COLLISION OF TIME

THEY TELL US WE LIVE IN ONE EARTH, in one world but as time has always traveled around this one world, so have transactions in life. They tell us that while the sun dances on the faces of half the planet, the moon intrigues the other half on a twenty-four-hour schedule... unwavering. We never get more than twenty-four hours in one day's time wherever we are, and neither has anyone else... in the forever of history. The timeline of mankind on this planet, though measured by various calendars devised to chronicle time, relays the same time as measured by the hands on the face of a clock.

If I were to stand centered at an exact and snap a photo on cue at the exact same moment as a friend standing in the center of the exact opposite latitude and longitude then start a calendar clock from that moment on, what events and what calendars would we have to reconsider for adjustment... of time? Based upon current calendars... Gregorian, Julian, Lunar, Ethiopian, Jewish, Muslim, to name a few; and there are forty or more, time is the one thing that remains constant. With no daylight savings time and using only exact precise coordinated time can we map the world timeline of events to determine WHAT REALLY HAPPENED and who was there when it did? Have we all really just been living on the clock together?

THE REASON BEHIND THE QUESTION is that in America... perhaps in worldwide educational systems we pick up a class called HISTORY or better put (for those lesser grades) ...SOCIAL STUDIES. At about fourth grade the likes of dinosaurs, cavemen, Gauls, Napoleon, Columbus, Hansdrubal and Hannibal Barca, Ghenghis Khan, Magellan, queens and kings, and everything history has to bring us or has brought us appears in textbooks to be absorbed by hesitant minds of youth. At the mention of one era educators tend to literally jump over connecting history details assumedly to keep pace with a scheduled school calendar. Nevertheless, education becomes ensnared in the ability of youth to fly as well through something they know little or nothing about.

Division of the world timeline in the history of man for coordinated grade school education leaves children lost except for the option to investigate further on their own. Where history museums that embrace the ideal of altruism includes the varied religion as they appeared within society, all history... the true history of mankind can be learned in an unbiased fashion. The inclusion of religion-related issues can only be introduced... if not totally rationalized, at the departure from teaching dinosaurs. As such because school children go to church with their parents on the weekend... before returning to discuss dinosaurs, evolution, and Homer's Illiad; there has to be some format to keep the idea of respecting the knowledge of adults sublime. In the minds of today's elementary school students as with the minds of those from past decades, the question persists, "Are we in the school seat only because we have to be there?" ...or is there some real logic to all the flying through a class subject a student has to perform in memorizing dates throughout history? If not careful the educator can be viewed as unknowledgeable on the subject they intend to implant in young minds. With the mandate that religious thought be included, if only on the weekend, in order to maintain social dignity in our social world; rationalization that ancient history did not grant mankind intelligence beyond the explanation of "the flood" and "the ark" after dinosaurs were annihilated by meteors. Bacteria, organisms, atoms, and elements brought enough cause for life to regenerate and work forth.

If fourth grade stifled your interest in social studies and history, humanities and religious thought; join your local history museum online and in its physical location. There is an answer out there in the antiquity of mankind.