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Scientists’ views on what makes an experiment successful have developed dramatically throughout history. Different criteria for proper experimentation were privileged at different times, entirely new criteria for securing experimental results emerged, and the meaning of commitment to experimentation altered. In About Method, Schickore captures this complex trajectory of change from 1660 to the twentieth century through the history of snake venom research. As experiments with poisonous snakes and venom were both challenging and controversial, the experimenters produced very detailed accounts of their investigations, which go back three hundred years—making venom research uniquely suited for such a long-term study. By analyzing key episodes in the transformation of venom research, Schickore is able to draw out the factors that have shaped methods discourse in science. About Method shows that methodological advancement throughout history has not been simply a steady progression toward better, more sophisticated and improved methodologies of experimentation. Rather, it was a progression in awareness of the obstacles and limitations that scientists face in developing strategies to probe the myriad unknown complexities of nature. The first long-term history of this development and of snake venom research, About Method offers a major contribution to integrated history and philosophy of science.
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Herodotus was the first writer in the West to conceive the value of creating a record of the recent past. He found a way to co-ordinate the often conflicting data of history, ethnology, and culture. The Historical Method of Herodotus explores the intellectual habits and the literary principles of this pioneer writer of prose. Donald Lateiner argues, against the perception that Herodotus' work seems amorphous and ill organized, that the Histories contain their own definition of historical significance. He examines patterns of presentation and literary structure in narratives, speeches, and direct communications to the reader, in short, the conventions and rhetoric of history as Herodotus created it. This rhetoric includes the use of recurring themes, the relation of speech to reported actions, indications of doubt, stylistic idiosyncrasies, frequent reference to nonverbal behaviours, and strategies of opening and ending. Lateiner shows how Herodotus sometimes suppresses information on principle and sometimes compels the reader to choose among contending versions of events. His inventories of Herodotus' methods allow the reader to focus on typical practice, not misleading exception. In his analysis of the structuring concepts of the Histories, Lateiner scrutinizes Herodotean time and chronology. He considers the historian's admiration for ethnic freedom and autonomy, the rule of law, and the positive values of conflict. Despite these apparent biases, he argues, the text's intellectual and moral preferences present a generally cool and detached account from which an authorial personality rarely emerges. The Historical Method of Herodotus illuminates the idiosyncrasies and ambitious nature of a major text in classics and the Western tradition and touches on aspects of historiography, ancient history, rhetoric, and the history of ideas.
Demystifying the subject with clarity and verve, History: An Introduction to Theory, Method and Practice familiarizes the reader with the varied spectrum of historical approaches in a balanced, comprehensive and engaging manner. Global in scope, and covering a wide range of topics from the ancient and medieval worlds to the twenty-first century, it explores historical perspectives not only from historiography itself, but from related areas such as literature, sociology, geography and anthropology. Clearly written, accessible and student-friendly, this second edition is fully updated throughout to include: An increased spread of case studies from beyond Europe, especially from American and imperial histories. New chapters on important and growing areas of historical inquiry, such as environmental history and digital history Expanded sections on political, cultural and social history More discussion of non-traditional forms of historical representation and knowledge like film, fiction and video games. Accompanied by a new companion website (www.routledge.com/cw/claus) containing valuable supporting material for students and instructors such as discussion questions, further reading and web links, this book is an essential introduction for all students of historical theory and method.
This is a practical guide to the historical study of international politics. The focus is on the nuts and bolts of historical research--that is, on how to use original sources, analyze and interpret historical works, and actually write a work of history. Two appendixes provide sources sure to be indispensable for anyone doing research in this area. The book does not simply lay down precepts. It presents examples drawn from the author's more than forty years' experience as a working historian. One important chapter, dealing with America's road to war in 1941, shows in unprecedented detail how an interpretation of a major historical issue can be developed. The aim throughout is to throw open the doors of the workshop so that young scholars, both historians and political scientists, can see the sort of thought processes the historian goes through before he or she puts anything on paper. Filled with valuable examples, this is a book anyone serious about conducting historical research will want to have on the bookshelf.
Some of the most important questions of the social sciences in the twentieth century have been posed by scholars working at the intersections of social theory and history viewed on a grand scale. The core essays of this book focus on the careers and contributions of nine of these scholars: Marc Bloch, Karl Polanyi, S. N. Eisenstadt, Reinhard Bendix, Perry Anderson, E. P. Thompson, Charles Tilly, Immanuel Wallerstein, and Barrington Moore, Jr. The essays convey a vivid sense of the vision and values each of these major scholars brings (or bought) to his work and analyze and evaluate the research designs and methods each used in his most important works. The introduction and conclusion discuss the long-running tradition of historically grounded research in sociology, while the conclusion also provides a detailed discussion and comparison of three recurrent strategies for bringing historical evidence and theoretical ideas to bear upon one another. informative, thought-provoking, and unusually practical, the book offers fascinating and relevant reading to sociologists, social historians, historically oriented political economists, and anthropologists - and, indeed, to anyone who wants to learn more about the ideas and methods of some of the best-known scholars in the modern social sciences.
Historical ethnomusicology is increasingly acknowledged as a significant emerging subfield of ethnomusicology due to the fact that historical research requires a different set of theories and methods than studies of contemporary practices and many historiographic techniques are rapidly transforming as a result of new technologies. In 2005, Bruno Nettl observed that “the term ‘historical ethnomusicology’ has begun to appear in programs of conferences and in publications” (Nettl 2005, 274), and as recently as 2012 scholars similarly noted “an increasing concern with the writing of musical histories in ethnomusicology” (Ruskin and Rice 2012, 318). Relevant positions recently advanced by other authors include that historical musicologists are “all ethnomusicologists now” and that “all ethnomusicology is historical” (Stobart, 2008), yet we sense that such arguments—while useful, and theoretically correct—may ultimately distract from careful consideration of the kinds of contemporary theories and rigorous methods uniquely suited to historical inquiry in the field of music. In Theory and Method in Historical Ethnomusicology, editors Jonathan McCollum and David Hebert, along with contributors Judah Cohen, Chris Goertzen, Keith Howard, Ann Lucas, Daniel Neuman, and Diane Thram systematically demonstrate various ways that new approaches to historiography––and the related application of new technologies––impact the work of ethnomusicologists who seek to meaningfully represent music traditions across barriers of both time and space. Contributors specializing in historical musics of Armenia, Iran, India, Japan, southern Africa, American Jews, and southern fiddling traditions of the United States describe the opening of new theoretical approaches and methodologies for research on global music history. In the Foreword, Keith Howard offers his perspective on historical ethnomusicology and the importance of reconsidering theories and methods applicable to this field for the enhancement of musical understandings in the present and future.
This handbook offers a global view of the historical development of educational institutions, systems of schooling, ideas about education, and educational experiences. Its 36 chapters consider changing scholarship in the field, examine nationally-oriented works by comparing themes and approaches, lend international perspective on a range of issues in education, and provide suggestions for further research and analysis. Like many other subfields of historical analysis, the history of education has been deeply affected by global processes of social and political change, especially since the 1960s. The handbook weighs the influence of various interpretive perspectives, including revisionist viewpoints, taking particular note of changes in the past half century. Contributors consider how schooling and other educational experiences have been shaped by the larger social and political context, and how these influences have affected the experiences of students, their families and the educators who have worked with them. The Handbook provides insight and perspective on a wide range of topics, including pre-modern education, colonialism and anti-colonial struggles, indigenous education, minority issues in education, comparative, international, and transnational education, childhood education, non-formal and informal education, and a range of other issues. Each contribution includes endnotes and a bibliography for readers interested in further study.