Appendix: a Short Note on Karl Marx, Max Weber and Arnold Toynbee
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Chapter 1 Cosmopolitanism in the Age of Globalization
Chapter 1 Cosmopolitanism in the Age of Globalization On the morning of February 24, 2006, the Japanese archipelago resounded with excitement, joy, and pride. At the Turin Winter Olympics, Arakawa Shizuka, representing Japan, won a gold medal in the women’s figure skating singles. More than 40 percent of Japanese households with televisions turned into the live-broadcasting to witness the moment Arakawa received a gold medal and sang the national anthem.1 I was watching the broadcast myself and, I admit, was moved by Arakawa’s outstanding performance that made her, as the broadcaster put it, “the first Asian woman who won a gold medal in the history of Olympic figure skating!”2 The event also excited me for a totally different reason: I realized that I could use it as a kind of “natural experiment” to probe Japanese youth’s national identities and understandings of national groups—what I was studying in Japan at the time. On the morning after, I went to Ms. Kojima’s second-grade classroom at Ueoka Elementary School. While I was setting up a portable chair in the back of the classroom, several students came up to me and, as usual, surrounded my chair. Since I began participant observation in Ms. Kojima’s classroom in June 2005 as a part of my fieldwork, 1 Nihon Keizai Shinbun on 28 February 2006. 2 Nihon Hōsō Kyōkai, Turin Olympics live-broadcasting on 24 February 2006. 1 it had become my routine to chat with students before asanokai, a morning homeroom meeting. On that morning there was a set of questions that I wanted to explore with second graders. -
A History of Globalization 1750-2050
Department of History University of Warwick 3rd Year Advanced Option Course HI 31V A HISTORY OF GLOBALIZATION 1750-2050 Module Booklet 2018-19 Course Tutor: Giorgio Riello Department of History Room H014, ext. 22163 Email: [email protected] 1 HI 31V ONE WORLD: A HISTORY OF GLOBALIZATION, 1750-2050 Context We are perennially told that we live in a ‘global society’, that the world is fast becoming a ‘global village’ and that this is an age of ‘globalisation’. Yet globalisation, the increasing connectedness of the world, is not a new phenomenon. This course provides a historical understanding of globalisation over the period from the mid eighteenth century to the present. It aims to introduce students to key theoretical debates and multidisciplinary discussions about globalisation and to reflect on what a historical approach might add to our understanding of our present-day society and economy. The course considers a variety of topics including the environment, migration, the power of multinationals and financial institutions, trade, communication and the critique of globalisation. Principal Aims To introduce students through a thematic approach to modern global history (post 1750) and the history of globalization. To introduce students to key theories of globalization. To train students to consider contemporary debates in a historical perspective. To explore a range of topics related to globalization and understand how some key features of human history have changed over the period from 1750 to the present. To understand how globalization has shaped people’s lives since the industrial revolution. To provide students with perspectives on Globalization from the point of view of different world areas (ex: China, India, and Africa). -
Globalization: a Short History
CHAPTER 5 GLOBALIZATIONS )URGEN OSTERHAMMEL TI-IE revival of world history towards the end of the twentieth century was intimately connected with the rise of a new master concept in the social sciences: 'globalization.' Historians and social scientists responded to the same generational experience·---·the impression, shared by intellectuals and many other people round the world, that the interconnectedness of social life on the planet had arrived at a new level of intensity. The world seemed to be a 'smaller' place in the 1990s than it had been a quarter century before. The conclusions drawn from this insight in the various academic disciplines, however, diverged considerably. The early theorists of globalization in sociology, political science, and economics disdained a historical perspective. The new concept seemed ideally suited to grasp the characteristic features of contemporary society. It helped to pinpoint the very essence of present-day modernity. Historians, on their part, were less reluctant to envisage a new kind of conceptual partnership. An earlier meeting of world history and sociology had taken place under the auspices of 'world-system theory.' Since that theory came along with a good deal of formalisms and strong assumptions, few historians went so far as to embrace it wholeheartedly. The idiom of 'globalization,' by contrast, made fewer specific demands, left more room for individuality and innovation and seemed to avoid the dogmatic pitfalls that surrounded world-system theory. 'Globalization' looked like a godsend for world historians. It opened up a way towards the social science mainstream, provided elements of a fresh terminology to a field that had sutlcred for a long time from an excess of descriptive simplicity, and even spawned the emergence of a special and up""ttHlate variant of world history-'global history.' Yet this story sounds too good to be true. -
The Clash of Civilizations
EDITED COLLECTION WWW.E-IR.INFO The Clash of Civilizations Twenty Years On Published by e-International Relations (Bristol, UK) October 2013 ISSN 2053-8626 The Clash of www.e-IR.info Civilizations Published under a Creative Commons License: CC BY-NC-SA 3.0 Twenty Years On You are free to copy, distribute, transmit and adapt this work under the following conditions: You must attribute the work to the author and licensor (but not in any way that suggests that they endorse you or your use of the work). You may not use this work for commerial purposes. If you alter, transform, or build upon this work, you may EDITED BY distribute the resulting work only under the same or similar license to J. PAUL BARKER this one. Any of the above conditions can be waived if you get permission from the copyright holder. Contact [email protected] Where the work or any of its elements is in the public domain under applicable law, that status is in no way affected by the license. In no way are any of the following rights affected by the license: Your fair dealing or fair use rights, or other applicable copyright exceptions and limitations; The author’s moral rights; Rights other persons may have either in the work itself or in how the work is used, such as publicity or privacy rights. Notice — For any reuse or distribution, you must make clear to others the license terms of this work. The best way to do this is with a link to this web page: http://creativecommons.org/licenses/by-nc-sa/3.0/ Image Credit: Ipoh kia (flickr) E-INTERNATIONAL RELATIONS EDITED COLLECTIONS Perhaps no article has been as often cited or hotly debated over the past twenty years as that of Professor Samuel P. -
TIMELINES Newsletter of the ASA History of Sociology Section July 2013, No
HISTORY OF SOCIOLOGY SECTION, AMERICAN SOCIOLOGICAL ASSOCIATION JULY 2013, NO. 21 TIMELINES Newsletter of the ASA History of Sociology Section July 2013, No. 21 , Richard Swedberg INSIDE Message from the Chair History of Sociology as a Working Memory (Part 2) ESSAYS Message from the Chair 1 In the last issue of this news- study of good quality. Wilner Figures 3 letter I suggested that one way of My suggestion is that members of looking at the history of sociology is HOS may want to devote attention to to see it as the working memory of both of these tasks. While having EVENTS AT ASA sociology. In this brief follow-up ar- access to a high quality history of HoS Events at ASA 4-5 ticle I want to continue with this ar- sociology is important and valuable New Symposium 6 gument and spell out some of its im- to all sociologists (Task 1), it may Doctoral Students & plications. not engage their direct interest and Early Career Sociologists The history of sociology, I argue, more than, say, historians of sociolo- has two main functions. One is to gy are directly concerned with what NEWS produce the history of sociology in a is going on in one and every subfield Report: Award Panel 12 narrow sense, a bit like the task of of sociology. What immediately con- Recent publications 14 historians is to carefully write and cerns all sociologists, however, is the Book Spotlight 15 Announcement 16 analyze the history of the past. This kind of knowledge of the past that Section Awards 19 is a task that typically only experts in they need to have in order to carry Awards and Honors 19 the history of sociology will engage out their own research in a compe- in. -
Globalization in Historical Perspective - David Northrup
WORLD SYSTEM HISTORY – Globalization in Historical Perspective - David Northrup GLOBALIZATION IN HISTORICAL PERSPECTIVE David Northrup Department of History, Boston College, USA Keywords: Age of Divergence, globalization, Great Convergence, Great Divergence Contents 1. What is Globalization? 2. When did Globalization Begin? 2.1. The Industrial Revolution 2.2. The rise of the West 2.3. The Riches of the East 3. Turning Points 3.1. The Great Divergence of East and West 3.2 The Rise of the East 4. Conclusion Glossary Bibliography Biographical Sketch Summary It is generally recognized that a phenomenon known as “globalization” is rapidly altering lives in every corner of the planet. However, here is little scholarly agreement about how to define globalization and when it began. This essay argues that it is necessary to define globalization broadly, including the interactions of political, cultural, social, and biological aspects, as well as the more obvious economic ones, in order to trace its historical development. After reviewing various starting points that researchers in different disciplines have proposed, the essay distinguishes remote “beginnings” from critical “tipping points” and identifies three major tipping points that led to the present process of global convergence: the consolidation of Asian and Indian Ocean networks beginning about a millennium ago, the new sea routes opened by European expansion about five centuries ago, and the Industrial Revolution of two centuries ago. It suggests that the past millennium during which societies came closer togetherUNESCO may be distinguished from the –rest ofEOLSS human history which was dominated by divergent forces that divided human communities from each other. 1. -
World History
LB 1629 .18 STATE OF lOWA .W67 1930 1930 Courses of Study for High Schools WORLD HISTORY Issued by the Department of Public Instruction AGNES SAMUELSON, Superintendent This book is the property of the district Published by THE STATE OF IOWA Des Moines STATE OF IOWA 1930 Courses· of Study for I High Schools WORLD HISTORY Issued by the Department of P ublic Instruction AGNES SAMUELSON, Superintendent TillS BOOK IS THE PROPERTY OF THE DISTRICT Published by THE STATE OF IOWA Des Moines CONTENTS Page Foreword 5 Acknowledgments 7 General Introduction 9 Course of Study for World History Introduction 11 I The Dawn of Civilization 14 II Greco-Roman Civilization 18 III Th:e Civilization of the Middle Ages 24 COPYRIGHT 1930 IV 'fhe Transition to Modern Times 30 By the m'ATE OF IOWA V Absolutism and the Struggle for World Power 36 VI An Era of Revolution 42 VII Nationalism and Imperial Expansion 48 VIII The World War and World Reconstruction 54 FORE'WORD This course of study is one of a series of cmriculum publications to be pre sented the high schools of the state from time to time by the Department of Public Instruction. It has been prepared by a subject committee of the Iowa High School Course of Study Commission working under the immediate direction of an Executive Committee. If it is of concrete guidance to the teachers of the state in improving the outcomes of instruction, the major objective of all who have contributed to its construction will have been realized. From the start the need of preparing working materials based upon cardinal objectives and adaptable to classroom situations was emphasized. -
Historiography
HISTORIOGRAPHY HIST 3000, Fall 2013, TR 8.00-9.15 AM Charlie McAllister, ADM 334, 704/637-4344 (O) and 336/287-4403 (C) [email protected] Historiography means "writing the story." It is the study of history as an intellectual discipline. Our concern is thus not with the past as such, but with the ways in which we can try to understand and interpret it. Our approach takes four stages. First, we study in general terms the basic methodological problems of history: evidence and explanation. Second, we use case studies in global history to understand both the interpreting of primary evidence and the interaction between the present and the past. Third, we examine the methodological and philosophical concerns of history as viewed by historians from Herodotus to Braudel. Finally, you produce formal essays on various historiographical methods using the Internet and other electronic resources. WEBBOOKS -- http://faculty.catawba.edu/cmcallis/history/history.htm CORE -- For the second part of our syllabus (Connecting) and other insights, visit our WebBooks page. TEXTS Mark T. Gilderhus, History and Historians: A Historiographical Introduction (Prentice Hall, 7e, 2010) Thucydides, On Justice, Power, and Human Nature, trans. Paul Woodruff (Hackett, 1993) William Strunk, Jr. and E. B. White, Elements of Style (Allyn & Bacon, 4e, 1999) A collegiate dictionary, thesaurus, and Bible ABBREVIATIONS BBD = Blackboard Document R = Response Z = Zinger CW = ClioWeb Project WR = Web Response DATE DAY DAILY ASSIGNMENTS DUE ACT I: DOING HISTORY AUG 22 R WHAT HISTORIOGRAPHY ISN'T 27 T WHAT HISTORIOGRAPHY IS: Bone Yards, I -- Clio Connecting and R Becker and AHA Skills [BBD], Gilderhus (Preface and Chapter 1), and cemetery visit report [R]. -
Methodology of the Cognition of History of A
© Journal «Bulletin Social-Economic and Humanitarian Research», № 1(3), 2019, e-ISSN 2658-5561 Date of publication: February 15, 2019 DOI: 10.5281/zenodo.2562161 Historical Sciences METHODOLOGY OF THE COGNITION OF HISTORY OF A. TOYNBEE Chekmeneva, Tatyana Gennadievna1 1Candidate of Political Sciences, Associate Professor, Voronezh State Technical University, Street 20 years of October, 84, Voronezh, Russia, E-mail: [email protected] Abstract: The question of the dual orientation of the historical process is currently being sharply debated. On the one hand, in the course of history, there is a desire for unity and integrity of the human community, on the other - we see a tendency for each subject to preserve the social reality of his independence, uniqueness and individuality. This contradiction is not a product of the theoretical reflection of researchers; this phenomenon has objective grounds hidden in the dialectical essence of social phenomena, the nature of which has not been sufficiently studied. This circumstance leads to the fact that researchers disagree about the driving mechanisms and the nature of the historical process. Some highlight the idea of unity, others the idea of identity. This is where various versions of the course of history emerge, among which the most debatable in social philosophy are concepts based on two alternative approaches - linear-formational and cultural-civilizational. Modern science can adequately and accurately describe the specific societies that existed in the historical process, but does not have the tools that would clearly define the system-forming bases of civilizations. Thus, there is a crisis in the modern methodology of socio-historical knowledge. -
Global History Historiographical Feasibility and Environmental Reality
Global History Historiographical Feasibility and Environmental Reality Wolf Schäfer The history I should like to see written is one which probably cannot be written adequately yet: that of the world since the Second World War, and more particularly, during the third quarter of the twentieth century. Eric Hobsbawm, “The Missing History” Introduction Global history is the unwritten history of the twentieth century, and we have to find out how it can be written. Yet this term global history is not only intriguing but also quite arrogant. It is intriguing because it captures an important part of what is going on in the world around us, and it is arrogant because it sounds so bombastic and seems to violate the guideline that small is beautiful and that first-rate historical work should be narrowly focused and based on original research.1 The source of this ambivalent response to global history is not the emergence of global realities as produced by countless historical actors but rather an inflated concept of global history as produced by some historians and social scientists. Everybody recognizes the turn toward globalization in contemporary history, and we are ready to assume that global history works on the level of reality. However, on the level of historiography, we are not so sure and are inclined to be skeptical, if not worried. Neither the successful institutional implementation nor the “correct” conceptual construction of global history are matters that one can take for granted. This chapter builds upon a research-oriented construction of global history. It identifies the set of global realities that could and should become the focus for vigorous research, and it takes a first cut at what is currently the most prominent global reality, the global environment. -
HI 175 Syllabus World History to 1500
HI175: World History to 1500 Fall 2015, Boston University Tuesday and Thursday, 9.30-11.00, CAS 324 Professor Michael Holm History Department Office: 226 Bay State Road, # 506 Email: [email protected]. Phone: (617) 353-8305 Office Hours: Monday 10.30-12.00; Wednesday 1.00-2.30 COURSE DESCRIPTION: World History to 1500 is an introductory course to human history around the globe from the origins of humankind to approximately the year 1500 CE (Common Era). Throughout the semester students will become familiar with the development of, and interactions between, peoples, states, civilizations, and empires. Among the topics we will examine are the rise of cities, the evolution of technology and navigation, the development of means of communication, the importance of agriculture, the rise and fall of empires, the evolving conduct of warfare, and the emergence of intellectual thought and local and world religions. REQUIRED READINGS: Von Sivers, Desnoyers, and Stow, Patterns of World History to 1600 Volume One w/sources (Second Edition) Available the Barnes and Noble Bookstore Additional assigned readings will be uploaded to the course Blackboard site. On the syllabus these are designated “**.” 1 COURSE WEBSITE: The course’s Blackboard site is your location for readings, the course syllabus, and practical information regarding writing assignments and grading criteria. GRADE BREAKDOWN: First In-class midterm (10%), October 1 Second In-class midterm (20%), November 3 Analytical Paper, 8-10 pages (25%). First draft due in class November 17 (10% of paper grade) Paper due in class December 1 Participation and attendance (15%) Final Examination, tentatively scheduled for December 15 (30%) Confirm date and time via Student Link The midterm and the final examination must be taken on the date specified on this syllabus. -
History 107 World History Since 1500 Course Outline I. Rationale
History 107 World History since 1500 Course Outline I. Rationale: This course is a survey of world history from approximately 1500 to the present and should serve as a broad foundation for further historical inquiry. It will examine significant developments on the six inhabited continents. Our study will proceed chronologically but will focus on specific themes to ease organization. It is comparative in nature, however, and designed to provide students with a broad understanding of global developments. Consequently, themes will be examined from a number of specific places and times and analyzed for similarities and differences. II. Course Learning Outcomes: A. Recognize that history is interpretive and that published narratives, scholarly websites, primary written documents, oral history, film, art, music, and archaeology all have their place in creating workable historical narratives about the modern world. B. Demonstrate a sense of Historical Mindedness by recognizing that the discipline of history requires investigators to examine ideas and actions from the social and intellectual lenses of the past rather than through the lens of the present. C. Compare divergent cultures from around the world. Identify connections and examine differences. D. Identify and analyze how international economic, cultural, and political developments have created a global society since 1500. E. Identify and define the concepts of modernity and tradition. Analyze how the interplay of these ideas has influenced a number of world societies since 1500. III. Unit 1: Intellectual and Economic Globalization A. This unit examines the world from sixteenth century through the nineteenth century and concentrates on forces that created the first global market place.