This essay critically examines the so-called ‘unnaturalness’ of historical thinking. I identify and analyse three lines of argument frequently invoked by historians to defend the validity of historical inquiry in response to scepticism, which is often couched in postmodern terms. In doing so, I highlight that these lines of argument are predicated upon historians’ thought processes and concepts being domain general. This idea of historical thinking as part of our ordinary thinking could help us develop a history curriculum in which (...) students are required to employ those processes and concepts to solve both everyday and historical questions. With such a curriculum, students could more easily see the relevance of history education to their daily lives. (shrink)

There is a confusion over and inchoate understanding of how the past is made understandable through postmodernist historical orientation. The purpose of the article is to outline the characteristic features of the postmodernist movement in social sciences, to explain its confrontation with history, to document its critique of the conventional practice of history, and to discuss its implications for history education. The postmodernist challenge to the foundations of the discipline of history is elucidated with an emphasis on its epistemological underpinnings. (...) Implications of postmodernism for the teaching and learning of history are discussed. (shrink)

Several scholars observed that narratives about the human past are evaluated comparatively. Few attempts have been made, however, to explore how such evaluations are actually done. Here I look at a lengthy “contest” among several historiographic narratives, all constructed to make sense of another one—the biblical story of the conquest of Canaan. I conclude that the preference of such narratives can be construed as a rational choice. In particular, an easily comprehensible and emotionally evocative narrative will give way to a (...) complex and mundane one, when the latter provides a more coherent account of the consensually accepted body of evidence. This points to a fundamental difference between historiographic narratives and fiction, contrary to some influential opinions in the philosophy of historiography. Such historiographic narratives have similarities with hypotheses and narrative explanations in natural science. (shrink)

This article presents the importance of Buitendag's stance in the so-called 'theology of nature'. His theological statements endeavour to understand reality in conversation with other academic disciplines to see things in a wider and holistic perspective. Following a suggestion of Moltmann, theology must not restrict itself to internal ecclesiastical and personal faith topics but search for 'the truth of the whole'. It is argued that Buitendag's concept of holism is different from Moltmann's 'the truth of the whole'. Moltmann's holism is (...) eschatologically directed after history, but is meaningless in a contemporary debate. His concept of history seems to be problematic too. Buitendag's holism is more Quinean as a comprehensive relative approach, bottom-up from contemporary insights within different academic disciplines. His theological approach looks like an ellipsis, involving both an ontological and epistemological focus. He defends communion as the primary concept, ontologically, which biologists may recognise in their observations of animal communities too. His theology shows a panentheistic perspective for the discourse on divine immanent agency by using as analogy the mind-body relationship in a sophisticated way. Buitendag shows the importance of this perspective for theological hermeneutics. This article presents some logical and theological problems in a panentheistic view which some prominent supporters defend as 'reality depicting'. Buitendag avoids this because of a relational ontology. (shrink)

Empirical research into political sentiments gives force to the proposition that, in the context of the 2013–14 Euromaidan and subsequent war, Ukrainian national identity, for most of its history predominantly ethno-cultural, has undergone changes justifying its qualification as ‘civic’. In this article I discuss the ethno-cultural orientation, conventional during the 19th and 20th centuries, of Ukrainian literary history, a scholarly genre that has a tradition of promoting the cause of Ukrainian nation-building; I identify contemporary examples of discourses in the literary (...) sphere – literary works themselves, literary anthologies and the public statements and debates of writers – that embody or applaud civic identities akin to those in evidence on the Euromaidan; and I reflect upon the values, inclusive and multicultural, that a Ukrainian national literary history rhetorically in harmony with post-Euromaidan sentiment would evince. (shrink)

This paper deals with the possible ways of understanding the relation between the reconstruction of history and literary fiction. The transmission of memory across generations – postmemory, and the composition of literary works out of the place of the origin – ectopic literature – facilitate the formation of historical discourse, which is inevitably accompanied by modern interpretation. As interpretation is understanding reality in a subjective manner, literary fiction takes its place in the reconstruction of historical events. And ectopic literature is (...) one of the main narratives, which helps to understand the relation between facts and fantasy. (shrink)

The historical imagination, as Hayden White has reminded us, is not singular;\nit is manifest in many forms (White, 1973). Not surprisingly, this diversity\nis reflected within the pages of History of the Human Sciences and in the four papers that follow. Indeed, from its inception, the journal has sought to\npromote a variety of styles of writing, representing the many voices that have\nan interest in the human sciences and their history.\nIn the opening article, Roger Smith suggests that a distinctive feature of the\nhistorical (...) imagination is the priority given to an engagement with primary\nsources. The historical imagination, on the other hand, is to be seen in its\nmany forms as the practical realization of that engagement through the constitution\nof the historical ‘record’ as a record and the activity of explaining to\noneself and others how it has come about. For Smith, an important value of\nprimary sources is their representation of ‘otherness’, providing ‘the possibility\nof an engagement with what is foreign to, outside, what we for most\npurposes take to be our selves and our world’. And the historical imagination,\nlike imagination in general, centrally involves a preoccupation with context\nand the provision of a vantage point that is different from the one that is originally\ngiven. Smith ends his paper with some remarks about the connections\nbetween imagination and narrative.\nIn the following article, Graham Richards focuses his reflections early in\nthe 20th century, in the period between the two world wars. Through a discussion\nof some of his recent work on the popularization of Psychoanalysis\nduring those two decades, he introduces an interesting counterfactual question:\n‘How then did it feel to be living without Freud and encountering\npsychoanalytic ideas and language for the first time?’2 Richards goes on to\noutline a number of imperatives (transcendental, presentist, narrative) that he\nsees as part of the historical imagination. In considering the implications of\nhis remarks, Richards – like Smith – highlights the importance of a sound\n‘evidential’ base in the stimulation of the historical imagination and he raises\nan important issue concerning the historian’s sense of time – ‘our feel for how\nthings unfold in real time in real biographies and collective experience’. (shrink)

Within an increasingly unequal, heterogeneous, and authoritarian Global North, a new global consumerism movement championed by activist consumers, together with academics, managers, and organizations, has emerged as the ultimate ethical management discourse for a better global future. NGC reframes Cold War official history of buycott consumerism by emancipating “passive” consumers and “insurgent” boycotts. Drawing on decolonial liberating transmodernity from Latin America, this paper shows how and why “old” and “new” dominant histories of consumerism deny the racialist/colonialist side of liberal capitalism. (...) The discussion involves transmodern and counter-transmodern mechanisms and overlooks everyday liberating boycott consumerism against the colonialism/racialism mobilized by subaltern victims of history. We problematize the re-appropriation of transmodernity as a potential path to decolonizing consumerism and management historiography from a majority perspective. (shrink)

History is a complex subject. It is more propositional than procedural in nature (Nichol, 1984), and involves adductive thinking (Booth, 1983), where historical evidence and facts are 'teased out' and a convincing account of the past is then reconstructed through speculation, imagination and empathy (Nichol, 1984; Booth, 1983). The teaching and learning of history should not just be the transmission of knowledge, but rather it should involve a process whereby students and teachers interact in order to analyze evidence, raise questions (...) and hypotheses, synthesize facts, and communicate their ideas, understand others' viewpoints, consider values, reflect and engage in moral reasoning (Brophy, 1996). It is through this interaction that development of thinking in history will occur (Coltnam, 1975). The main focus of the research is on the language used in the history classroom, particularly during critical episodes when the teachers and students appeared to be engaged in the process of historical thinking. This research is particularly concerned with historical thought embedded in the language used in history classrooms. To investigate this, both high and low inference coding systems were adopted to code, describe and analyze the verbal behaviour that occurred. The data were gathered in six classes from schools in Singapore. They constituted two classes of above average students (Special stream), two classes of average students (Express stream) and two classes of below average (Normal stream) students. Audio and video recordings were made of two lessons from each of the six classes. These lessons were transcribed, coded and analyzed to ascertain which contexts were more conducive for the production of higher order thought. It was found that a complex interrelationship of factors including pedagogic activity, type of teacher talk and student talk, and even more importantly the interaction between them, determined whether or not there was historical thinking. The findings revealed that there was historical thinking when explicit and implicit contact was established during interaction between the teacher and the students. For explicit contact to he made the teacher and the students needed to be language game (Wittgenstein, 1972). This is where the teacher made those moves that elicited student responses that demonstrated historical thinking. For implicit contact to be made the element of voice (as in the concept of “voice” described in Bakhtin's theory on the dual-voicing and polyphony) becomes essential. During such episodes the teacher mediated between the characters in history, his or her own talk and that of the students. These responses which were often dramatised, the teacher used first and second person forms (dual voicing) to evoke empathy and imagination. In doing so they also engaged in a dialogic interaction with the characters of the past and there was back channelling. There were evidences of such dialogues in all the Special, Express and Normal stream lessons but in various contexts. These dialogues reveal that the nature of talk and interaction is distinct to the subject history. (shrink)

In this dissertation I argue that Thomas Aquinas’s understanding of human nature, of human flourishing and of virtue can fill the gap, identified by Elizabeth Anscombe in 1958, between Aristotle’s account of the virtuous life and contemporary sceptical moral philosophy, which is variously described as subjectivism, consequentialism, emotivism, and sophistry. Furthermore, I argue that a Thomist account of the practicably lived virtuous life is both relevant and applicable to officers and soldiers serving in the British Army of today, because it (...) offers a complete account of the human moral life, as opposed to the consequentialist, emotivist and deontological approaches to ethical judgement and reasoning currently prevalent in Western societies, which inform the worldview of both officers and soldiers. These approaches, however, offer only partial accounts of ethics based on impoverished understandings of human nature and, thus, inevitably have a detrimental effect on both the articulation of British military doctrine and on the actual moral conduct of officers and soldiers. I further argue, therefore, that the British Army needs to consciously return to the traditional Western approach to moral education based on the idea of the deliberate formation of virtuous character, which is very different from contemporary Western educational approaches, but which will better prepare British Army officers and soldiers for “the violent school of war”, as Thucydides calls it. (shrink)

My purpose in the researching and the writing of this thesis has been to investigate, and to try to explain, Frank Ankersmit's curious shift from his well expressed and firmly held narrativist position of "Narrative Logic", to an arguably contradictory, yet passionately held counter belief in the plausibility of a form of direct historical experience - an authentic unmediated relationship with the past. I am, accordingly, presenting here what I believe to be the most adequate explanatory account of/for Ankersmit's intellectual (...) journey. A journey which, in essence, constituted a substitution of his earlier representational, language centred philosophy of history for what might be taken as a new and mystical non-representational theory. This alternative theory of Ankersmit' s, lacking cognitive foundations, works on the basis of sensations, moods, feelings and therefore a consciousness deemed to be received directly from the past itself, and therein - for this thesis - lies its fatal weakness as a historical theory. Belief in the mystical may be all right at some level, if this is what is wanted, but a mystical experience itself cannot produce a historical re-presentation which is the only way that the past can be presented historically. Thus, I argue that Ankersmit's journey from language to experience - the latter phenomenon being more appropriately situated within the field of sociology/social theory and memory studies - is, in the end, a lost historical cause. (shrink)

According to one large family of views, scientific explanations explain a phenomenon (such as an event or a regularity) by subsuming it under a general representation, model, prototype, or schema (see Bechtel, W., & Abrahamsen, A. (2005). Explanation: A mechanist alternative. Studies in History and Philosophy of Biological and Biomedical Sciences, 36(2), 421–441; Churchland, P. M. (1989). A neurocomputational perspective: The nature of mind and the structure of science. Cambridge: MIT Press; Darden (2006); Hempel, C. G. (1965). Aspects of scientific (...) explanation. In C. G. Hempel (Ed.), Aspects of scientific explanation (pp. 331–496). New York: Free Press; Kitcher (1989); Machamer, P., Darden, L., & Craver, C. F. (2000). Thinking about mechanisms. Philosophy of Science, 67(1), 1–25). My concern is with the minimal suggestion that an adequate philosophical theory of scientific explanation can limit its attention to the format or structure with which theories are represented. The representational subsumption view is a plausible hypothesis about the psychology of understanding. It is also a plausible claim about how scientists present their knowledge to the world. However, one cannot address the central questions for a philosophical theory of scientific explanation without turning one’s attention from the structure of representations to the basic commitments about the worldly structures that plausibly count as explanatory. A philosophical theory of scientific explanation should achieve two goals. The first is explanatory demarcation. It should show how explanation relates with other scientific achievements, such as control, description, measurement, prediction, and taxonomy. The second is explanatory normativity. It should say when putative explanations succeed and fail. One cannot achieve these goals without undertaking commitments about the kinds of ontic structures that plausibly count as explanatory. Representations convey explanatory information about a phenomenon when and only when they describe the ontic explanations for those phenomena. (shrink)

This paper applies Paul Grobstein's theory of science as story telling and story revising to history. The purpose of drawing such links is to show that in our current age when disciplinary borders are becoming increasingly blurred, what may be effective research practice for one discipline, may have some useful insights for another. It argues that what Grobstein advocates for science makes just as much sense for history and that historians have long recognised in their own discipline many of the (...) points Grobstein raises. It examines the changing role of stories dependant upon their cultural context and the emergence of global stories due to advances in technology. Such advances also challenge traditional methods of telling the story. It suggests that we may be entering a period which demands a new discourse on the relationship between human knowledge, understanding, and culture. (shrink)

A lo largo de la siguiente conversación se discutirán algunas de las condiciones e implicaciones que acompañan a la noción de exilio, tanto para la historia del pasado como para su representación desde el presente. La categoría de exilio —como forma de extraterritorialidad— ha jugado un rol central en la reflexión del historiador italiano Enzo Traverso. Desde la perspectiva que nos ofrece, el exilio no fue solo una condición compartida por las masas y los intelectuales del pasado siglo. Al contrario, (...) el potencial semántico de esta categoría refleja las tensiones diacrónicas y sincrónicas que surgen cuando nos enfrentamos a los problemas de nuestro pretérito y nuestro presente. Su generalización, al fin y al cabo, nos permite apreciar algunos rasgos básicos del siglo XXI. Sobre esta multiplicidad de significados del exilio gira el texto que presentamos. (shrink)