Big History poses big questions addressing big issues like “How did we get here? Where are we going?” It encourages exploration of deep philosophical questions about the meaning of life and the nature of the cosmos. Answering these questions pushes teachers and students to move beyond the confines of traditional disciplinary boundaries to examine the interconnections between knowledge, ideas, and phenomena. Does Big History move beyond the interconnection of disciplinary knowledge to transcend these boundaries? Harnessing the experiences of Australian secondary Big History teachers, this paper explores the practical nature and definition(s) of the twenty first century curriculum, learners, and inter-disciplinarity in the secondary contest. through the lens of a pedagogical vehicle to equip future generations with the skills they need to live responsibly and effectively in an interconnected global community.

  • Original Release Date (Year): 2012
  • Used by people who call the work: Big History
  • Applies a deep time evolutionary perspective to: Education
  • Learning Stages: Secondary 9 - 12
  • Type: Article
  • Keywords: Big History, International Big History Association, Secondary level
  • File:
  • Posted By: Jennifer Morgan
  • Date Added: August 12, 2014