scholarly journals Quando Hayden White encontra Sebald: Austerlitz entre o fardo da história e o passado prático | When Hayden White meets Sebald: Austerlitz between the burden of history and the practical past

2021 ◽  
Vol 3 (2) ◽  
pp. 117-135
Author(s):  
Edmo Videira Neto
Keyword(s):  
Historical Knowledge ◽  
The Past ◽  
American Historian ◽  
Hayden White

O objetivo deste ensaio é promover um encontro entre as ideias sobre a história de Hayden White e os caminhos históricos e traumáticos traçados por Sebald em Austerlitz. Neste sentido, partimos do pressuposto de que o personagem homônimo ao título do livro do escritor alemão funciona como um pêndulo entre o fardo da história e o passado prático, não coincidentemente, dois dos principais textos do historiador norte-americano. Para que possamos chegar minimamente a esse objetivo, abordaremos Austerlitz enquanto uma saga em busca de uma estética da representação do passado e de uma ética do conhecimento histórico, colocando como pano de fundo central em nosso texto os debates teóricos e metodológicos oferecidos pela obra de White.Palavras-chave: Hayden White. Sebald. Austerlitz. Fardo da história. Passado Prático AbstractThe purpose of this essay is to promote a meeting between the ideas about Hayden White's history and the historical and traumatic paths traced by Sebald in Austerlitz. In this sense, we assume that the homonymous character to the title of the German writer's book works as a pendulum between the burden of history and the practical past, not coincidentally, two of the main texts of the American historian. So that we can minimally reach this goal, we will approach Austerlitz as a saga in search of an aesthetics of the representation of the past and an ethics of historical knowledge, placing as a central backdrop in our text the theoretical and methodological debates offered by White's work.Keywords: Hayden White. Sebald. Austerlitz. Burden of History. Pratical Past.

scholarly journals Novels Speak Reality: Ivanhoe, An Example

2020 ◽  
Vol 8 (6) ◽  
pp. 43-49
Author(s):  
Roy Xavier T
Keyword(s):  
Middle Ages ◽  
Geoffrey Chaucer ◽  
Short Story ◽  
Subject Matter ◽  
Canterbury Tales ◽  
Ancient Time ◽  
The Past ◽  
American Historian ◽  
Hayden White ◽  
Black Plague

Stories have been the source of moral lessons and entertainment, as far as the humankind of all the time, is concerned. The use of story- telling existed from the time immemorial. Stories appeared in the form of ballads and epics, in the ancient time, but later it took the shape of short and long fictions. The long fictions or novels varied in its theme and size. They are divided into many genres according to its subject matter- Gothic, Picaresque, Historical etc. The Ballad is nothing but a short story in verse. Its subjects are simple and memorable like adventure, love, war and the life etc. An Epic is a long tale in verse with famous heroes for its main characters. Iliad and Odyssey are examples. These stories gave the reader enjoyment and certain life-related ‘tips’. Hayden White, an American historian says, “the aim of the writer of a novel must be the same as that of the writer of the history”. Historians and Novelists wish to provide a verbal image of ‘reality’. A novelist may produce reality indirectly but this is meant to correspond to some sphere of human experience. He desires to pass the merits and demerits of such experience onto the readers, to enhance a better vision of life. Novelists are free to use fictitious characters and situations for the readers’ entertainment. Stories took its present prose form later in the middle ages.  Decameron, a collection of stories by Boccaccio, was published in 1350. It deals with stories told by a group of people affected by Black Plague. They used these stories to get mental relief from the pandemic. ‘Canterbury Tales’ of Geoffrey Chaucer also, is telling the life-related stories by some pilgrims to the shrine of St. Thomas Becket at Canterbury. All these show that men were, from  the early ages itself, used to tell stories to recollect  the past and go forward with lessons of reality for a better life. Actually these stories are ‘historical facts’ blended with the imagination of the writers.

INFORMING HISTORICAL RESEARCH IN ACCOUNTING AND MANAGEMENT: TRADITIONS, PHILOSOPHIES, AND OPPORTUNITIES

1997 ◽  
Vol 24 (2) ◽  
pp. 111-149 ◽  
Author(s):  
Lee D. Parker
Keyword(s):  
Historical Research ◽  
Business History ◽  
Historical Knowledge ◽  
The Past ◽  
Field Of Inquiry ◽  
Historical Thought ◽  
The Way

Historical research in accounting and management, hitherto largely neglected as a field of inquiry by many management and accounting researchers, has experienced a resurgence of interest and activity in research conferences and journals over the past decade. The potential lessons of the past for contemporary issues have been rediscovered, but the way forward is littered with antiquarian narratives, methodologically naive analyses, ideologically driven interpretation and ignorance of the traditions, schools and philosophy of the craft by accounting and management researchers as well as traditional and critical historians themselves. This paper offers an introduction to contributions made to the philosophies and methods of history by significant historians in the past, a review of some of the influential schools of historical thought, insights into philosophies of historical knowledge and explanation and a brief introduction to oral and business history. On this basis the case is made for the philosophically and methodologically informed approach to the investigation of our past heritage in accounting and management

scholarly journals Does the Law Determine What Heritage to Remember?

2021 ◽  
Author(s):  
Marie-Sophie de Clippele
Keyword(s):  
Cultural Identity ◽  
Cultural Heritage ◽  
State Intervention ◽  
Historical Knowledge ◽  
Human Right ◽  
Political Will ◽  
The Public ◽  
The Past ◽  
The Law ◽  
Ideological Manipulation

AbstractCultural heritage can offer tangible and intangible traces of the past. A past that shapes cultural identity, but also a past from which one sometimes wishes to detach oneself and which nevertheless needs to be remembered, even commemorated. These themes of memory, history and oblivion are examined by the philosopher Paul Ricoeur in his work La mémoire, l’histoire, l’oubli (2000). Inspired by these ideas, this paper analyses how they are closely linked to cultural heritage. Heritage serves as a support for memory, even if it can be mishandled, which in turn can affect heritage policies. Memory and heritage can be abused as a result of wounds from the past or for reasons of ideological manipulation or because of a political will to force people to remember. Furthermore, heritage, as a vehicule of memory, contributes to historical knowledge, but can remain marked by a certain form of subjectivism during the heritage and conservation operation, for which heritage professionals (representatives of the public authority or other experts) are responsible. Yet, the responsibility for conserving cultural heritage also implies the need to avoid any loss of heritage, and to fight against oblivion. Nonetheless, this struggle cannot become totalitarian, nor can it deprive the community of a sometimes salutary oblivion to its own identity construction. These theoretical and philosophical concepts shall be examined in the light of legal discourse, and in particular in Belgian legislation regarding cultural heritage. It is clear that the shift from monument to heritage broadens the legal scope and consequently raises the question of who gets to decide what is considered heritage according to the law, and whether there is something such as a collective human right to cultural heritage. Nonetheless, this broadening of the legislation extends the State intervention into cultural heritage, which in turn entails certain risks, as will be analysed with Belgium’s colonial heritage.

scholarly journals INTRODUCTION: HISTORY FROM BETWEEN AND THE GLOBAL CIRCULATIONS OF THE PAST IN ASIA AND EUROPE, 1600–1950

2020 ◽  
pp. 1-16
Author(s):  
LEIGH K. JENCO ◽  
JONATHAN CHAPPELL
Keyword(s):  
East Asia ◽  
Intellectual History ◽  
East Asian ◽  
Historical Narratives ◽  
Subjective Feeling ◽  
Historical Knowledge ◽  
Introduction History ◽  
The Past ◽  
Local Contexts ◽  
Forms Of Knowledge

Abstract This article argues for a ‘history from between’ as the best lens through which to understand the construction of historical knowledge between East Asia and Europe. ‘Between’ refers to the space framed by East Asia and Europe, but also to the global circulations of ideas in that space, and to the subjective feeling of embeddedness in larger-than-local contexts that being in such a space makes possible. Our contention is that the outcomes of such entanglements are not merely reactive forms of knowledge, of the kind implied by older studies of translation and reception in global intellectual history. Instead they are themselves ‘co-productions’: they are the shared and mutually interactive inputs to enduring modes of uses of the past, across both East Asian and European traditions. Taking seriously the possibility that interpretations of the past were not transferred, but rather were co-produced between East Asia and Europe, we reconstruct the braided histories of historical narratives that continue to shape constructions of identity throughout Eurasia.

The Efficiency of the Modern Practice of Teaching the Critical Analysis of Historical Sources in Russian Teachers' Self-Assessments

2021 ◽  
pp. 226-235
Author(s):  
Olga M. Khlytina ◽  
Keyword(s):  
Teaching Practice ◽  
Internet Survey ◽  
Historical Knowledge ◽  
Historical Sources ◽  
History Teachers ◽  
Functional Literacy ◽  
Low Level ◽  
The Past ◽  
Dominant Feature ◽  
The Subject

The article summarizes the results of an Internet survey of history teachers, in which 216 teachers from 31 regions of Russia took part. The author considers the development of the subject-oriented ability to work with historical sources in the context of the development of schoolchildren's functional literacy as a priority task of the modern Russian school. The aim of the study is to characterize the methodological ways of teaching schoolchildren the methods of analyzing historical sources dominant in teachers' work based on expert teachers' assessments of how well graduates of the 9th and 11th grades mastered the ability to critically analyze historical sources, identify their effectiveness, suggest options for improving mass teaching practice. The analysis of literature has shown that the ability to analyze historical sources is interpreted as the basis for the development of historical and critical thinking, a person's ability to independently cognize the past. Methodological science has substantiated various models of student analysis of historical sources based on the methodology of modern historical science and focused on the development of schoolchildren' subject and metasubject skills, functional literacy. At the same time, the results of the survey indicate that the vast majority of the teachers organize work with sources outside any system and sequence, and no more than once or twice during the term. Explaining the reasons for this, the teachers point to work overload, lack of high-quality didactic support of courses, and a low level of student learning. They also say they need advanced training in teaching schoolchildren to work with historical sources. The teachers note the low level of their students' mastery of the basic procedures for analyzing historical sources: according to the teachers' assessments, in 60-80% of classes in Russian schools, less than half of the students mastered the basic ability to “read” sources (extract explicit and implicit information). According to a third of the teachers, no more than 20% of their students are able to complete tasks on commenting on a historical source when a student, relying on knowledge of the context, begins to understand the past, think as historians think. Another quarter of the teachers indicated an interval of 30-40%. When working with sources, the dominant feature is the formation of historical knowledge, and the tasks of the students' learning the activity- and value-based components of educational historical knowledge are not solved effectively enough, which ultimately makes it difficult for students to achieve results in the subject and complicates the solution of the complex tasks of improving the quality of education that Russian education is faced with today.

African Studies Keyword: Malaria

2021 ◽  
Vol 64 (4) ◽  
pp. 959-985
Author(s):  
Melissa Graboyes ◽  
Zainab Alidina
Keyword(s):  
African Continent ◽  
Historical Knowledge ◽  
Truth Telling ◽  
The Past ◽  
Moral Problems ◽  
History Of ◽  
Global Eradication ◽  
Biomedical Interventions ◽  
Scientific Questions

AbstractFrom nearly any perspective and metric, the effects of malaria on the African continent have been persistent and deep. By focusing on the malady of malaria and the last century of biomedical interventions, Graboyes and Alidina raise critical historical, ethical, and scientific questions related to truth telling, African autonomy, and the obligations of foreign researchers. They provide a condensed history of malaria activities on the continent over the past 120 years, highlighting the overall history of failures to eliminate or control the disease. A case study of the risks of rebound malaria illustrates the practical and moral problems that abound when historical knowledge is ignored. In light of current calls for renewed global eradication efforts, Graboyes and Alidina provide evidence for why historical knowledge must be better integrated into global health epistemic realms.

Historiography: An Introductory Guide

2012 ◽  
Author(s):  
Eileen Ka-May Cheng
Keyword(s):  
Undergraduate Students ◽  
Historical Analysis ◽  
Historical Writing ◽  
Historical Events ◽  
The Past ◽  
Integral Role ◽  
History Of ◽  
American Historian ◽  
Subjective Perspective ◽  
The Many

“What is historiography?” asked the American historian Carl Becker in 1938. Professional historians continue to argue over the meaning of the term. This book challenges the view of historiography as an esoteric subject by presenting an accessible and concise overview of the history of historical writing from the Renaissance to the present. Historiography plays an integral role in aiding undergraduate students to better understand the nature and purpose of historical analysis more generally by examining the many conflicting ways that historians have defined and approached history. By demonstrating how these historians have differed in both their interpretations of specific historical events and their definitions of history itself, this book conveys to students the interpretive character of history as a discipline and the way that the historian’s context and subjective perspective influence his or her understanding of the past.

Before American History: Nationalist Mythmaking and Indigenous Dispossession

2021 ◽  
Author(s):  
Christen Mucher
Keyword(s):  
Knowledge Production ◽  
American History ◽  
New Spain ◽  
The United States ◽  
Material Base ◽  
Historical Knowledge ◽  
The Past ◽  
British America ◽  
The Us ◽  
Ruling Elites

Before American History examines the project of settler nationalism from the 1780s to the 1840s in two of North America’s republics—the US and Mexico—through an analysis of historical knowledge production. As the US and Mexico transformed from European colonies into independent republics—and before war scarred them both—antiquarians and historians compiled and interpreted archives meant to document America’s Indigenous pasts. Before American History approaches two iconic imaginings of the past—the carved Sun Stone and the mounded earthwork—as archives of nationalist power and Indigenous dispossession as well as objects that are, at their material base, Indigenously-produced but settler-controlled and settler-interpreted. In making the connection between earthworks built by an allegedly vanished people merely peripheral to US citizens and the literal touchstone of Mexicans’ history, Before American History details how Mexican and US nationalists created national histories out of Indigenous pasts and thereby wrote Indigenous pasts out of their national histories and out of national lands. It uncovers how the manipulation of Indigenous pasts and (mis)interpretations of “American Antiquities”—Indigenous documents, objects and monuments—served the purposes of a trans-imperial/transnational network of creole ruling elites, first in New Spain and British America, and later in Mexico and the United States, as they struggled to construct new political, geographic, and historical orders.

Using Sources In History Teaching

2021 ◽  
pp. 54-67
Author(s):  
Seema S.Ojha
Keyword(s):  
Deductive Reasoning ◽  
Primary Source ◽  
Primary Sources ◽  
Historical Knowledge ◽  
History Teaching ◽  
Secondary Sources ◽  
The Past ◽  
Teaching History ◽  
The World ◽  
Source Materials

History is constructed by people who study the past. It is created through working on both primary and secondary sources that historians use to learn about people, events, and everyday life in the past. Just like detectives, historians look at clues, sift through evidence, and make their own interpretations. Historical knowledge is, therefore, the outcome of a process of enquiry. During last century, the teaching of history has changed considerably. The use of sources, viz. textual, visual, and oral, in school classrooms in many parts of the world has already become an essential part of teaching history. However, in India, it is only a recent phenomenon. Introducing students to primary sources and making them a regular part of classroom lessons help students develop critical thinking and deductive reasoning skills. These will be useful throughout their lives. This paper highlights the benefits of using primary source materials in a history classroom and provides the teacher, with practical suggestions and examples of how to do this.

scholarly journals Other Stories: Experimental Forms of Contemporary Historying at the Crossroads Between Facts and Fictions

2018 ◽  
Vol 14 (1) ◽  
pp. 5-15
Author(s):  
Małgorzata Sugiera
Keyword(s):  
New Wave ◽  
Main Argument ◽  
Historical Discourse ◽  
Avant Garde ◽  
The Past ◽  
Academic History ◽  
The Future ◽  
Rhetorical Dimension ◽  
Hayden White ◽  
Experimental History

Summary The process of questioning the authority of academic history—in the form in which it emerged at the turn of the 19th century—began in the 1970s, when Hayden White pointed out the rhetorical dimension of historical discourse. His British colleague Alun Munslow went a step further and argued that the ontological statuses of the past and history are so different that historical discourse cannot by any means be treated as representation of the past. As we have no access to that which happened, both historians and artists can only present the past in accordance with their views and opinions, the available rhetorical conventions, and means of expression. The article revisits two examples of experimental history which Munslow mentioned in his The Future of History (2010): Robert A. Rosenstone’s Mirror in the Shrine (1988) and Hans Ulrich Gumbrecht’s In 1926 (1997). It allows reassessing their literary strategies in the context of a new wave of works written by historians and novelists who go beyond the fictional/factual dichotomy. The article focuses on Polish counterfactual writers of the last two decades, such as Wojciech Orliński, Jacek Dukaj, and Aleksander Głowacki. Their novels corroborate the main argument of the article about a turn which has been taking place in recent experimental historying: the loss of previous interest in formal innovations influenced by modernist avant-garde fiction. Instead, it concentrates on demonstrating the contingency of history to strategically extend the unknowability of the future or the past(s) and, as a result, change historying into speculative thinking.

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