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This collection aims to enable the reader to disentangle some of the ambiguities and confusions which have characterized the use of the term 'historiography'.
Here, at last, are the long-awaited Sather Classical Lectures of the great historian Arnaldo Momigliano, In a masterly survey of the origins of ancient historiography, Momigliano captures those features of an ancient historian's work that not only gave it importance in its own day but also encouraged imitation and exploitation in later centuries. He reveals the extent to which Greek, Persian, and Jewish historians influenced the Western historiographic tradition, and then goes on to examine the first Roman historians and the emergence of national history. In the course of his exposition, he traces the development of antiquarian studies as distinctive branch of historical research from antiquity to the modern period, discusses the place of Tacitus in historical thought, and explores the way in which ecclesiastical historiography has developed a tradition of its own. All these lectures illustrate Momigliano's unrivaled ability to combine the study of classical texts and the history of classical scholarship. First delivered in 1962, the lectures were revised during the next fifteen years and then held for annotation that was never completed. They are now published from the author's manuscripts, collated and checked by Momigliano's literary executor, Anne Marie Meyer, of the Warburg Institute, with a foreword by Riccardo Di Donato, of the University of Pisa. The text is printed as the author left it. Sather Classical Lectures, 54
Conard draws upon an unpublished, mid-1940s biography by research historian Jacob Swisher to trace the forces that shaped Shambaugh's early years, his administration of the State Historical Society of Iowa, his development of applied history and commonwealth history in the 1910s and 1920s, and the transformations in his thinking and career during the 1930s. Framing this intriguingly interwoven narrative are chapters that contextualize Shambaugh's professional development within the development of the historical profession as a whole in the late nineteenth and early twentieth centuries and assess his career within the post-World War II emergence of the modern public history movement.
The emergence of a sense of the past in Renaissance humanism gave rise to a new historical consciousness about the meaning of history and methods of historical enquiry. This book, originally published in 1986, provides an in-depth critical introduction to the historical thought of some of the most influential thinkers of Western culture, from Machiavelli’s reflections on history and power to the revolutionary intuitions of Giambattista Vico’s New Science of historical understanding, taking in Bodin, Montaigne, Bacon, Descartes, Hobbes, Locke, Newton, Leibniz and Bayle on the way.
No one has been more influential in the contemporary practice of art history than Erwin Panofsky, yet many of his early seminal papers remain virtually unknown to art historians. As a result, Michael Ann Holly maintains, art historians today do not have access to the full range of methodological considerations and possibilities that Panofsky's thought offers, and they often remain unaware of the significant role art history played in the development of modern humanistic thought. Placing Panofsky's theoretical work first in the context of the major historical paradigms generated by Hegel, Burckhardt, and Dilthey, Holly shows how these paradigms themselves became the grounds for creative controversy among Panofsky's predecessors--Riegl, Wölfflin, Warburg, and Dvorák, among others. She also discusses how Panofsky's struggle with the terms and concepts of neo-Kantianism produced in his work remarkable parallels with the philosophy of Ernst Cassirer. Finally, she evaluates Panofsky's better known and later "iconological" studies by reading them against the earlier essays and by comparing his earlier ideas with the vision that has inspired recent work in the philosophy of history, semiotics, and the philosophy of science.
At once a historical essay and a self-conscious meditation on the writing of history, The Foundation of Rome takes as its starting point a series of accounts of Rome's origins offered over the course of centuries. Alexandre Grandazzi places these accounts in their contemporary contexts and shows how the growing sophistication in methodology gradually changed the accepted views of the city's origins. He looks, for example, at the hypercritical philology of the nineteenth century which cast aside everything that could not be verified. He then explains how the increase in archaeological discoveries and changing archaeological techniques influenced the story of Rome's birth. Grandazzi produces a depiction of Rome's origins that is both up-to-date and provocative. His use of scientific parallels in describing changes in the ways texts were analyzed and his broad familiarity with comparative material make his synthesis particularly illuminating, and he writes with clarity, verve, and wit.
Murray G. Murphey is Professor of American Civilization at the University of Pennsylvania.
A study of the philosophy of music history.
This book explores the history of the Dominican Republic as it evolved from the first European colony in the Americas into a modern nation under the rule of Rafael Trujillo. It investigates the social foundations of Trujillo’s exceptionally enduring and brutal dictatorship (1930-1961) and, more broadly, the way power is sustained in such non-democratic regimes. The author reveals how the seemingly unilateral imposition of power by Trujillo in fact depended on the regime’s mediation of profound social and economic transformations, especially through agrarian policies that assisted the nation’s large independent peasantry. By promoting an alternative modernity that sustained peasants’ free access to land during a period of economic growth, the regime secured peasant support as well as backing from certain elite sectors. This book thus elucidates for the first time the hidden foundations of the Trujillo regime.
This volume considers history as a foundational discipline in education. It shows how history is a means for exploring what it means to be human by considering those stories, sources, forces, and contexts that shape the way we construct narratives. History is more than content, no matter what we might recall from our experiences in schools. The volume shows how studying history is one means of uncovering why institutions, beliefs, policies, and practices are as they are. Educational structures are, like all things, mutable. History empowers the individual to be an actor in this process of change and to act judiciously. About the Educational Foundations series: Education, as an academic field taught at universities around the world, emerged from a range of older foundational disciplines. The Educational Foundations series comprises six volumes, each covering one of the foundational disciplines of philosophy, history, sociology, policy studies, economics and law. This is the first reference work to provide an authoritative and up-to-date account of all six disciplines, showing how each field's ideas, methods, theories and approaches can contribute to research and practice in education today. The six volumes cover the same set of key topics within education, which also form the chapter titles: - Mapping the Field - Purposes of Education - Curriculum - Schools and Education Systems - Learning and Human Development - Teaching and Teacher Education - Assessment and Evaluation This structure allows readers to study the volumes in isolation, by discipline, or laterally, by topic, and facilitates a comparative, thematic reading of chapters across the volumes. Throughout the series, attention is paid to how the disciplines comprising the educational foundations speak to social justice concerns such as gender and racial equality.