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A Political Philosophy of Modernity
Autonomy In and Between Polities: A Political Philosophy of Modernity Gerard Rosich ADVERTIMENT. La consulta d’aquesta tesi queda condicionada a l’acceptació de les següents condicions d'ús: La difusió d’aquesta tesi per mitjà del servei TDX (www.tdx.cat) i a través del Dipòsit Digital de la UB (diposit.ub.edu) ha estat autoritzada pels titulars dels drets de propietat intel·lectual únicament per a usos privats emmarcats en activitats d’investigació i docència. No s’autoritza la seva reproducció amb finalitats de lucre ni la seva difusió i posada a disposició des d’un lloc aliè al servei TDX ni al Dipòsit Digital de la UB. No s’autoritza la presentació del seu contingut en una finestra o marc aliè a TDX o al Dipòsit Digital de la UB (framing). Aquesta reserva de drets afecta tant al resum de presentació de la tesi com als seus continguts. En la utilització o cita de parts de la tesi és obligat indicar el nom de la persona autora. ADVERTENCIA. La consulta de esta tesis queda condicionada a la aceptación de las siguientes condiciones de uso: La difusión de esta tesis por medio del servicio TDR (www.tdx.cat) y a través del Repositorio Digital de la UB (diposit.ub.edu) ha sido autorizada por los titulares de los derechos de propiedad intelectual únicamente para usos privados enmarcados en actividades de investigación y docencia. No se autoriza su reproducción con finalidades de lucro ni su difusión y puesta a disposición desde un sitio ajeno al servicio TDR o al Repositorio Digital de la UB. -
World History Education in Scholarship, Curriculum, and Textbooks, 1890-2002
WHAT ARE OUR 17-YEAR OLDS TAUGHT? WORLD HISTORY EDUCATION IN SCHOLARSHIP, CURRICULUM AND TEXTBOOKS, 1890-2002 Jeremy L. Huffer A Thesis Submitted to the Graduate College of Bowling Green State University in partial fulfillment of the requirements for the degree of MASTER OF ARTS December 2009 Committee: Tiffany Trimmer, Advisor Scott Martin Nancy Patterson © 2009 Jeremy L. Huffer All Rights Reserved iii ABSTRACT Tiffany Trimmer, Advisor This study examines world history education in the United States from the late 19th century through 2002 by investigating the historical interplay between three mechanisms of curricular control: scholarship, curriculum recommendations, and textbook publishing. Research for this study has relied on unconventional source classification, with historical monographs which defined key developments in world history scholarship and textbooks being examined as primary sources. More typical materials, such as secondary sources analyzing philosophical educational battles, the history of educational movements, historiography, and the development of new ideologies from have been incorporated as well. Since educational policy began trending towards increasing levels of standardization with the implementation of compulsory education in the late 1800s, policymakers have been grappling with what to teach students about the wider world. Early scholarship focused on the history of Western Civilization, as did curriculum recommendations and world history textbooks crafted by professional historians of the period. Amidst the chaos of two World Wars, economic depression, the collapse of the global imperial system, and the advent of the Cold War traditional accounts of the unimpeachable progress of the Western tradition began to ring hollow with some historians. New scholarship in the second half of the twentieth century refocused world history, shifting away from the cyclical rise and fall of civilizations model which emphasized the separate traditions of various societies and towards a narrative of increasing interconnectedness. -
The Great Divergence the Princeton Economic History
THE GREAT DIVERGENCE THE PRINCETON ECONOMIC HISTORY OF THE WESTERN WORLD Joel Mokyr, Editor Growth in a Traditional Society: The French Countryside, 1450–1815, by Philip T. Hoffman The Vanishing Irish: Households, Migration, and the Rural Economy in Ireland, 1850–1914, by Timothy W. Guinnane Black ’47 and Beyond: The Great Irish Famine in History, Economy, and Memory, by Cormac k Gráda The Great Divergence: China, Europe, and the Making of the Modern World Economy, by Kenneth Pomeranz THE GREAT DIVERGENCE CHINA, EUROPE, AND THE MAKING OF THE MODERN WORLD ECONOMY Kenneth Pomeranz PRINCETON UNIVERSITY PRESS PRINCETON AND OXFORD COPYRIGHT 2000 BY PRINCETON UNIVERSITY PRESS PUBLISHED BY PRINCETON UNIVERSITY PRESS, 41 WILLIAM STREET, PRINCETON, NEW JERSEY 08540 IN THE UNITED KINGDOM: PRINCETON UNIVERSITY PRESS, 3 MARKET PLACE, WOODSTOCK, OXFORDSHIRE OX20 1SY ALL RIGHTS RESERVED LIBRARY OF CONGRESS CATALOGING-IN-PUBLICATION DATA POMERANZ, KENNETH THE GREAT DIVERGENCE : CHINA, EUROPE, AND THE MAKING OF THE MODERN WORLD ECONOMY / KENNETH POMERANZ. P. CM. — (THE PRINCETON ECONOMIC HISTORY OF THE WESTERN WORLD) INCLUDES BIBLIOGRAPHICAL REFERENCES AND INDEX. ISBN 0-691-00543-5 (CL : ALK. PAPER) 1. EUROPE—ECONOMIC CONDITIONS—18TH CENTURY. 2. EUROPE—ECONOMIC CONDITIONS—19TH CENTURY. 3. CHINA— ECONOMIC CONDITIONS—1644–1912. 4. ECONOMIC DEVELOPMENT—HISTORY. 5. COMPARATIVE ECONOMICS. I. TITLE. II. SERIES. HC240.P5965 2000 337—DC21 99-27681 THIS BOOK HAS BEEN COMPOSED IN TIMES ROMAN THE PAPER USED IN THIS PUBLICATION MEETS THE MINIMUM REQUIREMENTS OF ANSI/NISO Z39.48-1992 (R1997) (PERMANENCE OF PAPER) WWW.PUP.PRINCETON.EDU PRINTED IN THE UNITED STATES OF AMERICA 3579108642 Disclaimer: Some images in the original version of this book are not available for inclusion in the eBook. -
Is There a Future for Italian Microhistory in the Age of Global History?
Is There a Future for Italian Microhistory in the Age of Global History? Francesca Trivellato In the late 1970s and 80s, particularly after the appearance of Carlo Ginzburg’s The Cheese and the Worms (1976) and Giovanni Levi’s Inheriting Power (1985), Italian microhistory shook the ground of established historiographical paradigms and practices. Since then, as Anthony Grafton put it, “Microhistories have captivated readers, won places on syllabi, been translated into many languages – and enraged and delighted their [the authors’] fellow professionals” (2006, 62). Are the questions that propelled Italian microhistory still significant or have they lost impetus? How has the meaning of microhistory changed over the past thirty years? And what can this approach contribute nowadays, when ‘globalization’ and ‘global’ are the dominant keywords in the humanities and the social sciences – keywords that we hardly associate with anything micro? In what follows, I wish to put forth two arguments. I suggest that the potential of a microhistorical approach for global history remains underexploited. Since the 1980s, the encounter between Italian microhistory and global history has been confined primarily to the narrative form. A host of studies of individuals whose lives traversed multiple linguistic, political, and religious boundaries has enjoyed considerable success among scholars and the broad public alike. These are predicated on the idea that a micro- and biographical scale can best portray the entanglement of cultural traditions produced by the growing contacts and clashes between different societies that followed the sixteenth- century European geographical expansion. They also reflect a greater comfort among historians and the general reader, perhaps most pronounced in Anglophone countries, with narration rather than social scientific analysis. -
National Humanities Center Annual Report 2006-2007
ANNUAL REPORT 2006-2007 02 REPORT FROM THE PRESIDENT AND DIRECTOR ................................................... 12 WORK OF THE FELLOWS ................................................... 30 STATISTICS ................................................... The National Humanities 32 Center’s Report (ISSN 1040-130x) BOOKS BY FELLOWS is printed on recycled paper. ................................................... Copyright ©2007 by 38 National Humanities Center STATEMENT OF 7 T.W. Alexander Drive P.O. Box 12256 FINANCIAL POSITIONS RTP, NC 27709-2256 Tel: 919.549.0661 ................................................... Fax: 919.990.8535 E-mail: info@national 43 UPPORTING THE ENTER humanitiescenter.org S C Web: nationalhumanitiescenter.org ................................................... EDITOR 50 Donald Solomon STAFF OF THE CENTER COPYEDITOR ................................................... Karen Carroll 53 BOARD OF TRUSTEES IMAGES Ron Jautz ................................................... Kent Mullikin The National Humanities Center does not discriminate Geoffrey Harpham Greg Myhra on the basis of race, color, sex, religion, national and ethnic origin, sexual orientation or preference, or age in DESIGN the administration of its selection policies, educational Pandora Frazier policies, and other Center-administered programs. NATIONAL HUMANITIES CENTER / ANNUAL REPORT 2006-2007 1 REPORT FROM THE PRESIDENT AND DIRECTOR GEOFFREY HARPHAM ne day last July, the new issue of the UC Berkeley journal Representations arrived. I always look -
John R. Mcneill University Professor Georgetown University President of the American Historical Association, 2019 Presidential Address
2020-President_Address.indd All Pages 14/10/19 7:31 PM John R. McNeill University Professor Georgetown University President of the American Historical Association, 2019 Presidential Address New York Hilton Trianon Ballroom New York, New York Saturday, January 4, 2020 5:30 PM John R. McNeill By George Vrtis, Carleton College In fall 1998, John McNeill addressed the Georgetown University community to help launch the university’s new capital campaign. Sharing the stage with Georgetown’s president and other dignitaries, McNeill focused his comments on the two “great things” he saw going on at Georgetown and why each merited further support. One of those focal points was teaching and the need to constantly find creative new ways to inspire, share knowledge, and build intellectual community among faculty and students. The other one centered on scholarship. Here McNeill suggested that scholars needed to move beyond the traditional confines of academic disciplines laid down in the 19th century, and engage in more innovative, imaginative, and interdisciplinary research. Our intellectual paths have been very fruitful for a long time now, McNeill observed, but diminishing returns have set in, information and methodologies have exploded, and new roads beckon. To help make his point, McNeill likened contemporary scholars to a drunk person searching for his lost keys under a lamppost, “not because he lost them there but because that is where the light is.” The drunk-swirling-around-the-lamppost metaphor was classic McNeill. Throughout his academic life, McNeill has always conveyed his ideas in clear, accessible, often memorable, and occasionally humorous language. And he has always ventured into the darkness, searchlight in hand, helping us to see and understand the world and ourselves ever more clearly with each passing year. -
CURRICULUM VITAE Geoffrey Parker
CURRICULUM VITAE Geoffrey Parker Department of History The Ohio State University 106 Dulles Hall 230 Annie and John Glenn Avenue Columbus (OH) 43210 Tel: 614-292-2674 Personal 2 Education ` 2 Academic Positions 2 Professional Honors and Awards 3 Bibliography 1. Books authored 4 2. Books mostly authored 5 3. Books edited 5 4. Editions of texts 6 5. Guides and Handlists 6 6. Articles and book Chapters 7 7. Review Articles 13 8. Book Reviews 14 9. Other Published Work 24 Service 25 Teaching 26 Broadcasting 29 Current Research 31 Principal Public Lectures 32 Other Invited Lectures and Conference Presentations 34 Parker Curriculum Vitae 2 Personal Born Nottingham, England, 1943; UK citizen; naturalized US citizen; 1 daughter, 3 sons; 3 grandchildren Education 1981 - Litt.D. from Cambridge University for publications in early modern European history 1968 - M.A. and Ph.D. in History from Cambridge University (Thesis: “The Spanish Road and the Army of Flanders. A Study of the Formation and Disintegration of a European Army, 1567-1647” (advisor: John H. Elliott) 1965 - BA in History from Cambridge University; First Class Honours Academic Since January 1997, Andreas Dorpalen Professor of European History, and Positions Associate at the Mershon Center, at The Ohio State University; also Adjunct faculty member in the History Departments of the universities of Aberdeen (1995-2005) and Illinois at Urbana-Champaign (1998-2005). OSU “Distinguished University Professor” since 2007. Since January 2016, Profesor Afiliado de la División de Historia del Centro de Investigación y Docencia Económicas, Mexico (CDMEX) 1993-96 Robert A. Lovett Professor of Military and Naval History, Yale University 1989-91 Chair of the History Department, University of Illinois at Urbana- Champaign 1986-93 Charles E. -
Perspectives, Connections & Objects: What's Happening in History Now?
Book_Winter2009:Book Winter 2007.qxd 12/15/2008 9:53 AM Page 71 Caroline W. Bynum Perspectives, connections & objects: what’s happening in history now? Downloaded from http://direct.mit.edu/daed/article-pdf/138/1/71/1829611/daed.2009.138.1.71.pdf by guest on 23 September 2021 In 1997, Princeton University Press And it was clear from his essay that he published a volume, What’s Happened to was more afraid of the end of literature the Humanities?, which rang with alarm.1 than of the demise of those who, as he Even contributors such as Francis Oak- put it, “mistrust or despise” it.2 ley, Carla Hesse, and Lynn Hunt, who Returning ten years later–and from tried to warn against despair by explain- the perspective of a historian–to the ing how the current situation had come scenarios feared or envisioned in 1997, about, provided only a fragile defense what strikes me is how wrong they against fundamental and deeply threat- were, but for reasons quite different ening change, while others such as Denis from those given in the spate of re- Donoghue and Gertrude Himmelfarb cent publications alleging some sort wrote in palpable fear of the future. As of new “turn” (narrative, social, his- Frank Kermode, author of an earlier, torical, material, eclectic, or perfor- brilliant study of our need for literary mative, to name a few) “beyond” the endings, phrased it in his essay for the earlier turn (linguistic, cultural, post- volume, “If we wanted to be truly apoc- structural, postmodern, and so forth) alyptic we should even consider the possibility that nothing of much pres- ent concern either to ‘humanists’ or 1 Alvin Kernan, ed., What’s Happened to the to their opponents will long survive.” Humanities? (Princeton: Princeton Univer- sity Press, 1997). -
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. -
Historical Argument and Practice Bibliography for Lectures 2019-20
HISTORICAL ARGUMENT AND PRACTICE BIBLIOGRAPHY FOR LECTURES 2019-20 Useful Websites http://www.besthistorysites.net http://tigger.uic.edu/~rjensen/index.html http://www.jstor.org [e-journal articles] http://www.lib.cam.ac.uk/ejournals_list/ [all e-journals can be accessed from here] http://www.historyandpolicy.org General Reading Ernst Breisach, Historiography: Ancient, Medieval, and Modern (Chicago: University of Chicago Press, 1983) R. G. Collingwood, The Idea of History (Oxford: Oxford University Press, 1946) Donald R. Kelley, Faces of History: Historical Inquiry from Herodotus to Herder (New Haven, CT: Yale University Press, 1998) Donald R. Kelley, Fortunes of History: Historical Inquiry from Herder to Huizinga (New Haven, CT: Yale University Press, 2003) R. J. Evans, In Defence of History (2nd edn., London, 2001). E. H. Carr, What is History? (40th anniversary edn., London, 2001). Forum on Transnational History, American Historical Review, December 2006, pp1443-164. G.R. Elton, The Practice of History (2nd edn., Oxford, 2002). K. Jenkins, Rethinking History (London, 1991). C. Geertz, Local Knowledge (New York, 1983) M. Collis and S. Lukes, eds., Rationality and Relativism (London, 1982) D. Papineau, For Science in the Social Sciences (London, 1978) U. Rublack ed., A Concise Companion to History (Oxford, 2011) Q.R.D. Skinner, Visions of Politics Vol. 1: Regarding Method (Cambridge, 2002) David Cannadine, What is History Now, ed. (Basingstoke, 2000). -----------------------INTRODUCTION TO HISTORIOGRAPHY---------------------- Thu. 10 Oct. Who does history? Prof John Arnold J. H. Arnold, History: A Very Short Introduction (2000), particularly chapters 2 and 3 S. Berger, H. Feldner & K. Passmore, eds, Writing History: Theory & Practice (2003) P. -
Syllabus, 21H.991J / STS.210J Theories and Methods in the Study
Fall 2010 Instructor: Jeff Ravel T 10-1 STS 210J/21H.991J: Theories and Methods in the Study of History Overview We will doggedly ask two questions in this class: “What is history?” and “How do you do it in 2010?” In pursuit of the answers, we will survey a variety of approaches to the past used by historians writing in the last several decades. We will examine how these historians conceive of their object of study, how they use primary sources as a basis for their accounts, how they structure the narrative and analytical discussion of their topic, and the advantages and limitations of their approaches. One concern is the evolution of historical studies in the western tradition, which is not to say that the western approach is the only valid one, nor is it to suggest that we will only read histories of the west. But MIT and many of the institutions in which you will work during your careers are firmly rooted in western intellectual paradigms, and the study of times and places far removed from the western past has been deeply influenced by western historical assumptions. (And, to be honest, this is the historical tradition with which I am most familiar!) We will begin with a brief overview of the construction and deconstruction of historical thinking in the west from the beginnings of Christianity to the present. Then we will consider questions of scale, a major preoccupation of post-WWII historians. In the second half of the twentieth century and the start of the twenty-first, history has been written at the national, global, and micro level. -
Dancing in Body and Spirit: Dance and Sacred Performance In
DANCING IN BODY AND SPIRIT: DANCE AND SACRED PERFORMANCE IN THIRTEENTH-CENTURY BEGUINE TEXTS A Dissertation Submitted to the Temple University Graduate Board in Partial Fulfillment of the Requirements for the Degree DOCTOR OF PHILOSOPHY by Jessica Van Oort May, 2009 ii DEDICATION To my mother, Valerie Van Oort (1951-2007), who played the flute in church while I danced as a child. I know that she still sees me dance, and I am sure that she is proud. iii ABSTRACT Dancing in Body and Spirit: Dance and Sacred Performance in Thirteenth-Century Beguine Texts Candidate’s Name: Jessica Van Oort Degree: Doctor of Philosophy Temple University, 2009 Doctoral Advisory Committee Chair: Dr. Joellen Meglin This study examines dance and dance-like sacred performance in four texts by or about the thirteenth-century beguines Elisabeth of Spalbeek, Hadewijch, Mechthild of Magdeburg, and Agnes Blannbekin. These women wrote about dance as a visionary experience of the joys of heaven or the relationship between God and the soul, and they also created physical performances of faith that, while not called dance by medieval authors, seem remarkably dance- like to a modern eye. The existence of these dance-like sacred performances calls into question the commonly-held belief that most medieval Christians denied their bodies in favor of their souls and considered dancing sinful. In contrast to official church prohibitions of dance I present an alternative viewpoint, that of religious Christian women who physically performed their faith. The research questions this study addresses include the following: what meanings did the concept of dance have for medieval Christians; how did both actual physical dances and the concept of dance relate to sacred performance; and which aspects of certain medieval dances and performances made them sacred to those who performed and those who observed? In a historical interplay of text and context, I thematically analyze four beguine texts and situate them within the larger tapestry of medieval dance and sacred performance.