Author: Keith Jenkins,Alun Munslow
Publisher: Psychology Press
View: 8159The question of what the nature of history is, is now a key issue for all students of history. It is now recognised by many that the past and history are different phenomena and that the way the past is actively historicised can be highly problematic and contested. Older metaphysical, ontological, epistemological, methodological and ethical assumptions can no longer be taken as read. In this timely collection, key pieces of writing by leading historians are reproduced and evaluated, with an explanation and critique of their character and assumptions, and how they reflect upon the nature of the history project. The authors respond to the view that the nature of history has become so disparate in assumption, approach and practice as to require an informed guide that is both self-reflexive, engaged, critical and innovative. This work seeks to aid a positive re-thinking of history today, and will be of use both to students and to their teachers.
Knowledge, Evidence, Language
Author: Arthur Marwick
Publisher: Palgrave MacMillan
View: 3725This title, first published in 1970, with revised editions in 1981, and again in 1989 has been totally rewritten. Addressing the key questions of what history is, and why and how one studies it, this is a positive affirmation of the vital importance to society of the study of the past, and of the many crucial learning outcomes which accrue from historical study. There is a great deal of new material, engaging with and rebutting postmodernist criticisms of the history of the historians, and explicating more fully the author's pioneering work on how exactly historians analyse and interpret primary sources, and how they write their articles and books.
Author: W H Burston,D Thompson
View: 790Originally published in 1967, this book is aimed at the student teacher and discusses the philosophy of history and the effective learning of it. It discusses the UK secondary school history syllabus, with a particular emphasis on whether contemporary history is of more relevance to pupils than traditional history. There is a specific chapter on the problems of value-judgements in history and history teaching. From a psychological point of view, the book examines the problems of concept formation, the uses and dangers of analogy and the question of imagination and inference in child and adolescent thinking.
Author: H. G. Wood
Publisher: Cambridge University Press
View: 4210Originally published in 1934, this book examines whether Christianity's emphasis on 'historic happenings' is 'in line with the nature of history as the modern historian conceives it', whether the Christian devotion to the historical person of Jesus can be justified, and considers the role of God's providence in human matters.
Otto Hintze and the Nature of Modern Historical Thought
Author: Leonard S. Smith
Publisher: Wipf and Stock Publishers
View: 4173"As we hoped, Hintze's further development made him one of the great ones in the discipline. To be sure, he was one of those who was only known in the circle of experts, like a very high mountain in a mountain range which one first noticed from the vantage point of a high pass." --Friedrich Meinecke, 1941 (translated by Leonard S. Smith) "What we call historicism is a new, unique, categorical-structure of the mind [des Geistes] that began to arise in the West in the eighteenth century and achieved authoritative currency in the nineteenth, particularly in Germany, though not in Germany alone. It is characterized by the categories of individuality and development, which postulate a view of historical reality based on the analogy of the life unit [Lebenseinheit] and the life-process [Lebensprozess]." --Otto Hintze, 1927 (translated by Leonard S. Smith) "If Hintze could be included, as he should be, as one of 'the great ones in the discipline' in historiography classes throughout the United States, this could greatly widen 'the circle of experts' in this and other English-speaking countries and/or encourage history teachers to lead students to reach 'the vantage point of a high pass' where they could see this 'very high mountain' for themselves." --Leonard S. Smith, 2012
Author: Stephen Jay Gould
Publisher: W. W. Norton & Company
View: 8792"[An] extraordinary book. . . . Mr. Gould is an exceptional combination of scientist and science writer. . . . He is thus exceptionally well placed to tell these stories, and he tells them with fervor and intelligence."—James Gleick, New York Times Book Review High in the Canadian Rockies is a small limestone quarry formed 530 million years ago called the Burgess Shale. It hold the remains of an ancient sea where dozens of strange creatures lived—a forgotten corner of evolution preserved in awesome detail. In this book Stephen Jay Gould explores what the Burgess Shale tells us about evolution and the nature of history.
Author: Richard J. Evans
Publisher: Granta Books
View: 8293The classic explanation of the craft of history and the vital worth of historians to civilization In this volume, English historian Richard Evans offers a defence of the importance of his craft. At a time when fact and historical truth are under unprecedented assault, Evans shows us why history is necessary. Taking us into the historians' workshop to show us just how good history gets written, he demolishes the wilder claims of postmodern historians, who deny the possibility of any realistic grasp of history, and explains the deadly political dangers of losing a historical perspective on the way we live our lives.
Author: Alun Munslow
View: 2160In a provocative analysis of European and American historical thinking and practice since the early 18thcentury,A History of History confronts several basic assumptions about the nature of history. Among these are the concept of historical realism, the belief in representationalism and the idea that the past possesses its own narrative. What is offered in this book is a far-reaching and fundamental rethinking of realist and representationalist ‘history of a particular kind’ by addressing and explaining the ideas of major philosophers of history over the past three hundred years and those of the key theorists of today. In pursuing this radical analysis, the understanding of history as a narrative is evaluated along with contemporary notions such as the continuing presence of the past and the idea of ‘its lessons’. Written by one of the leading thinkers on the subject, A History of Historyprovides an accessible and radical history of history while offering new insights into the pressing questions of the nature, purpose and function of history. This book is an essential text for all students, teachers and consumers of history.
An Essay on the Nature and Purpose of Historical Studies
Author: F. Dovring
Publisher: Springer Science & Business Media
View: 2472This essay has grown out of an attempt to find the answers to problems basically inherent in the making of historical re search. Widespread among humanists is a vagueness of con cepts which many times makes it difficult or impossible to translate our way of thinking into the terms of natural science or vice versa. It sounds, sometimes, as if humanistic studies were a world of its own, rather than a part of the natural world we all1ive in. How long can we go on believing that there are different kinds of knowledge ~ To this conflict of theory, another is added: a feeling of urgency about cultural problems that are too often left to the future to solve. History is not, as some natural scientists tend to believe, a matter of no practical consequence. It is a virulent factor in political and social conflicts and a basic substance in the structure of our personalities. The present dynamic epoch raises with particular stress the problem of understanding the conditioning influence which the past exercises upon the present in each particular community. Such a substance is neither a toy for pastime hobbies nor an innocent weapon in the hands of dictators. Which is, then, the responsibility of the historian, both for what he does and for what he abstains from doing ~ The necessity to stay independent in order to approach objectivity makes for no easy answer.