Introduction

Why History? ◽  
2020 ◽  
pp. 1-15
Author(s):  
Donald Bloxham

The introduction sets the book in the context of relevant historiographical debates and related works. In particular it addresses, with a view to problematizing, orthodoxies about the extent to which and ways in which the discipline of History, and historical thought more generally, has changed over the course of two and a half thousand years. Then it introduces the justifications for History whose rising and falling fortunes constitute the major thematic threads of the book. These justifications are History as: Entertainment; Memorialization; Speculative Philosophy; Practical Lesson; Moral Lesson; Travel; Method; Communion; Identity; Therapy; and Emancipation. Note that all but the final two justifications were present in historical thinking at the chronological outset of this book, in ancient Greece. Many of these justifications thrive today.

Author(s):  
Michael Ruse

Can we live without the idea of purpose? Should we even try to? Kant thought we were stuck with it, and even Darwin, who profoundly shook the idea, was unable to kill it. Indeed, purpose seems to be making a comeback today, as both religious advocates of intelligent design and some prominent secular philosophers argue that any explanation of life without the idea of purpose is missing something essential. This book explores the history of purpose in philosophical, religious, scientific, and historical thought, from ancient Greece to the present. The book traces how Platonic, Aristotelian, and Kantian ideas of purpose continue to shape Western thought. Along the way, it also takes up tough questions about the purpose of life—and whether it's possible to have meaning without purpose.


1970 ◽  
Vol 4 ◽  
pp. 14-31
Author(s):  
P. L. Gardiner

I should like to begin by removing a misconception to which the title of this lecture may possibly give rise. My concern is not with general propositions regarding certain fairly well-attested human characteristics of the kind to which historians may, from time to time, advert in the course of their work or to which they may appeal in support of the account provided of some particular event or occurrence. I am not myself an historian, and for me to make ex cathedra pronouncements on such topics as these might well seem to constitute an unjustifiable intrusion upon a field about which I am not qualified professionally to speak. My subject lies within the sphere of philosophy of history rather than of history proper; it belongs, in other words, to a branch of philosophical inquiry, and as such relates, not to empirical facts and events of the sort to which the practising historian addresses himself, but to those assumptions, categories and modes of procedure that are, or are believed to be, intrinsic to historical thought and discourse. In this general context I wish to discuss two approaches to the problem of elucidating the character of historical knowledge and explanation. Both of the approaches I have in mind have achieved a considerable measure of support at the present time; they have also been widely understood as offering profoundly divergent — indeed, diametrically opposed — views of what is central to the structure of historical thinking and to the type of activity upon which the historian is essentially engaged. It has on occasions been suggested that what — amongst other things — divides adherents to the views in question is the fact that they are committed to radically different conceptions of the subject-matter of the historical studies; that is to say, of human beings and their activities. In the light of this fundamental disagreement, it is argued, many of the more intractable controversies that have arisen concerning the concepts and interpretative schemes in terms of which it is possible or legitimate to treat the human past become readily intelligible. In what follows I want to examine this claim. First, however, let me give a brief, and necessarily somewhat crude, outline of the two positions I have referred to, starting with one that is often described as ‘positivist’.


2021 ◽  
Vol 15 (3) ◽  
pp. 378-394
Author(s):  
Frank Ankersmit

Abstract Few philosophers of history ever recognized the profundity of Peter Munz’s The Shapes of Time that came out in 1977. In this book Munz upheld the view that no part or aspect of the past itself provides us with the solid fundament of all historical knowledge. For him, the historian’s most fundamental logical entity is what he calls the Sinngebild. The Sinngebild consists of two events defined and held together by a covering law. These CL’s can be anything from simple truisms, the regularities we know from daily life to truly scientific laws. But ‘underneath’ these Sinngebilde there is nothing. Hence, Munz’s bold assertation: ‘the truth of the matter is that there is no ascertainable face behind the various masks every story-teller is creating’ and his claim that his philosophy of history is ‘an idealism writ small’. Next, Munz distinguishes between ‘explanation’ and ‘interpretation’. We ‘explain’ the past by taking seriously the historical agent’s self-description and ‘interpret’ it by stating what it looks like from our present perspective. ‘Explanation’ and ‘interpretation’ may ‘typologically’ be more or less similar. Relying on a number of very well-chosen examples from his own field (Munz was a medievalist), this enables Munz to argue why one historical interpretation may be superior to another. In his later life Munz developed a speculative philosophy of history inspired by Popper’s fallibilism.


Panta Rei ◽  
2021 ◽  
Vol 15 ◽  
pp. 135-159
Author(s):  
Héctor López-Bajo ◽  
Rosendo Martínez-Rodríguez ◽  
María Sánchez-Agustí

En esta investigación abordamos una cuestión fundamental de la enseñanza de la historia como es el desarrollo de la conciencia histórica ligada al pensamiento histórico. Para ello, se ha elaborado una conceptualización exhaustiva de las competencias de la conciencia y el pensamiento histórico, con el objetivo de evaluar su progreso en un grupo de diecisiete estudiantes que cursan la asignatura de historia en la Educación de Adultos. La evaluación se ha realizado a partir de una propuesta didáctica diseñada a tal efecto e implementada a lo largo del curso académico 2019-2020. Los resultados muestran que, a través de la metodología aplicada, basada en actividades de indagación e interpretación histórica, los estudiantes pueden mejorar sus niveles de conciencia y pensamiento histórico. Además, se comprueba que, a pesar de tratarse de dos ámbitos diferenciados del conocimiento, ambos grupos competenciales progresan de manera paralela y complementaria. The development of historical consciousness linked to historical thought, a fundamental issue in the teaching of history, is addressed in this research. To carry it out, an exhaustive conceptualization of the competences of consciousness and historical thought has been developed, with the aim of evaluating their progress in a group of seventeen history students in Adult Education. The evaluation has been made from a didactic proposal designed for this purpose and implemented throughout the 2019-2020 academic year. The results show that, through the applied methodology, based on historical inquiry and interpretation activities, students can improve their levels of consciousness and historical thinking. In addition, it is found that, despite being two different aspects of historical knowledge, both competence groups progress in a parallel and complementary way.


Author(s):  
Catalina Guerrero Romera ◽  
Alejandro López-García ◽  
José Monteagudo Fernández

La evaluación de un programa formativo es un indicador valioso de la planificación seguida para articular con destreza la intervención y líneas de acción de cualquier proceso de enseñanza. Este artículo describe el camino recorrido para desarrollar y evaluar un programa de formación que versa sobre la enseñanza de la historia y la evaluación de competencias históricas en Enseñanza Secundaria, a partir de un modelo innovador que promueve la teoría del pensamiento histórico, como eje principal. Dicho programa formativo fue implementado y evaluado con estudiantes del Máster de Formación del Profesorado de Enseñanza Secundaria. Para ello se siguió un diseño cuantitativo, concretamente de tipo descriptivo no experimental tipo encuesta. Los resultados han sido satisfactorios, poniéndose en valor la adecuación del diseño y modelo de trabajo planteados. Los objetivos del programa se han cumplido, siendo algunos de los mejor valorados los referentes al aprendizaje en el diseño de unidades didácticas para la enseñanza de la historia y a la enseñanza sobre pensamiento histórico, la cual manifestaron útil para su formación como docentes. Igualmente, se ha demostrado que el aprendizaje de competencias históricas a través de la problematización del pasado, favorece la construcción de una ciudadanía capaz de lidiar exitosamente con la problemática viniente en la sociedad actual. The evaluation of a training program is a valuable indicator of the planning followed to skillfully articulate the intervention and lines of action of any teaching process. This article describes the path taken to develop and evaluate a training program that deals with the teaching of history and the evaluation of historical competencies in Secondary Education, based on an innovative model that promotes the theory of historical thought as its main axis. This training program was implemented and evaluated with students from the Master's in Teacher Training in Secondary Education. For this purpose, a quantitative research was followed, specifically a non-experimental, descriptive design study, based on a survey. The results have been satisfactory, valuing the adequacy of the design and working model proposed. The objectives of the programme have been met, some of the best valued being those relating to learning in the design of didactic units for the teaching of history and the teaching of historical thought, which proved useful for their training as teachers. Likewise, it has been demonstrated that the learning of historical skills through the problematization of the past favors the construction of a citizenry capable of successfully dealing with the problems arising in today's society.


2016 ◽  
Vol 66 (4) ◽  
pp. 646-661
Author(s):  
Ian Douglas Wilson

This essay works toward three goals. First, it lays some groundwork for researching prophetic literature as a source for ancient Judean historical thought. Prophetic literature reveals a great deal about how ancient Judeans thought about and with their past, as it was represented in their literary repertoire. Second, it examines Isaiah 40-48, to see how this sort of second-order thinking about the past is on display in a particular passage of text. And third, it draws some preliminary conclusions about historical thought in this text and how it relates to historical thinking evident in other Judean literature.


1970 ◽  
Vol 4 ◽  
pp. 14-31
Author(s):  
P. L. Gardiner

I should like to begin by removing a misconception to which the title of this lecture may possibly give rise. My concern is not with general propositions regarding certain fairly well-attested human characteristics of the kind to which historians may, from time to time, advert in the course of their work or to which they may appeal in support of the account provided of some particular event or occurrence. I am not myself an historian, and for me to make ex cathedra pronouncements on such topics as these might well seem to constitute an unjustifiable intrusion upon a field about which I am not qualified professionally to speak. My subject lies within the sphere of philosophy of history rather than of history proper; it belongs, in other words, to a branch of philosophical inquiry, and as such relates, not to empirical facts and events of the sort to which the practising historian addresses himself, but to those assumptions, categories and modes of procedure that are, or are believed to be, intrinsic to historical thought and discourse. In this general context I wish to discuss two approaches to the problem of elucidating the character of historical knowledge and explanation. Both of the approaches I have in mind have achieved a considerable measure of support at the present time; they have also been widely understood as offering profoundly divergent — indeed, diametrically opposed — views of what is central to the structure of historical thinking and to the type of activity upon which the historian is essentially engaged. It has on occasions been suggested that what — amongst other things — divides adherents to the views in question is the fact that they are committed to radically different conceptions of the subject-matter of the historical studies; that is to say, of human beings and their activities. In the light of this fundamental disagreement, it is argued, many of the more intractable controversies that have arisen concerning the concepts and interpretative schemes in terms of which it is possible or legitimate to treat the human past become readily intelligible. In what follows I want to examine this claim. First, however, let me give a brief, and necessarily somewhat crude, outline of the two positions I have referred to, starting with one that is often described as ‘positivist’.


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