I said see how they fall. Not every way, and not necessarily why, but how.
> then you could just teach that, the historical context would be almost irrelevant
I don't think you can see how they fall without historical context. That is the how.
> even the premise of a cyclical history, which can be broken by voting, seems completely insane
I didn't mention a cyclical history. Some things repeat, but that doesn't mean in general history is cyclical.
I don't mean to comment in a way that's too much on the nose, but I've just broken out various statements of yours and shown how they didn't follow from what I said. Spending time studying literature in a controlled environment, can help train children to read what's being said, as opposed to what they guess is being said. It's not perfect, but it can help a lot.
I said see how they fall. Not every way, and not necessarily why, but how.
> then you could just teach that, the historical context would be almost irrelevant
I don't think you can see how they fall without historical context. That is the how.
> even the premise of a cyclical history, which can be broken by voting, seems completely insane
I didn't mention a cyclical history. Some things repeat, but that doesn't mean in general history is cyclical.
I don't mean to comment in a way that's too much on the nose, but I've just broken out various statements of yours and shown how they didn't follow from what I said. Spending time studying literature in a controlled environment, can help train children to read what's being said, as opposed to what they guess is being said. It's not perfect, but it can help a lot.