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1983, The Behavior analyst / MABA
The scientific status of History was compared to other sciences in the critical areas event selection, investigative operations, and theory construction. First, in terms of events studied, history is regarded as a quasi-scientific study of past events. However, viewed from the science of behavior's perspective of what historians actually do, history becomes a study of current records. As a study of currently existing records, not the non-existent past, history has potential to become a science. Second, like other scientists, historians may undertake manipulative investigations: they can locate the presence and absence of a condition in records and thereby determine its relation to other recorded phenomena. A limitation has been the lack of quantification that results from emphasis on the uniqueness of things rather than on their communality. Scientific training would facilitate viewing similar things as instances of a larger class that could be counted. Another limitation that c...
International Journal of Trend in Scientific Research and Development (IJTSRD), 2020
Some puzzles in human life are universal and cut across generations. That is why some of the very issues that boggled the minds of many people several centuries ago continue to baffle many people today. Such problems often attract the attention of scholars and generate debates among them. The meaning of the term ‘history’ and the nature of history in general are certainly some of the sensitive problems that have remained highly debatable among historians and allied scholars. In fact, the debate on “what is history?” has continued without resolution for several centuries. The term ‘history’ has been defined or explained differently by different people at different times and under different circumstances. Though these definitions or explanations have been accepted and used, the lack of unanimity on the part of historians on a common definition places students and teachers of history in a difficult situation concerning what exactly history is. We believe that in the contemporary setting, any definition or explanation given to history must be situated in a framework that is comprehensive enough to make the nature and philosophy of the discipline clear. Using both primary and secondary documents, and employing the multi-disciplinary approach, this paper examines some of the important definitions or explanations that have been given to history with the view to constructing a definition or an explanation that is appropriate for history today. In its survey, the study finds that several definitions have been formulated for history over the centuries. It observes, however, that some of the definitions or explanations are inappropriate and unacceptable today in view of their inability to reveal the true nature of history and clarify the philosophy behind the study of the past. In its evaluation and conclusion, the paper appreciates that history has both art and science dimensions, and is also a practice with an avowed philosophy. Taking all these into consideration, the paper then defines or explains history in a context that is comprehensive enough to depict history as a discipline that is concerned not only with the past, but also, and more especially, with the present and the future for the development of society and the various sciences or disciplines. As a result, the study draws attention to the need to promote the serious study of history in schools.
Studies in History and Philosophy of Science Part A, 1993
I DIFFERENTIATE between historiogruphy, the written product of historians (Historie in German); and history, the collective past of humanity and the subject matter of historiography (Geschichte in German). This is an essay about a theory of historiography. The minimum task of historiographic literature is to produce true statements about history.' Naive empiricist historians prided themselves on being the mouthpieces of the historical past, writing 'just what happened'. The historical past was supposed to be the author of historiography, while the historian presumed to be the living hand of the dead past. The reliability of historiographic accounts was supposed to be the product of the reliability of the evidence. Modern, called by its practitioners 'scientific', historiography was founded by Ranke who went beyond the previous critical reading of narrative accounts, written by contemporaries of the studied period, into reading original non-narrative documents in European archives. Ranke's assumption was that the best historical evidence comes from primary sources, not distorted by being put into sometimes misleading narrative form. Contemporary Histoire des Mentalit&, as has been developed mainly in the Annales school, attempts, in a sense, to be more Rankeian than Rankeian classical historiography by studying those aspects of the past that were repressed and thus maintained their pristine undistorted truth: histories of madness, untruth, taboo, automatisms of behavior, thoughts and actions regarding life and death, beliefs and rituals.* Nagele points to the similarity between the historian and the psychoanalyst in their relationship to the evidence: both share a free 'hovering' attention to the evidence, a total ideological suppression, at the price of eliminating a *My research has been helped by a grant from the Research Support Scheme of the Prague Central European University.'
The paper attempts to justify the complementary role of disciplines in the social-sciences, natural sciences, physical sciences as well as human and biological sciences to the studying, writing and teaching of history. It should however be noted that, despite the fact that history as a discipline benefits immensely from the knowledge and expertise of said disciplines it does not amount to challenging whether History can sustain it's autonomy as a valid and viable discipline.
Historyka, 2016
The article deals with the problem of whether history can be treated as a part of the social sciences. It focuses on the relation between the questioned scientific character of history and the philosophical problems regarding the foundation of scientific knowledge in general.
Telos: A Quarterly Journal of Critical Thought (forthcoming), 2015
In this paper I present a sceptical argument to the effect that a knowledge of man in history by means of the methods of the experimental sciences is impossible. It differs from the hermeneutic and Frankfurt schools’ critique of positivism in the human and social sciences in two respects. In the first place, both schools standardly appeal to a metaphysical humanism when they argue for the autonomy of the sciences of man in relation to the sciences of nature. They hold that the use of the category of meaning is essential to the study of man on the ground that human behaviour is meaningful and productive of meaning. In contrast, my argument bypasses this appeal to meaning and humanism in that it focuses on the nature of historical events. In the second place, my aim is to bring reasons in support of the common sense intuition that historical events are unique and unrepeatable. I take it that most of us would ordinarily assent to the proposition that, say, the assassination of Julius Caesar in 44 BC is a unique event in the history of Rome that will not recur and that its uniqueness isn’t mind-dependent or, as Heinrich Rickert would put it, dependent on the value the historian puts on it. The argument runs roughly as follows. If there are historical laws then there are historical kinds (since what is meant by a law is a recursive connection between kinds of events); but there are no historical kinds; hence there are no historical laws. Two things follow from this. The first concerns the scope of this argument. If it is the case that the province of history has a greater extension than that of any other province in the human and social sciences (i.e., every economic or political event is a historical event, but not every historical event is an economic or political one) then this raises doubts about the scientific status of these other disciplines too. Why should we assume that we are justified in classifying certain economic or political events under kinds of events when there is no justification for doing so with historical events? And if it is not certain that we are entitled to do so then our talk of laws or lawlike generalizations – indeed our talk of science – with regards to economics or politics is also questionable. Secondly, this argument provides an independent justification of Foucault’s historical nominalism and generally of his scepticism of the idea that there are truths about human nature that wait to be discovered by means of the right method. His historical nominalism is a methodological principle that brackets the existence of universals, kinds or classes denoted by such terms as Madness, Homosexuality, the Criminal, the Wealthy, the Poor, etc., and which then proceeds to show how these concepts have been created in certain practices and in the reflection on those practices and have been given a concrete reality by means of certain technologies applied to human beings in certain institutions. As a methodological principle, this bracketing of the existence of universals does not rest on a metaphysical thesis such as that there exist only individuals or bodies. In support of the claim in the second premise of my argument (for which I make a case in sections 5 and 6), I draw on Bergson’s notion of duration to show that, as with life or mind for Bergson, what makes an event historical is the degree of its individuation (i.e., the internal organization of its parts) or its temporal structure. Although Foucault’s historical nominalism does not need such a metaphysical thesis in order to be effective, it nevertheless provides an additional reason in its favour.
Education@ETMA, 2023
Historical study is an effective power for interpreting diverse societal issues, establishing a logical relationship between the past and present, and being more signified human past activities to justify those performances from a historical standpoint. Additionally, it enlightens us on the relevance of various historical products in the present globalised society. Therefore, in this perspective, the responsibilities of a historian or researcher can be estimated for analysing and interpreting collected data to depict past events as truthful History accurately. This paper focuses on the theoretical framework of historical research, with a particular emphasis on source usage, scientific methods in History, the interdisciplinary nature of History, and the attitude of historians. It also explores how these parameters can be applied to inscribe Indian History, and accordingly, the social significance of the study may increase.
As my title implies, this paper contrasts with Hempel's " The function of general laws in history ". 1 It begins with an analysis of empathy, traditionally a rival mode of understanding to Hempel's, yet like Hempel's suggests a " scientific " grounding in analytical philosophy of history, which characteristically gives epistemology a central place. As various historical theorists have said, empathising with individuals involves ascribing thoughts and attitudes to them, by doing our best to put ourselves in their position and attempting to see things from their point of view. We can to some extent unpack these metaphors. When we empathise, we are imagining being in another person's situation, but we are imagining what we hold to be real and not merely imaginary, although evidence is required to support a claim that our empathising is successful rather than merely the construction of something fictional. Of course, empathising may not be successful; crossing institutional boundaries, crossing from one tradition to another, involve imagining what may be very different worlds that, ex hypothesi, may not previously have been shared. In so far as we do succeed in empathising with others, we are sharing with those others a world of " thoughts " or " ideas " , but we do not need to share with those others any particular philosophical position about the status of those ideas. There are various characteristics to be picked out from within others' points of view, so understood. We are trying to get into their world as they are aware of it, but also into their world as they are unaware of it. 2 In history we often have to recover unconscious assumptions. 3 When we empathise with some past individual such as we may imagine doing now, we should recognise that this is in principle no different from empathising with somebody in our present world. The structure of the present, the structure of the past, the structure of the fictional, all involve shared imagination. It is a philosophical advance on Descartes, in the world of
History and Theory, 2011
Teaching controversial and sensitive topics in history is always a challenge and Euroclio has devoted several seminars, projects and conferences on how best to teach these subjects at school. The objective of this booklet was to tackle the topic of St. Paul’s Shipwreck in Malta which is controversial on various levels in Maltese history. St. Paul’s shipwreck is mentioned in the bible and Malta a country where the Catholic religion is very strong, has always held this saint in high estime and there has been devotion and feasts dedicated to him since the Order of St John’s time in the 16th century. However, there has been some controversy raised by historians who have questioned whether he did come at all! These argue that apart from the reference in the bible there are no other historical sources which mention this event. This book tries to teach the topic by introducing the history method and how history works versus how mythology is enhanced. This is a sensitive issue because St. Paul is reverred as the one who brought the faith to the islands and the Maltese converted to christianity because of this provincial shipwreck. The popular belief is that from the shipwreck in 60 A.C.E. up to the present day there was a continuity of the Christian faith on the islands. This booklet also explores the validity of this claim of continuity by inviting pupils to look at the available sources and to make their own conclusions and interpretations based on the reliability of these sources. Irrespective of the theme, this booklet is interesting to all history teachers and history learners in any country because understanding the scientific way of how history works is useful in all contexts. While it also offers ideas and ways of using sources in such a way as not to impose judgements in history but to investigate sources and back any historical claims according to the evidence available.
Prantik Gabeshana Patrika, 2024
Social Science is the study of man and his behaviour in society. History means the study of the past of man and society. Many researchers have tried to establish a relation between History and Social Science in their respective researches. Some scholars have agreed that History is a Social Science and some have rejected this idea.
One way to understand the diverse discourse known as science studies is to consider the ways in which different camps and theorists think (or do not think) the question of history, and to consider how historical theories and methods connect with epistemologies and the possibilities for critical discourse regarding science. Can the question of historical method or theory serve as a useful guide to the discourse, perhaps even a better index for considering the issue of critical engagement, than epistemological conviction (or lack thereof)? I will explore the issue by considering the historical methods and theories of history of several interlocutors located within the discourse of science studies, in order to illustrate the possibilities for this approach. As the discussion should make clear, the historical approach is productive of comparative reading of interlocutors in terms of the possibilities for a critical discursive relationship to their objects of knowledge, as well as for demonstrating the relationship between historical method and theory, and epistemology.
History of European Ideas, 1981
Journal of the History of Biology, 2010
The case often made by scientists (and philosophers) against history and the history of science in particular is clear. Insofar as a field of study is historical as opposed to law-based, it is trivial. Insofar as a field attends to the past of science as opposed to current scientific issues, its efforts are derivative and, by diverting attention from acquiring new knowledge, deplorable. This case would be devastating if true, but it has almost everything almost exactly wrong. The study of history and the study of laws are not mutually exclusive, but unavoidably linked. Neither can be pursued without the other. Much the same can be said of the history of science. The history of science is neither a distraction from ''real'' science nor even merely a help to science. Rather, the history of science is an essential part of each science. Seeing that this is so requires a broader understanding of both history and science.
Selçuk Üniversitesi Edebiyat Fakültesi Dergisi, 1986
The ultimate cause of much historical, social and cultural change is the gradual accumulation of human knowledge of the environment. Human beings use the materials in their environment to meet their needs and increased human knowledge of the environment enables human needs to be met in a more efficient manner. The human environment has a particular structure so that human knowledge of the environment is acquired in a particular order. The simplest knowledge is acquired first and more complex knowledge is acquired later. The order of discovery determines the course of human social and cultural history as knowledge of new and more efficient means of meeting human needs, results in new technology, which results in the development of new social and ideological systems. This means human social and cultural history, has to follow a particular course, a course that is determined by the structure of the human environment. Given that a certain level of knowledge will result in a particular type of society, it is possible to ascertain the types of societies that were inevitable in human history. The course of history is not random and can be rationally and scientifically understood.
Cliodynamics: The Journal of Quantitative History and Cultural Evolution
A serious obstacle to the search for a more scientific history is that humans label themselves and their actions. These labels can be extremely sticky and often obscure the categories which might be most useful for seeking regularities. Another, related, problem is a focus on dramatic events that seem to be relatively rare and are commonly recognized as landmarks, e.g. political and industrial revolutions. Having formed several of these major events into a class, scientifically-minded historians have then often searched for a very small set of discrete variables that could predict the occurrence or non-occurrence of these very special events. By contrast, I would argue that we are likely to be better off by looking at more general processes that may include but are not limited to these dramatic events, and looking for clusters of variables which interact with each other; the hoped-for result would usually be not to explain the categorical presence or absence of some process (e.g., "economic development") but to group many cases into families, seeking to explain both within-group and between-group variation by means of systematic comparison.
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