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By Kenneth R. Curtis, Jerry H. Bentley

Architects of global History offers an cutting edge choice of unique essays by way of major students linked to international heritage, looking through highbrow autobiography the information, demanding situations, and inspirations which are shaping the field

  • Features unique, obtainable contributions from pioneering students within the field
  • Offers insights into the method of constructing a manageable global background study subject and the adventure lifestyles as an international historian.
  • Points to methodological demanding situations; the scholar’s present learn time table in terms of the improvement of worldwide historical past; and destiny instructions expected for key parts inside international history

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Extra info for Architects of World History: Researching the Global Past

Sample text

McNeill dissertation. We fell into conversation about Cuba and its forests, for Richards had begun to prepare to teach a global environmental ­history course. His course ultimately led to his magnum opus, The Unending Frontier (Richards, 2003), a global environmental history of the early modern centuries. Our conversation that evening revised my impression of him upward and perhaps eased his doubts about me. Richards’ work on deforestation had brought him into contact with natural scientists at Ecosystems Center, part of the Marine Biological Laboratory in Woods Hole, MA.

It was at about this time that I began regularly to attend the meetings of the American Society for Environmental History and irregularly to go to the gatherings of the World History Association. At one of the WHA meetings, at Drexel University, perhaps in 1992, I first met Jerry Bentley. Bentley (1949–2012) was an apostle for the world history creed whose enthusiasm was second to none. He led the charge to create the Journal of World History and encouraged everyone, including me, to submit pieces to the journal and to convince curriculum committees, department chairs, deans, and provosts if necessary that world history was a legitimate course to teach both as an undergraduate survey and as a graduate seminar.

R. McNeill lectures. Cell’s outlook was moderately Marxist, and his lectures emphasized social relations and class formation. Mine were often mainly about geography and agriculture, the least difficult subjects for me to prepare in a hurry. After I completed my degree, in the summer of 1981, I was flamboyantly unsuccessful in the job market. Anne Scott, a historian of women in the American South and then chair of the Duke history department, asked me to teach modern world history on my own in spring of 1982, for which I was – and am – most grateful.

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