中德历史教育文化交流课程（第八辑）
The Seventh Course Log of Sino-German History Education and Cultural Exchange
《中德历史教育文化交流》
第七次课程日志
主讲人及主题 Facilitator & Theme |
苏珊·波普教授 “大加速”（麦克尼尔） ——对二战历史的另一种叙述？ Prof. Dr. Susanne Popp ‘The Great Acceleration’ --a new narrative for the post-war period since 1945? |
主持人 Host |
杨瑾 教授 Yang Jin Professor |
上课时间 Class Time |
5月30日18：00—19：30 May30,18:00-20:00 p.m. |
转录成员 Translation Team |
贾博洋、丁欣、孟泳言 Jia Boyang, Ding Xin, Meng Yongyan |
主要内容 Main Content |
这节课主要讲述了历史教学的主要原则之一——本节课内容主要分为三个部分。第一部分苏珊·波普教授介绍了人类与环境关系历史的新方法和当前兴趣的起点，介绍了传统叙事——1990年后的“冷战”与全球新秩序和另类叙事——《大加速》(关于人与环境关系的转变)，并分别介绍了研究方法和转折点等，研究方法中传统叙事中采取的是政治和社会史，另类叙事中采取的全球视角下的环境历史；第二部分在介绍了相关条款和气候科学，研究人类活动和“地球系统”(岩石圈和生物圈)的变化=>“人类世”作为地质时代的概念两者之间的联系，并解释了20世纪全球环境史中作为人类历史的“大加速”的概念；第三部分提出了教学问题：新概念对教学/理解1945年至今的全球历史有什么影响? This lesson is mainly divided into three parts. In the first part, Professor Susan Popp introduced the new methods of the history of the relationship between human beings and the environment and the starting point of the current interest. She introduced the traditional narrative--the “Cold War” after 1990 and the new global order and alternative narrative--The Great Acceleration (on the transformation of the relationship between human beings and the environment), and introduced the research methods and turning points respectively. The traditional narrative adopts political and social history, while the alternative narrative adopts environmental history from a global perspective. The second part introduces the relevant articles and climate science, studies the link between human activities and changes in the “earth system” (lithosphere and biosphere) => anthropocene as a concept of geological ages, and explains the concept of the “great acceleration” in human history in the global environmental history of the 20th century; Part III raises pedagogical questions: What are the implications of the new concepts for the teaching/understanding of global history from 1945 to the present? |
心得体会
1
钱金琰
Qian Jinyan(SHNU)
专业：学科教学（历史）
年级：2021级
Major:
Subject Teaching (History)
Grade:2021
本次课程，Susanne教授带领我们站在全球视野的角度，展开分析二战以后的世界环境形势。传统史观认为，二战后便是“美苏冷战”，直到1990年以后，世界开始向多极化格局发展。但是，当我们从全球环境状况的视角去看待二战以后的世界，会有不一样的感想感悟。Susanne教授为我们展示了2组图表，分别从社会经济史观与地球生态史观展开研究，得出结论：世界人口、GDP、FDI、一次能源的使用、化肥消耗、堤坝修筑、淡水使用量、造纸量、甚至国际旅游的数量，都在20世纪中后期呈明显上升趋势。此外，在地球生态系统方面，各种气体浓度、地球表面温度、海洋的酸化、海洋鱼类捕获量、热带森林损失量、陆地生物圈的退化量等也在20世纪中后期呈现明显上升趋势。在详细分析、介绍完上述研究后，Susanne教授与我们讨论如何将这些结论放到历史教学中去。就像J. R. McNeill和Peter Engelke在他们的著作《The Great Acceleration》中说的那样，“冷战”与“大加速”“人类世”的到来是相辅相成、互相影响的，后者值得被认可的地方就在于考虑到了常被忽视的环境角度，而环境角度不管对人们现在还是将来，都具有非常重要的意义；但是，也没有从政治、社会角度考虑，同时也忽视了世界不同地区和国家个体条件的多样性。
In this course,Professor Susanne led us to analyze the world environmental situation after World War II from a global perspective. According to the traditional narrative of history, after World War II was the "Cold War", and after 1990, the world began to develop towards a multi-polar pattern. However, when we look at the world after World War II from the perspective of human-environment relationships, we will have different perceptions. Professor Susanne showed us two sets of charts, which were studied from the socio-economic trends view and the earth system trends view, and came to the conclusion: the amount of world population, GDP, FDI, primary energy use, fertilizer consumption, dam construction, fresh water consumption, paper production,and even international tourism, all showed a clear upward trend in the middle and late 20th century. In addition, in terms of Earth's ecosystems, the parameters of various gas concentrations, Earth's surface temperature, ocean acidification, marine fish capture, tropical forest loss, degradation of the terrestrial biosphere and so on also showed a clear upward trend in the middle and late 20th century. After analyzing and introducing the above research in detail, Professor Susanne discussed with us how to incorporate these conclusions into history didactics. As J. R. McNeill and Peter Engelke say in their book "The Great Acceleration", the "Cold War" and the "Great Acceleration" and the arrival of the "Anthropocene" are complementary and mutually reinforcing, and the latter deserves recognition. It is because the environmental perspective that is often overlooked is considered, and the human-environmental perspective is of great significance to people no matter at present or in future; however, it neglects the political and social perspectives, and also ignores the diversity of the individual conditions of different regions and countries in the world.
2
彭飞
Peng Fei(SHNU)
专业：历史学
年级：2019级
Major:History
Grade:2019
本次讲座由苏珊·波普教授主讲，题目为“大加速”——一种战后时代叙事新视角。“大加速”顾名思义，指的是二战以后世界的高速发展所带来的各项繁荣以及各类社会环境问题的凸显。按照传统史学视角，我们常常用冷战两大阵营互相对立的视角看待人类从战后步入到新世纪的历史，但埋在这条政治脉络下，还有一条关于人类环境发展的线索同样值得人们的重视。科技的发展、人工智能的出现、环境的变化、人权意识的普及都是战后数十年间快速发展的标志。仅靠政治的方法去预测世界的发展还是不够的，我这里想到一个例子，就是很多学者经常说苏联计划经济模式会僵化，无法灵活调控供需关系，无法满足居民更细化的生活需求。但是在冷战期间，智利的阿连德政府就曾试图建立覆盖全国的全国经济信息网，如果没有美国的经济制裁以及政变的发生，我们是否可以看到阿连德政府取得的更多成果呢？战后世界的技术多样性和复杂性让我们看到预测未来世界的发展是很难的事情，就像苏珊·波普教授说的那样，她不是一个数据主义者，我们既不能沿用传统的政治叙事看待世界历史的发展，同时也不能奢望仅通过技术来推断人类社会未来的发展。
This lecture, hosted by Susanne Popp, is entitled "The Great Acceleration", a new the narrative on the post-war era. As the name suggests, the "Great Acceleration" refers to the prosperity of the post-World War II world as well as the prominence of various social and environmental problems. According to traditional historiography, we often view the history of post-war world through political conflict between two opposing camps, but beneath this political lineage, there is another thread about the development of human environment that also deserves our attention. The development of technology, the emergence of A.I,environmental changes, and the spread of human rights awareness are all signs of rapid development in the post-war decades. It is still not enough to rely on a political approach to predict the development of the world. An example that comes to my mind is that many scholars often say that the planned economy model of USSR would be rigid, unable to regulate supply and demand flexibly and unable to meet the more refined needs of the people. But during the Cold War, the Allende government in Chile tried to establish a national economic information network covering the whole country. Without the U.S. economic sanctions and the coup d'état, could we have seen more productive results achieved by the Allende government? The technological diversity and complexity of the post-war world makes it difficult to predict the future of the world, and just as Professor Susanne said, she is not a statistic-historian, we cannot merely count on the traditional political narrative of world history, nor can we expect to predict the future of human society through technology alone.
3
赵琳芸
Zhao Linyun(SCU)
专业：历史学
年级：2021级
Major:History
Grade:2021
在本节课程中，跟随波普教授的讲述，我了解到了在国内中学历史教育中还未普及的史学概念——从人类与环境关系的角度，审视历史。教授为我们展现了这种新视角其基于社会经济、地球系统趋势的科学性、必要性，同时，也揭示了该视角忽视个体的差异性以及生产力水平上的时代性的缺点。作为一个历史师范生，我对这一新视角很感兴趣。这样宝贵的新的视角，具有很强的现实意义，有利于学生和老师更加深刻地感受环境对历史的深刻影响，促使我们反思对待环境的态度，更好地以可持续的发展方式迎接未来挑战。感谢教授的慷慨分享！
In this class, following the footsteps of Prof. Poo, I learned the concept of historiography, which has not been popularized in domestic middle school history eductionto examine history from the perspective of the relationship between human being and the environment. She showed us the science and necessity of this new perspective, which is based on socioeconomic and earth system trends. At the same time, she also revealed the shortcoming of this perspective, which ignores the differences of individuals and the timeliness of productivity levels. As normal history student, I’m interested in this new perspective. Such a valuable new perspective has strong practical significance, which help students and teachers to feel the profound impact of the environment on history, and prompt us to reflect on our attitude towards the environment, to better meet the challenges of the future in a sustainable way. Thank you for your generous sharing, Prof. Popp.
4
徐嘉怡
Xu Jiayi(SCU)
专业：历史学
年级：2020级
Major:History
Grade:2020
在第七节课上，苏珊·波普教授向我们介绍了一个新的历史概念：“大加速”——1945年战后的一个新的叙述视角，其核心内容是全球视角下的环境史。从苏珊教授列举出的数据图表中，我感触良多。
这些线性图表既展现了自然生态的发展趋势，也展现了社会经济的发展趋势，可见，环境历史始终是与人类社会生活的变化息息相关的。我们可以看到，随着人口的增长和经济水平的提高，人类的生产活动就越发频繁和多样化，这就势必会大量消耗各种自然资源和能源。因此，人类对环境所造成的负面影响就不可避免了。我们可以清晰地感知到如今的极端恶劣天气出现得越发频繁，洪水、台风、泥石流等自然灾害对全世界人们的财产安全和生命安全都造成了极大的威胁，这也是当今历史学家越发关注环境历史的原因之一。
庆幸的是，从图表数据来看，臭氧的排放量和海洋鱼类的捕获量近年来有所下降，说明各国在保护环境方面所付出的努力初见成效。但环境保护是一个长期且艰苦的事业，在现阶段，要想实现人类与环境和谐相处的梦想就势必要付出一定程度的经济代价，这就需要各个国家、各个阶层联起手来推动全世界环境保护事业的发展。而历史学家所能做的，应该就是同司马迁撰写《史记》的初衷一样——鉴于往事，有资于治道。
On the seventh lecture, Dr. Susanne Popp introduced us a new historical concept: “The Great Acceleration” - a new narration for the post-war period since 1945, of which the core content is environmental history in global perspectives. From the data graphs Dr. Susanne listed, I gained a lot.
What the linear charts show are developmental trends of natural ecosystems and social economy, thus we can say that environmental history is always closely related to the changes of human life. From the data, it is evidently revealed that along with the increasing number of population and improving levels of economy is the frequency and diversity of human beings’ producing activities. As a result, a large quantity of natural resources and energy are consumed and the negative effects on environment caused by mankind are unavoidable. Nowadays, extreme weather seems like a frequenter; natural disasters, like floods, typhoons, debris flows and so on, have posed a great threat to people’s property security and life safety. The aggravation of environmental problems is one of reasons for historians to pay more attention to environmental history.
Fortunately, from the data, the amount of Ozone emissions and marine fish captured has taken on a decreasing trend in recent years, which proves that the efforts of protecting environment made by countries have received rewards. However, environmental protection is a long-term and tough career. At present, to fulfill the dream of the harmony between human and environment must pay the economic price to a certain extent, which needs the cooperation of all countries and the joint forces of all ranks. What historians can do is the same as the purpose when Sima Qian wrote The Historical Records – “inspect the past and then regular a state”.
5
李璐瑶
Li Luyao(ECNU)
专业：学科教学（历史）
年级：2021级
Major:
Subject Teaching (History)
Grade:2021
本节课，苏珊·波普教授基于《大加速：1945年以来人类世的环境史》一书，向同学们介绍了一种区别于传统叙事（政治与社会史）的历史叙述方法。作为一种新兴概念，“大加速”叙事方式的起点在于对人类与环境关系的重新思考，人类活动尤其是技术变革的加速影响了地球生物圈和地圈的发展变化，“人类世”作为一个地质时代的概念应运而生。
对于历史教学来说，“大加速”叙述无疑为教师和学生提供了一种新的史学视野，它重视政治、经济和社会以外的非传统因素，涉及环境史、全球化及数字化等诸多因素，便于我们更全面、客观的认识当下发展变化的世界。但波普教授也强调，这种叙述方式是对世界历史的宝贵贡献，但其不能取代传统的叙述方式，我们应做到多种叙述方式综合考量，最大限度接近历史真实。
In this lesson, based on the book Great Acceleration: Environmental History of Anthropocene since 1945, Professor Susan Popper introduced a historical narrative method different from the traditional narrative (political and social history) to the students. As a new concept, the starting point of the narrative mode of "Great Acceleration" lies in rethinking the relationship between human beings and the environment. The acceleration of human activities, especially technological changes, has influenced the development and changes of the Earth's biosphere and geosphere, and the concept of "Anthropocene" has emerged as a geological era.
For history teaching, the "Great Acceleration" narrative undoubtedly provides a new historical perspective for teachers and students. It attaches importance to non-traditional factors other than politics, economy and society, and involves many factors such as environmental history, globalization and digitalization, so that we can have a more comprehensive and objective understanding of the current developing and changing world. However, Professor Popper also stressed that this narrative mode is a valuable contribution to world history, but it can't replace the traditional narrative mode. We should make comprehensive consideration of various narrative modes and approach the historical truth to the greatest extent.
6
邬涌楠
Wu Yongnan(ECNU)
专业：学科教学（历史）
年级：2021级
Major:
Subject Teaching (History)
Grade:2021
这节课苏珊·波普教授为我们介绍了约翰·麦克尼尔的《大加速：1945 年以来的人类世的环境史》的主要观点，并详细讲述了“大加速”与“人类世”等概念的由来与发展，探讨了这些新概念对于自1945年至今的全球历史教学和理解的影响是什么。
《大加速》采用了跨学科研究方法，将环境史与全球史的叙述有机结合起来，视野宽广，引人入胜，这为我们的历史教学与理解提供了一个全新的视角。在历史理解上，我们需要了解环境史学的前沿观点，有意识地以跨学科的综合视角来理解与观察特定的历史。在历史教学上，我们需要加强自身的综合素养，主动探索设计跨学科主题学习课程，尝试将符合课程标准要求的新颖的环境史观点融入到日常教学之中。本课的学习使我受益匪浅。
In this class, Professor Susanne Popp introduces us to the main ideas of John McNeil's "The Great Acceleration: An Environmental History of the Anthropocene Since 1945", and details the origin and development of concepts such as the "Great Acceleration" and the "Anthropocene"，explores the impact of these new concepts on the teaching and understanding of global history from 1945 to the present.
"The Great Acceleration" adopts an interdisciplinary research method, which organically combines the narrative of environmental history and global history, with a broad and fascinating perspective, which provides a new perspective for our history teaching and understanding. In terms of historical understanding, we need to understand the cutting-edge viewpoints of environmental history, and consciously understand and observe a specific history from an interdisciplinary and comprehensive perspective. In history teaching, we need to strengthen our comprehensive quality, actively explore and design interdisciplinary subject learning courses, and try to integrate novel environmental history viewpoints that meet the requirements of curriculum standards into daily teaching. I have benefited a lot from this course.
7
杨伊琳
Yang Liyin(FJNU)
专业：学科教学（历史）
年级：2021级
Major:
Subject Teaching(History)
Grade:2021
“大加速”叙事涉及诸多地理、生物学科的相关知识，对历史教学也具有重大价值。首先，从多元文化的角度出发，传统冷战叙事忽略了世界上的其他国家，但环境的变化离不开世界各国的发展，未来环境的塑造也需要各国的共同行动。这一叙事能够进一步帮助我们关注世界多样性，在历史解释上重新审视国际关系。其次，环境变化与教育变革息息相关。联合国教科文组织曾在上世纪末提出了面向21世纪人才“学会求知、学会做事、学会共处、学会生存”的终身学习目标。在技术大加速、环境大变革和国家差异愈加明显的新局势下，四大目标基础上延伸出了“促进世界可持续发展”的时代要求。最后，我认为新叙事或许能为跨学科主题教学提供新的可能性。在芬兰，已出现以联合国2030年目标为内容的现象主题教学，通过现实现象将不同学科联系起来，旨在培养学生的综合思维与能力。在历史课堂中引进类似“大加速”的叙事或现实主题，不仅适应跨学科教育趋势，一定程度上对培养历史意识也有所益处。
感谢 Susanne Popp教授耐心而详尽的讲授！
The "Great Acceleration" narrative involves the relevant knowledge of geography and biology disciplines, and is also of great value to history teaching. First, from the perspective of multiculturalism, the traditional Cold War narrative ignores other countries in the world, but changes in the environment are inseparable from the development of all countries in the world, and the shaping of the future environment also requires the joint actions of all countries. This narrative can further help us focus on the diversity of the world and re-examine international relations in terms of historical interpretation. Second, environmental change is closely related to educational change. At the end of the last century, UNESCO put forward the lifelong learning goal of "learning to know, learning to do, learning to live together, learning to be" for talents in the 21st century. Under the new situation of great acceleration of technology, great change of the environment and increasingly obvious differences between countries, the requirements of the times to "promote the sustainable development of the world" have been extended on the basis of the four goals. Finally, I think that new narratives may offer new possibilities for teaching interdisciplinary themes. In Finland, phenomenon-themed teaching based on the United Nations 2030 goals has emerged, linking different disciplines through realistic phenomena, aiming to cultivate students' comprehensive thinking and ability. The introduction of narrative or realistic themes similar to the "Great Acceleration" in history classrooms not only adapts to the trend of interdisciplinary education, but is also beneficial to the development of historical awareness to a certain extent.
Thanks to Prof. Dr. Susanne Popp for her wonderful and detailed teaching!
8
贾博洋
Jia Boyang(SNNU)
专业：学科教学（历史）
年级：2021级
Major:
Subject Teaching (History)
Grade:2021
苏珊·波普教授基于自己的历史教学观点，通过细致形象地讲述了二战后全球政治局势与世界秩序的变化、人类文明在不同生态环境时代的发展与进步、全球变暖这一当今社会颇为重视的气候问题等话题，帮助我们更好地去了解传统叙事与另类叙事这两种叙事方法的出发点与差异。接着通过一些具体的实例（如四个优先事项、气候变化与人口增长的相关研究数据等）来解释何为“大加速”——这一人类历史中的，尤其是20世纪全球环境史中的历史概念。最后则对如何将此概念应用到实际教学中去做了相关的阐释，提出了一些切实的建议，如必须批判性、合理化地看待历史概念与历史问题等。
由于正在进行教育实习，如何把本节课所谈到的理念，通过找到一个合理的研究范式以应用到高中教学实际中去，是我在本节课下要着重去思考和探究的问题，这离不开更多相关文章的查阅和与老师同学相互沟通探讨，正如苏珊·波普教授所言，这是对历史教学的一个挑战，它离不开丰厚的历史背景与细节。
期待下周一与各位再次见面。
Based on her own historical teaching point of view, Professor Susanne Popp has helped us better understand the starting points and differences between traditional narration and alternative narration by telling us in detail and vividly about the changes in the global political situation and world order after World War II, the development and progress of human civilization in different ecological environment times, and global warming, a climate issue that is highly valued in today's society. Then, through some specific examples (such as the four priorities, research data on climate change and population growth, etc.) to explain what is “great acceleration” - a historical concept in human history, especially in the global environmental history of the 20th century. At last, the author explains how to apply this concept to practical teaching, and puts forward some practical suggestions, such as critical and rational treatment of historical concepts and historical problems.
Due to the ongoing educational practice, how to find a reasonable research paradigm to apply the ideas discussed in this class to the practice of high school teaching is a problem that I will focus on thinking and exploring in this class, which is inseparable from more relevant articles and mutual communication and discussion with teachers and students. As Professor Susan Pope said, this is a challenge to history teaching, It is inseparable from the rich historical background and details.
Looking forward to seeing you again next Monday.
9
丁欣
Ding Xin(SNNU)
专业：历史学
年级：2018级
Major:History
Grade:2018
本节课苏珊·波普教授围绕“大加速”为我们讲授了在全球视角下的环境史学。让我们系统学习到“大加速”作为不同于传统政治视角切入的“冷战”叙述，其概念的缘起、基本内涵、气候研究方法和最新学术动态。
课程中苏珊·波普教授引经据典，并为我们提供了丰富的史料和科学研究成果，让我们的视野得到开拓，也对身处“人类世”，置身“大加速”时代的我们思考如何保护人类与地球的未来提供启发。
During this lecture, Prof. Dr. Susanne Popp taught us environmental history in global perspectives around “Great Acceleration”. Let us systematically learn the origin, basic connotation, the climate research approach and latest academic developments of the “Great Acceleration” which is different from the traditional narrative “Cold War” from the political and social history.
Prof. Dr. Susanne Popp quoted monographs and provided us with a wealth of historical and scientific research results, which broadened our horizons and provided inspiration for us to think about how to protect the future of mankind and the earth in the “Anthropocene” and the era of “Great Acceleration”.
10
孟泳言
Meng Yongyan(SNNU)
专业：历史学
年级：2018级
Major:History
Grade:2018
苏珊·波普教授关于“大加速”是否是对二战历史的另一种叙述，首先让我明确了20世纪全球环境史中关于“大加速”这个概念，并进一步了解了二战后全球新秩序转变中“人与环境关系的转变”。对于在全球视角下的环境历史中人类与地球系统的关系的讲述更是给了我很大启发，环境保护是人类繁荣和持续发展的一个非常关键的因素，从全球的角度来看，某一个小系统或者是小的生物圈发生变化都会影响到全球的环境变化，从历史的角度出发的话，这种“大加速”的论述给历史研究和历史教学提供了新的思路，它可以补充、完善，但是永远不能取代传统的政治和社会历史的观点
Prof. Dr. Susanne Popp question about whether “The Great Acceleration” is another description of the history of World War II first made me clear about the concept of “The Great Acceleration” in the history of global environment in the 20th century, and further understood the “transformation of the relationship between man and environment” in the transformation of the new global order after World War II. In under the global perspective of environmental history tells of the relationship between human and the earth system but also gave me great inspiration, environmental protection is the human prosperity and a key factor of sustainable development, and from a global perspective, a small system or a biosphere change will affect the global environment change, from a historical perspective, “The great acceleration” argument provides ideas for the study and teaching of history that can complement, perfect, but never replace traditional views of political and social history.
教师点评
徐赐成教授点评：
#大加速
#人类环境史
#人类命运共同体意识
历史教育要有“人类命运共同体意识”
通过本讲内容的学习，同学们对苏珊·波普教授提出的“大加速”和“人类环境史”历史理解视角高度认同，由此应该对历史教育功能问题做些思考。进入21世纪以来，国际历史教育发展呈现出重视国家意识、族群意识的倾向，尽管也提倡培养学生的全球视野和世界意识，但也多是以前者为目的和价值取向的，从长远看，这种历史教育功能观并不健全。因此，历史教育要有“人类命运共同体意识”，从人类环境史的角度审视和判断人类史。
Professor Xu Cicheng's comments: History education should have the consciousness that "human beings are destined for the community"
Through the study of the content of this lecture, the students highly agree with the historical understanding perspectives of "great acceleration" and "human environmental history" proposed by Professor Susanne Popp. Therefore, we should think about the function of history education. Since the beginning of the 21st century, the development of international history education has shown a tendency to attach importance to national consciousness and ethnic consciousness. Although it also advocates cultivating students' global vision and world consciousness, most of them are oriented by the former. In the long run, this view of the function of history education is not perfect. Therefore, history education should have "the consciousness of human destiny in the community", and examine and judge human history from the perspective of human environmental history.
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图文来源/历史文化学院
责任编辑/张一品
校对/江炜炜
审核/孙懿文
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