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Kyle Herman



I would like to hear more about the “elements of transformation” that you have identified and followed in teaching Big History at the college level.  I teach Big History in high school, and I’m very curious to see in what ways our students’ experiences line up.  I’m also eager to see some elements of transformation that I haven’t thought of yet so that I can begin to integrate them into my approach to Big History.  Any further detail or resources you could provide would be much appreciated.  I am interested in hearing some specific examples of our two-way participation in systems across scales (would our contribution to and benefit from society be an example?)