irving says the Holocaust was not as bad as has been claimed; he is suing American historian Deborah Lipstadt for calling him "a dangerous spokesman for Holocaust denial." The case, and its explosive content, remind us that history matters. But what is history? There is ambiguity in the very name. "History" can either mean past events, or writings about past events. But what if the former is a creation of the latter? The past, after all, has ceased to exist. Here in the present we find documents and other objects which, we suppose, survive from the past, and we weave interpretations round them. These objects, and our interpretations, belong to the present. If history is different narratives constructed in the present, is it any wonder that historians disagree among themselves?"

A great little interview on the current situation between China and Tibet and why it remains unresolved. Outlines knowledge issues and current problems well for TOK oral presentations.

"Noam Chomsky: My Reaction to Osama bin Laden's Death May 6, 2011 Bookmark and Share We might ask ourselves how we would be reacting if Iraqi commandos landed at George W. Bush's compound, assassinated him, and dumped his body in the Atlantic. By Noam Chomsky chomsky300.jpgIt's increasingly clear that the operation was a planned assassination, multiply violating elementary norms of international law. There appears to have been no attempt to apprehend the unarmed victim, as presumably could have been done by 80 commandos facing virtually no opposition-except, they claim, from his wife, who lunged towards them. In societies that profess some respect for law, suspects are apprehended and brought to fair trial. I stress "suspects." In April 2002, the head of the FBI, Robert Mueller, informed the press that after the most intensive investigation in history, the FBI could say no more than that it "believed" that the plot was hatched in Afghanistan, though implemented in the UAE and Germany. What they only believed in April 2002, they obviously didn't know 8 months earlier, when Washington dismissed tentative offers by the Taliban (how serious, we do not know, because they were instantly dismissed) to extradite bin Laden if they were presented with evidence-which, as we soon learned, Washington didn't have. Thus Obama was simply lying when he said, in his White House statement, that "we quickly learned that the 9/11 attacks were carried out by al Qaeda." Nothing serious has been provided since. There is much talk of bin Laden's "confession," but that is rather like my confession that I won the Boston Marathon. He boasted of what he regarded as a great achievement. There is also much media discussion of Washington's anger that Pakistan didn't turn over bin Laden, though surely elements of the military and security forces were aware of his presence in Abbottabad. Less is said about Pakistani anger that the U.S. invaded their territor

"n September 18, 2007, a few dozen neuroscientists, psychiatrists, and drug-company executives gathered in a hotel conference room in Brussels to hear some startling news. It had to do with a class of drugs known as atypical or second-generation antipsychotics, which came on the market in the early nineties. The drugs, sold under brand names such as Abilify, Seroquel, and Zyprexa, had been tested on schizophrenics in several large clinical trials, all of which had demonstrated a dramatic decrease in the subjects' psychiatric symptoms. As a result, second-generation antipsychotics had become one of the fastest-growing and most profitable pharmaceutical classes. By 2001, Eli Lilly's Zyprexa was generating more revenue than Prozac. It remains the company's top-selling drug. But the data presented at the Brussels meeting made it clear that something strange was happening: the therapeutic power of the drugs appeared to be steadily waning. A recent study showed an effect that was less than half of that documented in the first trials, in the early nineteen-nineties. Many researchers began to argue that the expensive pharmaceuticals weren't any better than first-generation antipsychotics, which have been in use since the fifties. "In fact, sometimes they now look even worse," John Davis, a professor of psychiatry at the University of Illinois at Chicago, told me. "

"SPEAKING two languages rather than just one has obvious practical benefits in an increasingly globalized world. But in recent years, scientists have begun to show that the advantages of bilingualism are even more fundamental than being able to converse with a wider range of people. Being bilingual, it turns out, makes you smarter. It can have a profound effect on your brain, improving cognitive skills not related to language and even shielding against dementia in old age. This view of bilingualism is remarkably different from the understanding of bilingualism through much of the 20th century. Researchers, educators and policy makers long considered a second language to be an interference, cognitively speaking, that hindered a child's academic and intellectual development. They were not wrong about the interference: there is ample evidence that in a bilingual's brain both language systems are active even when he is using only one language, thus creating situations in which one system obstructs the other. But this interference, researchers are finding out, isn't so much a handicap as a blessing in disguise. It forces the brain to resolve internal conflict, giving the mind a workout that strengthens its cognitive muscles. Bilinguals, for instance, seem to be more adept than monolinguals at solving certain kinds of mental puzzles. In a 2004 study by the psychologists Ellen Bialystok and Michelle Martin-Rhee, bilingual and monolingual preschoolers were asked to sort blue circles and red squares presented on a computer screen into two digital bins - one marked with a blue square and the other marked with a red circle. In the first task, the children had to sort the shapes by color, placing blue circles in the bin marked with the blue square and red squares in the bin marked with the red circle. Both groups did this with comparable ease. Next, the children were asked to sort by shape, which was more challenging because it required placing the images in a bin m

"FOR a brief, heady period in the history of autism spectrum diagnosis, in the late '90s, I had Asperger syndrome. There's an educational video from that time, called "Understanding Asperger's," in which I appear. I am the affected 20-year-old in the wannabe-hipster vintage polo shirt talking about how keen his understanding of literature is and how misunderstood he was in fifth grade. The film was a research project directed by my mother, a psychology professor and Asperger specialist, and another expert in her department. It presents me as a young man living a full, meaningful life, despite his mental abnormality. "Understanding Asperger's" was no act of fraud. Both my mother and her colleague believed I met the diagnostic criteria laid out in the American Psychiatric Association's Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition. The manual, still the authoritative text for American therapists, hospitals and insurers, listed the symptoms exhibited by people with Asperger disorder, and, when I was 17, I was judged to fit the bill. I exhibited a "qualified impairment in social interaction," specifically "failure to develop peer relationships appropriate to developmental level" (I had few friends) and a "lack of spontaneous seeking to share enjoyment, interests, or achievements with other people" (I spent a lot of time by myself in my room reading novels and listening to music, and when I did hang out with other kids I often tried to speak like an E. M. Forster narrator, annoying them). I exhibited an "encompassing preoccupation with one or more stereotyped and restricted patterns of interest that is abnormal either in intensity or focus" (I memorized poems and spent a lot of time playing the guitar and writing terrible poems and novels). The general idea with a psychological diagnosis is that it applies when the tendencies involved inhibit a person's ability to experience a happy, normal life. And in my c

"A textbook distributed to Virginia fourth-graders says that thousands of African Americans fought for the South during the Civil War -- a claim rejected by most historians but often made by groups seeking to play down slavery's role as a cause of the conflict. The passage appears in "Our Virginia: Past and Present," which was distributed in the state's public elementary schools for the first time last month. The author, Joy Masoff, who is not a trained historian but has written several books, said she found the information about black Confederate soldiers primarily through Internet research, which turned up work by members of the Sons of Confederate Veterans. Scholars are nearly unanimous in calling these accounts of black Confederate soldiers a misrepresentation of history. Virginia education officials, after being told by The Washington Post of the issues related to the textbook, said that the vetting of the book was flawed and that they will contact school districts across the state to caution them against teaching the passage. "Just because a book is approved doesn't mean the Department of Education endorses every sentence," said spokesman Charles Pyle. He also called the book's assertion about black Confederate soldiers "outside mainstream Civil War scholarship." "

"Giving and receiving gifts can be a joyful thing - unless you're an economist. From an economic perspective, all those books that will never be read and ties that will never be worn are a huge waste."

"True art would never be mistaken for a crude, paint-by-the-numbers copy. But a researcher has developed a statistical tool for determining whether a purported masterpiece is only a skilled imitation, suggesting that art may be a numbers game after all. Using high-resolution digital images and complex mathematical formulas, associate professor Hany Farid of Dartmouth College analyzed works by Renaissance artists to determine their authenticity. His computer program was able to accurately separate eight drawings by 16th century Flemish artist Pieter Bruegel the Elder from five drawings by imitators. It also found that portions of a painting by Italian artist Pietro di Cristoforo Vannucci, known as Perugino, were probably done by Perugino's apprentices. Farid described his work, presented Monday in the Proceedings of the National Academy of Sciences, as "simply another tool that is contributing to the dialogue of art authenticating" and said more work is needed before digital analysis of art could be done on a wider scale. Art experts reacted warily to the prospect that a masterpiece could be reduced to the sum of its digital parts. "

"And this is how the Civil War comes to life for a roomful of fourth-graders in Northern Virginia, 150 years after the nation's deadliest armed conflict began. Agner's reenactment of the landmark naval Battle of Hampton Roads - a tactile lesson the vet­eran teacher dreamed up this year - drew her Fairfax County class into a chapter of American history that has long provoked education debate. The war's sesquicentennial, starting Tuesday with the anniversary of the attack on Fort Sumter in South Carolina, provides a "teachable moment" for schools everywhere. But how and when students learn about slavery and secession, blue and gray, Ulysses S. Grant and Robert E. Lee, Bull Run (or Manassas) and Appomattox varies enormously from state to state, school to school and even teacher to teacher. This year, Virginia learned anew the sensitivity of Civil War education when the state Board of Education withdrew approval of a fourth-grade textbook - "Our Virginia: Past and Present" - that asserted thousands of African Americans fought for the South. Most historians reject that claim. Last year, the Texas State Board of Education voted to require eighth-graders to study the inaugural address of Confederate President Jefferson Davis alongside President Abraham Lincoln's first and second inaugurals and his Gettysburg Address. That was one of many controversial revisions to Texas standards. Jeremy A. Stern, a historian who reviewed state academic standards this year for the Thomas B. Fordham Institute, said differences in the timing and scope of Civil War education across the United States are dramatic. Often, he said, the war is not taught systematically until middle school. "

"What is it that makes a face look beautiful? What are the differences between very attractive and less appealing faces? For every historical period and every human culture, people have always had their own ideal of beauty. But this ideal has never been constant and is still subject to changes. In our research project we adopted an empirical approach and created prototypes for unattractive and attractive faces for each sex by using the morphing technique. For example, the prototype for an unattractive face ("unsexy face") was created by blending together four faces that had previously been rated as very unattractive. The "sexy face" was created by blending together four of the most attractive faces, respectively (see report). In order to find out the characteristic differences between attractive and unattractive faces, we presented pairs of one "sexy" and one "unsexy" image for both sexes to test subjects. The task was to report which facial features were perceived to be different between the two faces. For the results see the list below. "

Parenting sites indicate many New York City parents want caregivers to teach their children a language.

Some interesting questions as to whether parents can "know" it's a good thing or a bad thing to have their children learn a second language. There are clearly cognitive and social costs and benefits that must be weighed.