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												  The Work of the Historian: to Research, Summarize, and Communicate1DOI: 10.5533/TEM-1980-542X-2014203606 Revista Tempo | 2014 v20 | Article The work of the historian: to research, summarize, and communicate1 O trabalho do historiador: pesquisar, resumir, comunicar El trabajo del historiador: buscar, resumir, comunicar Le travail de l’historien: rechercher, résumer et documenter Giovanni Levi would like to begin by explaining in what sense History is a science. It may seem childish to start by defining what History is, but I think it is essential I to explain why 95% of jobs in the area are uninteresting and only 5% are interesting. That happens mostly because many people have a false idea of the sense in which history is a science. My definition is: history is the science of the general questions, but of the local responses. We cannot imagine a generalization in history that is valid. In other words, we can ask what fascism is, but there are different fascisms in Italy, Spain or Portugal. Therefore, we must preserve the peculiarities and the place — here understood as a specific situation — in the works of historians. To work on the general, but a general that is always set as questions, and not as answers. Let me give an example that is not historiographical (but still usefu. When Freud talks about the Oedipus complex, he poses a good general question: everyone has the Oedipus complex, but none of the complexes is generalizable. The fact that we all have the Oedipus complex tells us nothing. It is a relevant question, but it will have different answers for each of us.
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												  Colonial Education and Class Formation in Early JudaismCOLONIAL EDUCATION AND CLASS FORMATION IN EARLY JUDAISM: A POSTCOLONIAL READING by Royce Manojkumar Victor Bachelor of Science, 1988 Calicut University, Kerala, India Bachelor of Divinity, 1994 United Theological College Bangalore, India Master of Theology, 1999 Senate of Serampore College Serampore, India Dissertation Presented to the Faulty of the Brite Divinity School in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Biblical Interpretation Fort Worth, Texas U.S.A. May 2007 ii iii © 2007 by Royce Manojkumar Victor Acknowledgments It is a delight to have the opportunity to thank the people who have helped me with the writing of this dissertation. Right from beginning to the completion of this study, Prof. Leo Perdue, my dissertation advisor and my guru persevered with me, giving apt guidance and judicious criticism at every stage. He encouraged me to formulate my own questions, map out my own quest, and seek the answers that would help me understand and contextualize my beliefs, practices, and identity. My profuse thanks to him. I also wish to thank Prof. David Balch and Prof. Carolyn Osiek, my readers, for their invaluable comments and scholarly suggestions to make this study a success. I am fortunate to receive the wholehearted support and encouragement of Bishop George Isaac in this endeavor, and I am filled with gratitude to him. With deep sense of gratitude, I want to acknowledge the inestimable help and generous support of my friends from the Grace Presbytery of PC(USA), who helped me to complete my studies in the United States. In particular, I wish to thank Rev.
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												  Ginzburg!S Menocchio— — — — — — — — — — — — — — — — — — — — — — — — — — ÉTUDE CRITIQUE / REVIEW ESSAY Ginzburg’s Menocchio: Refutations and Conjectures DAVID LEVINE ZUBEDEH VAHED* CARLO GINZBURG’S way of doing history is based on using “new meth- ods and new standards of proof to bring to light those forms of knowledge or understanding of the world which have been suppressed or lost”.1 For most of his English-speaking readers, the proof of this assertion has been found in The Cheese and the Worms: The Cosmos of a Sixteenth-Century Miller.2 Domenico Scandella, the sixteenth-century miller who was called by the nickname “Menocchio” by his contemporaries, was born in 1532 in the pre- Alp foothills of Friuli, about 100 kilometres north of Venice. As he told the court, “I am from Montereale, in the diocese of Concordia. My father was called Zuane and my mother Menega and I have lived in Montereale most of my life, except for two years when I was banished, of which I spent one in Arba and one in Cargna, and I was banished for being in a brawl.”3 Menoc- chio’s creative and imaginative ideas about the creation of the world — and his unconventional opinions about orthodox Catholicism — brought him to * David Levine is professor at the Ontario Institute for Studies in Education at the University of Tor- onto. Zubedeh Vahed is employed by the Peel Board of Education in Ontario. We would like to thank Nathalie Davis, Konrad Eisenbichler, Stan Engermann, Ed Hundert, Barry Reay, Chuck Tilly and, of course, the journal’s anonymous reviewer for their helpful comments. 1 Keith Luria, “The Paradoxical Carlo Ginzburg”, Radical History Review, vol.
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												  A Historiography of Musical Historicism: the Case OfA HISTORIOGRAPHY OF MUSICAL HISTORICISM: THE CASE OF JOHANNES BRAHMS THESIS Presented to the Graduate Council of Texas State University-San Marcos in Partial Fulfillment of the Requirements for the Degree Master of MUSIC by Shao Ying Ho, B.M. San Marcos, Texas May 2013 A HISTORIOGRAPHY OF MUSICAL HISTORICISM: THE CASE OF JOHANNES BRAHMS Committee Members Approved: _____________________________ Kevin E. Mooney, Chair _____________________________ Nico Schüler _____________________________ John C. Schmidt Approved: ___________________________ J. Michael Willoughby Dean of the Graduate College COPYRIGHT by Shao Ying Ho 2013 FAIR USE AND AUTHOR’S PERMISSION STATEMENT Fair Use This work is protected by the Copyright Laws of the United States (Public Law 94-553, section 107). Consistent with fair use as defined in the Copyright Laws, brief quotations from this material are allowed with proper acknowledgement. Use of this material for financial gain without the author’s express written permission is not allowed. Duplication Permission As the copyright holder of this work, I, Shao Ying Ho, authorize duplication of this work, in whole or in part, for educational or scholarly purposes only. ACKNOWLEDGEMENTS My first and foremost gratitude is to Dr. Kevin Mooney, my committee chair and advisor. His invaluable guidance, stimulating comments, constructive criticism, and even the occasional chats, have played a huge part in the construction of this thesis. His selfless dedication, patience, and erudite knowledge continue to inspire and motivate me. I am immensely thankful to him for what I have become in these two years, both intellectually and as an individual. I am also very grateful to my committee members, Dr.
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												  The Asian Military Revolution: from Gunpowder to the Bomb Peter ACambridge University Press 978-0-521-60954-8 - The Asian Military Revolution: From Gunpowder to the Bomb Peter A. Lorge Frontmatter More information The Asian Military Revolution Records show that the Chinese invented gunpowder in the 800s. By the 1200s they had unleashed the first weapons of war upon their unsus- pecting neighbors. How did they react? What were the effects of these first wars? This extraordinarily ambitious book traces the history of that invention and its impact on the surrounding Asian world – Korea, Japan, Southeast Asia and South Asia – from the ninth through the twentieth century. As the book makes clear, the spread of war and its technology had devastating consequences on the political and cultural fabric of those early societies although each reacted very differently. The book, which is packed with information about military strategy, interregional warfare, and the development of armaments, also engages with the major debates and challenges traditional thinking on Europe’s contri- bution to military technology in Asia. Articulate and comprehensive, this book will be a welcome addition to the undergraduate classroom and to all those interested in Asian studies and military history. PETER LORGE is Senior Lecturer in the Department of History at Vanderbilt University, Tennessee. His previous publications include War, Politics and Society in Early Modern China (2005) and The International Reader in Military History: China Pre-1600 (2005). © Cambridge University Press www.cambridge.org Cambridge University Press 978-0-521-60954-8 - The Asian Military Revolution: From Gunpowder to the Bomb Peter A. Lorge Frontmatter More information New Approaches to Asian History This dynamic new series will publish books on the milestones in Asian history, those that have come to define particular periods or mark turning-points in the political, cultural and social evolution of the region.
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												  Postmodernist Theory and Practice of History Also Found Its Way to High Schools and Universities in the Design of the History CurriculumKocaeli Üniversitesi Sosyal Bilimler Enstitüsü Dergisi (14) 2007 / 2 : 176-188 Postmodernist Approach to the Discipline of History Kaya Yılmaz∗ Abstract: The postmodernist approach to history is one of the least known modes of historical writing among historians and history educators. Aiming to enhance his- torians’ and history educators’ understanding of the postmodern challenge to the discipline of history, this article first presents an overview of the basic features of history and its historical trajectory as a discipline. It then explains postmodernist historiography’s conceptual underpinnings, methods, principal concepts, and ideologi- cal positions. It also maps out the key debates, criticisms, and arguments that histo- rians of different historical orientations engaged in. Key Words: Historiography, Philosophy of History, History Education, Postmodernism. 1. Introduction Historians and history educators need to know the nature of history to effectively plan, implement and assess historical research. The importance of an adequate un- derstanding of the nature of a given discipline in the teaching and learning process has been recognized in science education. A sophisticated understanding of the na- ture of science is deemed to be a major goal in science education and a central com- ponent of scientific literacy. Science education organizations and science educators stress the role that a nuanced understanding of the nature of science plays in foster- ing higher levels of scientific literacy (American Association for the Advancement of Science (AAAS), 1993; Bell, Lederman, and Abd-El-Khalick, 2000; National Re- search Council (NRC), 1996). The same emphasis on the importance of the nature of subject matter has not been realized in history education yet.
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												  A MILLENNIAL PERSPECTIVE the World Angus Maddison Provides a Comprehensive View of the Growth and Levels of World Population Since the Year 1000Development Centre Studies «Development Centre Studies The World Economy A MILLENNIAL PERSPECTIVE The World Angus Maddison provides a comprehensive view of the growth and levels of world population since the year 1000. In this period, world population rose 22-fold, per capita GDP 13-fold and world GDP nearly 300-fold. The biggest gains occurred in the rich countries of Economy today (Western Europe, North America, Australasia and Japan). The gap between the world leader – the United States – and the poorest region – Africa – is now 20:1. In the year 1000, the rich countries of today were poorer than Asia and Africa. A MILLENNIAL PERSPECTIVE The book has several objectives. The first is a pioneering effort to quantify the economic performance of nations over the very long term. The second is to identify the forces which explain the success of the rich countries, and explore the obstacles which hindered advance in regions which lagged behind. The third is to scrutinise the interaction between the rich and the rest to assess the degree to which this relationship was exploitative. The World Economy: A Millennial Perspective is a “must” for all scholars of economics and economic history, while the casual reader will find much of fascinating interest. It is also a monumental work of reference. The book is a sequel to the author’s 1995 Monitoring the Economy: A Millennial Perspective The World World Economy: 1820-1992 and his 1998 Chinese Economic Performance in the Long Run, both published by the OECD Development Centre. All OECD books and periodicals are now available on line www.SourceOECD.org www.oecd.org ANGUS MADDISON This work is published under the auspices of the OECD Development Centre.
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												  Kelley Reviewed Work(S): Source: the American Historical Review, VolGaius Noster: Substructures of Western Social Thought Author(s): Donald R. Kelley Reviewed work(s): Source: The American Historical Review, Vol. 84, No. 3 (Jun., 1979), pp. 619-648 Published by: Oxford University Press on behalf of the American Historical Association Stable URL: http://www.jstor.org/stable/1855400 . Accessed: 09/11/2012 06:39 Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at . http://www.jstor.org/page/info/about/policies/terms.jsp . JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact [email protected]. Oxford University Press and American Historical Association are collaborating with JSTOR to digitize, preserve and extend access to The American Historical Review. http://www.jstor.org Gaius Noster: Substructuresof Western Social Thought DONALD R. KELLEY "tu regereimperio populos, Romane, memento... GAIUS, THE MOST INFLUENTIAL OF CLASSICAL JURISTS, is apparently a modern discovery. The dramatic storyof his resurrectionhas oftenbeen told. In i8i6 the historian Barthold Georg Niebuhr came across a manuscript in Verona, a text from Saint Jerome writtenover a much earlier work. He reported this palimpsest (at some points ter scriptus,a double palimpsest) to his friend Friedrich Karl von Savigny, the greatest legal scholar of the age and the emerging leader of the so-called Historical School of Law. Savigny immedi- ately recognized it as the work of the second-centuryjurist Gaius, otherwise preserved only in fragmentaryform in that great sixth-centuryanthology, the Digestof Justinian.
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												  Michael Panaretos in ContextDOI 10.1515/bz-2019-0007 BZ 2019; 112(3): 899–934 Scott Kennedy Michael Panaretos in context A historiographical study of the chronicle On the emperors of Trebizond Abstract: It has often been said it would be impossible to write the history of the empire of Trebizond (1204–1461) without the terse and often frustratingly la- conic chronicle of the Grand Komnenoi by the protonotarios of Alexios III (1349–1390), Michael Panaretos. While recent scholarship has infinitely en- hanced our knowledge of the world in which Panaretos lived, it has been approx- imately seventy years since a scholar dedicated a historiographical study to the text. This study examines the world that Panaretos wanted posterity to see, ex- amining how his post as imperial secretary and his use of sources shaped his representation of reality, whether that reality was Trebizond’s experience of for- eigners, the reign of Alexios III, or a narrative that showed the superiority of Tre- bizond on the international stage. Finally by scrutinizing Panaretos in this way, this paper also illuminates how modern historians of Trebizond have been led astray by the chronicler, unaware of Panaretos selected material for inclusion for the narratives of his chronicle. Adresse: Dr. Scott Kennedy, Bilkent University, Main Camous, G Building, 24/g, 06800 Bilkent–Ankara, Turkey; [email protected] Established just before the fall of Constantinople in 1204, the empire of Trebi- zond (1204–1461) emerged as a successor state to the Byzantine empire, ulti- mately outlasting its other Byzantine rivals until it fell to the Ottoman Turks in 1461.
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												  The King's Nation: a Study of the Emergence and Development of Nation and Nationalism in ThailandTHE KING’S NATION: A STUDY OF THE EMERGENCE AND DEVELOPMENT OF NATION AND NATIONALISM IN THAILAND Andreas Sturm Presented for the Degree of Doctor of Philosophy of the University of London (London School of Economics and Political Science) 2006 UMI Number: U215429 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion. Dissertation Publishing UMI U215429 Published by ProQuest LLC 2014. Copyright in the Dissertation held by the Author. Microform Edition © ProQuest LLC. All rights reserved. This work is protected against unauthorized copying under Title 17, United States Code. ProQuest LLC 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, Ml 48106-1346 I Declaration I hereby declare that the thesis, submitted in partial fulfillment o f the requirements for the degree of Doctor of Philosophy and entitled ‘The King’s Nation: A Study of the Emergence and Development of Nation and Nationalism in Thailand’, represents my own work and has not been previously submitted to this or any other institution for any degree, diploma or other qualification. Andreas Sturm 2 VV Abstract This thesis presents an overview over the history of the concepts ofnation and nationalism in Thailand. Based on the ethno-symbolist approach to the study of nationalism, this thesis proposes to see the Thai nation as a result of a long process, reflecting the three-phases-model (ethnie , pre-modem and modem nation) for the potential development of a nation as outlined by Anthony Smith.
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												  Conceptual Understanding of Myths and Legends in Malay HistoryView metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by UKM Journal Article Repository Conceptual Understanding of MythsSari 26 and (2008) Legends 91 - in 110 Malay History 91 Conceptual Understanding of Myths and Legends in Malay History HUSSAIN OTHMAN ABSTRAK Teks-teks sejarah Melayu juga kaya dengan cerita dongeng and legenda. Tetapi, banyak sarjana yang mengkaji isi teks itu kerap membuat tanggapan yang salah. Dalam kajian mereka, mereka menetapkan aspek luaran, dan bukannya aspek fungsi dan sejarah pada cerita mitos dan legenda itu. Oleh itu, adalah tujuan rencana ini untuk menerokai pemahaman konsep saya tentang cerita legenda dan mitos dalam teks sejarah klasik Melayu untuk membuktikan adanya kebenaran sejarah yang tersirat di sebalik cerita itu. Untuk tujuan itu, saya telah memilih Sejarah Melayu, Hikayat Raja-Raja Pasai dan Hikayat Merong Mahawanga. Kata kunci: Kosmologi Melayu, Sejarah Melayu, simbol Melayu, tafsir dan ta’wil ABSTRACT Malay historical texts are also rich in the mythical and legendary stories. Unfortunately, many scholars who study the content of the texts have always misunderstood them. In their study, they specify on the superficial aspects, instead of functional and historical aspects of the mythical and legendary stories. It is the purpose of this paper to explore my conceptual understanding of mythological and legendary stories in the Malay classical historical texts to prove that there are indeed historical truth embedded within these stories. To do that, Sejarah Melayu, Hikayat Raja-raja Pasai and Hikayat Merong Mahawangsa are selected. Key words: Malay cosmology, Malay history, Malay symbols, tafsir and ta’wil INTRODUCTION Much has been said about the symbols used and adored by man in ancient times.
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												  Social Studies CurriculumMissoula Area Curriculum Consortium Kindergarten-Grade 12 SOCIAL STUDIES CURRICULUM May 6, 2009 Alberton K-12, Bonner Elementary, Clinton Elementary, DeSmet Elementary, Drummond K-12, Florence-Carlton K-12, Frenchtown K-12, Lolo Elementary, Potomac Elementary, Seeley Lake Elementary, Sunset Elementary, Superior K-12, Swan Valley Elementary, Valley Christian K-12, Woodman Elementary TABLE OF CONTENTS MCCC 2008-2009 K-12 SOCIAL STUDIES COMMITTEE MEMBERS 1 MCCC STUDENT EXPECTATIONS 3 CURRICULUM PHILOSOPHY 3 GUIDING PRINCIPLES 4 CONTENT SCOPE AND SEQUENCE 5 SOCIAL STUDIES STANDARDS 6 NCSS CURRICULUM STANDARDS FOR SOCIAL STUDIES 6 LEARNER COMPETENCIES 8 MEETING DIVERSE STUDENT NEEDS 8 MONTANA CODE ANNOTATED-INDIAN EDUCATION FOR ALL 9 TEACHING ABOUT CONTROVERSIAL ISSUES 10 ASSESSMENT 10 GRADE/COURSE LEVEL LEARNER COMPETENCIES: Kindergarten: Learning and Working Now and Long Ago 11 Grade 1: A Child’s Place in Time and Space 15 Grade 2: People Who Make a Difference 20 Grade 3: Community and Change 23 Grade 4: Montana and Regions of the United States 28 Grade 5: United States History and Geography: Beginnings to 1850 31 Grade 6: World History and Geography: Ancient Civilizations 39 Grade 7: World History and Geography: Medieval and Early Modern Times 48 Grade 8: United States History and Geography: Constitution to WWI 59 Grade 6-8: Historical and Social Sciences Analysis Skills 71 Grades 9-12: World Geography 72 Grades 9-12: Montana: People and Issues 76 Grades 9-12: Modern World History 79 Grades 9-12: Ancient World History 87 Grade 10: Modern