H-Diplo Roundtable, Vol. XI, No. 33
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The Pulitzer Prizes 2020 Winne
WINNERS AND FINALISTS 1917 TO PRESENT TABLE OF CONTENTS Excerpts from the Plan of Award ..............................................................2 PULITZER PRIZES IN JOURNALISM Public Service ...........................................................................................6 Reporting ...............................................................................................24 Local Reporting .....................................................................................27 Local Reporting, Edition Time ..............................................................32 Local General or Spot News Reporting ..................................................33 General News Reporting ........................................................................36 Spot News Reporting ............................................................................38 Breaking News Reporting .....................................................................39 Local Reporting, No Edition Time .......................................................45 Local Investigative or Specialized Reporting .........................................47 Investigative Reporting ..........................................................................50 Explanatory Journalism .........................................................................61 Explanatory Reporting ...........................................................................64 Specialized Reporting .............................................................................70 -
The Paranoid Style in American History of Science *
The Paranoid Style in American History of Science * George REISCH Received: 31.5.2012 Final version: 30.7.2012 BIBLID [0495-4548 (2012) 27: 75; pp. 323-342] ABSTRACT: Historian Richard Hofstadter’s observations about American cold-war politics are used to contextualize Thomas Kuhn’s The Structure of Scientific Revolutions and argue that substantive claims about the nature of sci- entific knowledge and scientific change found in Structure were adopted from this cold-war political cul- ture. Keywords: Thomas S. Kuhn; The Structure of Scientific Revolutions ; Richard Hofstadter; “The Paranoid Style in American Politics;” Cold War; James B. Conant; Brainwashing. RESUMEN: Las observaciones del historiador Richard Hofstadter sobre la política americana en la Guerra Fría se uti- lizan para contextualizar La estructura de las revoluciones científicas de Thomas Kuhn y sostener que algunas afirmaciones fundamentales sobre la naturaleza del conocimiento científico y el cambio científico que se pueden hallar en La estructura fueron adoptadas de esta cultura política de la Guerra Fría. Palabras clave: Thomas S. Kuhn; La estructura de las revoluciones científicas ; Richard Hofstadter; “The Paranoid Style in American Politics”; Guerra Fría; James B. Conant; lavado de cerebro. It is the use of paranoid modes of expression by more or less normal people that makes the phenomenon significant. –Richard Hofstadter (1964, 4) 1. Introduction The conventional wisdom holds that Thomas Kuhn’s Structure of Scientific Revolutions of- fered a revolutionary critique of existing scholarship about science. The book swept aside misconceptions wrought by three kinds of intellectuals—logic-chopping philos- ophers who confused their logical models and formulas with historical fact, Whiggish historians who viewed science’s past through the lenses of the present, and text-book writers whose brief, potted historical introductions obscured science’s dynamic, revo- lutionary history. -
A Measure of Detachment: Richard Hofstadter and the Progressive Historians
A MEASURE OF DETACHMENT: RICHARD HOFSTADTER AND THE PROGRESSIVE HISTORIANS A Thesis Submitted to the Temple University Graduate Board In Partial Fulfillment of the Requirements for the Degree MASTER OF ARTS By Wiliiam McGeehan May 2018 Thesis Approvals: Harvey Neptune, Department of History Andrew Isenberg, Department of History ABSTRACT This thesis argues that Richard Hofstadter's innovations in historical method arose as a critical response to the Progressive historians, particularly to Charles Beard. Hofstadter's first two books were demonstrations of the inadequacy of Progressive methodology, while his third book (the Age of Reform) showed the potential of his new way of writing history. i TABLE OF CONTENTS Page ABSTRACT.......................................................................................................................i CHAPTER 1. A MEASURE OF DETACHMENT..........................................................................1 2. SOCIAL DARWINISM IN AMERICAN THOUGHT………………………………………………26 3. THE AMERICAN POLITICAL TRADITION…………………………………………………………..52 4. THE AGE OF REFORM…………………………………………………………………………………….100 5. CONCLUSION…………………………………………………………………………………………………139 BIBLIOGRAPHY…………………………………………………………………………………………………………..144 CHAPTER ONE A MEASURE OF DETACHMENT Great thinkers often spend their early years in rebellion against the teachers from whom they have learned the most. Freud would say they live out a form of the Oedipal archetype, that son must murder his father at least a little bit if he is ever to become his own man. -
MA Political Science Programme
Department of Political Science, University of Delhi UNIVERSITY OF DELHI MASTER OF ARTS in POLITICAL SCIENCE (M.A. in Political Science) (Effective from Academic Year 2019-20) PROGRAMME BROCHURE Revised Syllabus as approved by Academic Council on XXXX, 2019 and Executive Council on YYYY, 2019 Department of Political Science, University of Delhi 1 | Page Table of Contents I. About the Department ................................................................................................................ 3 1.1 About the Programme: ............................................................................................................. 4 1.2 About the Process of Course Development Involving Diverse Stakeholders .......................... 4 II. Introduction to CBCS (Choice Based Credit System) .............................................................. 5 III. M.A. Political Science Programme Details: ............................................................................ 6 IV. Semester wise Details of M.A.in Political Science Course....................................................... 9 4.1 Semester wise Details ................................................................................................................ 9 4.2 List of Elective Course (wherever applicable to be mentioned area wise) ............................ 10 4.3 Eligibility for Admission: ....................................................................................................... 13 4.4 Reservations/ Concessions: .................................................................................................... -
Theorizing Three Cases of Otherness in the USA: Hofstadter, Foucault, and Scott
University of New England DUNE: DigitalUNE All Theses And Dissertations Theses and Dissertations 5-1-2017 Theorizing Three Cases Of Otherness In The SU A: Hofstadter, Foucault, And Scott Austin Coco University of New England Follow this and additional works at: http://dune.une.edu/theses Part of the Political Science Commons © 2017 Austin Coco Preferred Citation Coco, Austin, "Theorizing Three Cases Of Otherness In The SAU : Hofstadter, Foucault, And Scott" (2017). All Theses And Dissertations. 136. http://dune.une.edu/theses/136 This Thesis is brought to you for free and open access by the Theses and Dissertations at DUNE: DigitalUNE. It has been accepted for inclusion in All Theses And Dissertations by an authorized administrator of DUNE: DigitalUNE. For more information, please contact [email protected]. Austin Coco Dr. Ahmida PSC 491 4/18//17 Theorizing Three Cases of Otherness in the USA: Hofstadter, Foucault, and Scott Austin Coco Coco|1 Dr. Ahmida PSC 491 4/18//17 Theorizing Three Cases of Otherness in the USA: Hofstadter, Foucault, and Scott Introduction This essay examines three cases of otherness: the Italian other in the 1920s, the Communist other during the Red Scare of the 1950s, and the Muslim other in post-2001. The similarities and differences of these cases will be analyzed through Richard Hofstadter’s analysis of the production of otherness for what he calls the paranoid style, Foucault’s analysis of power relations, and James Scott’s analysis of power relations and language. This essay will assess the theoretical methods behind “otherness” that Hofstadter, Foucault, and Scott use, the three cases of “otherness”, and the similarities and differences between the cases and how the theoretical mechanisms apply. -
What Kind of Book Is the Ideological Origins of the American Revolution?
What Kind of Book is The Ideological Origins of the American Revolution? eric nelson first read Bernard Bailyn’s The Ideological Origins of the I American Revolution when I was a nineteen-year-old stu- dent in the Harvard History Department’s sophomore tutorial. The text was assigned by my late friend and teacher Mark Kish- lansky, who began our discussion of the book by posing the same deceptively simple question that he asked about each his- toriographical masterwork on the syllabus: “What kind of book is this?” I remember thinking rather smugly that, in this case at least, the question had an obvious and straightforward answer: surely, Ideological Origins was a work of intellectual history— and, more specifically, a contribution to the history of early American political thought. But it now strikes me that this an- swer, while not incorrect, was, and is, quite beside the point. Mark was not asking us a banal question about the genre to which Bailyn’s monograph belonged, but rather a deep one about how Bailyn understood that genre. To present Ideological Origins as a history of political thought is, implicitly, to defend a particular conception of what sort of thing “political thought” is and what its history looks like. What, Mark wished us to pon- der, is that conception? I found myself asking this question with a renewed sense of urgency more than fifteen years later as I grappled witha I am indebted to Bernard Bailyn, Richard Bourke, Jonathan Gienapp, James Hank- ins, Michael Rosen, and Quentin Skinner for extremely helpful comments on this essay. -
H-Diplo ESSAY 319
H-Diplo ESSAY 319 Essay Series on Learning the Scholar’s Craft: Reflections of Historians and International Relations Scholars 2 March 2021 Contingent Histories https://hdiplo.org/to/E319 Series Editor: Diane Labrosse | Production Editor: George Fujii Essay by Fredrik Logevall, Harvard University aybe it was Laurence Olivier who made me a historian. One evening in late 1975, not long after my family emigrated from Västerås, Sweden, to Vancouver, B.C., I happened upon the BBC’s “The World at War,” which is still for my money the gold standard among World War II documentaries. The astonishing archival footage Mdrew me right in, but so did Olivier’s narration, with its calm authority and elevated diction. Even today I can recite from memory his opening lines in the first episode, written in spare, declarative style by Neal Ascherson: Down this road, on a summer day in 1944, the soldiers came. Nobody lives here now. They stayed only a few hours. When they had gone, the community which had lived for a thousand years was dead. This is Oradour-sur-Glane, in France. I caught most of the episodes that fall. A year or so later, at age thirteen, I watched the entire series, all 23 hours, if anything more enthralled than the first time. (My English had improved in the interval.) Hungry for more, I began reading books on the war—the first one, Peter Calvocoressi and Guy Wint’s engrossing Total War, still adorns a shelf in my home office, ageless and imposing.1 I wasn’t exactly studious—my grades were middling, at best (“Fredrik needs to learn to apply himself,” read report card upon report card), and I preferred to spend my time on the tennis court or hanging around with pals—but history fascinated me. -
George F. Kennan: an American Life
George F. Kennan: An American Life Saturday, April 7, 2012 Griffin Hall, Room 3 Williams College Sponsored by the Stanley Kaplan Program in American Foreign Policy Saturday, April 7, 2012 8:45 - 10:00 AM The Making of a Cold War Intellectual Frank Costigliola, University of Connecticut Walter Hixson, University of Akron Christina Klein, Boston College Mark Lawrence, UT-Austin/Williams College Frank Ninkovich, St. John’s University 10:15 - 11:45 AM Kennan and the Art of Foreign Policy David Ekbladh, Tufts University Hope Harrison, George Washington University Fredrik Logevall, Cornell University David Mayers, Boston University Anders Stephanson, Columbia University 12:00 - 1:00 PM Lunch 1:00 - 2:15 PM Kennan, Realism, and American Grand Strategy David Kaiser, Naval War College Douglas Macdonald, Colgate University James McAllister, Williams College Mark Sheetz, Belfer Center at Harvard University 2:15 - 2:30 PM Closing Remarks John Lewis Gaddis, Yale University Conference Participants Frank Costigliola, University of Connecticut Frank Costigliola is a Professor of history at the University of Connecticut. He is the author, most recently, of Roosevelt’s Lost Alliances (Princeton, 2012) and he is currently editing the diaries of George F. Kennan. David Ekbladh, Tufts University David Ekbladh is Assistant Professor of history at Tufts University. He is currently at work on a book entitled Look at the World: The Birth of an American Globalism in the 1930s, that explores the wide-ranging changes in how the United States perceived and engaged the world. His first book, The Great American Mission: Modernization and the Construction of an American World Order (Princeton University Press, 2010), won the Stuart L. -
The Mad, Mad World of Textbook Adoption
The Mad, Mad World of Textbook Adoption Foreword by Chester E. Finn, Jr. Introduction by Diane Ravitch 1627 K Street Northwest Suite 600 Washington D.C. 20006 (202) 223-5452 (202) 223-9226 Fax www.edexcellence.net September 2004 The Thomas B. Fordham Institute is a nonprofit organization that conducts research, issues publications, and directs action projects in elementary/secondary education reform at the national level and in Dayton, Ohio. It is affiliated with the Thomas B. Fordham Foundation. Further information is at www.edexcellence.net/institute, or write us at 1627 K Street Northwest Suite 600 Washington, D.C. 20006 This report is available in full on the web site. Additional copies can be ordered at www.edexcellence.net/institute/publication/order.cfm or by calling 410-634-2400. The Thomas B. Fordham Institute is neither connected with nor sponsored by Fordham University. Cover illustration by Thomas Fluharty, all rights reserved Design by Katherine Rybak Torres, all rights reserved Printed by District Creative Printing, Upper Marlboro, Maryland Executive Summary extbook Adoption: The process, in place in twenty-one states, of Treviewing textbooks according to state guidelines and then man- dating specific books that schools must use, or lists of approved text- books that schools must choose from. Textbook Adoption Is Bad for Students and Schools It consistently produces second-rate textbooks that replicate the same flaws and failings over and over again. Adoption states perform poorly on national tests, and the market incentives caused by the adop- tion process are so skewed that lively writing and top-flight scholarship are discouraged. -
Public Radio International, Lyndon Johnson's Presidency and the War
Narrative Section of a Successful Application The attached document contains the grant narrative of a previously funded grant application. It is not intended to serve as a model, but to give you a sense of how a successful application may be crafted. Every successful application is different, and each applicant is urged to prepare a proposal that reflects its unique project and aspirations. Prospective applicants should consult the Public Programs application guidelines at http://www.neh.gov/grants/public/media- projects-production-grants for instructions. Applicants are also strongly encouraged to consult with the NEH Division of Public Programs staff well before a grant deadline. Note: The attachment only contains the grant narrative, not the entire funded application. In addition, certain portions may have been redacted to protect the privacy interests of an individual and/or to protect confidential commercial and financial information and/or to protect copyrighted materials. Project Title: LBJ’s War: An Oral History Institution: Public Radio International, Inc. Project Director: Melinda Ward Grant Program: Media Projects Production 400 7th Street, S.W., Washington, D.C. 20506 P 202.606.8269 F 202.606.8557 E [email protected] www.neh.gov PUBLIC RADIO INTERNATIONAL (PRI) Request to the National Endowment for the Humanities “LBJ’S War: An Oral History” Project Narrative – January 2016 A. NATURE OF THE REQUEST Public Radio International (PRI) requests a grant of $166,450 in support of LBJ’s War , an innovative oral history project to be produced in partnership with independent radio producer Stephen Atlas. LBJ’s War presents the story of how the U.S. -
AHA Colloquium
Cover.indd 1 13/10/20 12:51 AM Thank you to our generous sponsors: Platinum Gold Bronze Cover2.indd 1 19/10/20 9:42 PM 2021 Annual Meeting Program Program Editorial Staff Debbie Ann Doyle, Editor and Meetings Manager With assistance from Victor Medina Del Toro, Liz Townsend, and Laura Ansley Program Book 2021_FM.indd 1 26/10/20 8:59 PM 400 A Street SE Washington, DC 20003-3889 202-544-2422 E-mail: [email protected] Web: www.historians.org Perspectives: historians.org/perspectives Facebook: facebook.com/AHAhistorians Twitter: @AHAHistorians 2020 Elected Officers President: Mary Lindemann, University of Miami Past President: John R. McNeill, Georgetown University President-elect: Jacqueline Jones, University of Texas at Austin Vice President, Professional Division: Rita Chin, University of Michigan (2023) Vice President, Research Division: Sophia Rosenfeld, University of Pennsylvania (2021) Vice President, Teaching Division: Laura McEnaney, Whittier College (2022) 2020 Elected Councilors Research Division: Melissa Bokovoy, University of New Mexico (2021) Christopher R. Boyer, Northern Arizona University (2022) Sara Georgini, Massachusetts Historical Society (2023) Teaching Division: Craig Perrier, Fairfax County Public Schools Mary Lindemann (2021) Professor of History Alexandra Hui, Mississippi State University (2022) University of Miami Shannon Bontrager, Georgia Highlands College (2023) President of the American Historical Association Professional Division: Mary Elliott, Smithsonian’s National Museum of African American History and Culture (2021) Nerina Rustomji, St. John’s University (2022) Reginald K. Ellis, Florida A&M University (2023) At Large: Sarah Mellors, Missouri State University (2021) 2020 Appointed Officers Executive Director: James Grossman AHR Editor: Alex Lichtenstein, Indiana University, Bloomington Treasurer: William F. -
2018 Annual Report the Gilder Lehrman Institute Network in 2018
2018 ANNUAL REPORT THE GILDER LEHRMAN INSTITUTE NETWORK IN 2018 Over More than 20,000 40,000 5.6 million 750 Affiliate Schools K-12 teachers K-12 students master teachers Over Approximately 1,133 elementary, middle, 1,000 4 million and high school students historians unique website visitors entered a GLI Essay Contest More than Approximately 1,600 60,000 More than 1,011 middle and high Title I high school 428,000 educators in the school students in students in the students used 2018 Teacher GLI Saturday Hamilton Education GLI’s AP US History Seminar program Academies Program Study Guide (8% growth from 2017) 5,663 There were more than elementary, middle, and 2,114 high school teachers teachers received 455 nominated to be a professional development course enrollments in the History Teacher of the Year provided through Teaching Pace-Gilder Lehrman MA in (over 100% growth from 2017) Literacy through History American History program. OUR MISSION Students enjoy their free copies of David Blight’s Frederick Douglass: Prophet of Freedom at the David Blight lecture in New York City, October 2018. FOUNDED IN 1994 BY RICHARD GILDER AND LEWIS E. LEHRMAN, visionaries and lifelong supporters of American history education, the Gilder Lehrman Institute of American History is the leading nonprofit organization dedicated to K–12 history education while also serving the general public. The Institute’s mission is to promote the knowledge and understanding of American history through educational programs and resources. At the Institute’s core is the Gilder Lehrman Collection, one of the great archives in Amer- ican history.