| Preface |
|
x | |
|
Introduction: The Battle of Basic Assumptions |
|
|
1 | (21) |
|
|
|
1 | (3) |
|
|
|
4 | (18) |
|
Metaphysical, Nomothetic and Ontological Approaches |
|
|
4 | (2) |
|
Radical Politics--or just Nihilism? |
|
|
6 | (3) |
|
The Nature of Societies: Past, Present and Future |
|
|
9 | (1) |
|
The Cultural Construction of Knowledge--and Everything Else |
|
|
10 | (1) |
|
Language: History a Branch of Literature |
|
|
11 | (2) |
|
Textuality--the Alleged Existence Thereof |
|
|
13 | (1) |
|
Disagreements Among Historians |
|
|
14 | (4) |
|
What Precisely is the Danger? |
|
|
18 | (4) |
|
History: Essential Knowledge about the Past |
|
|
22 | (29) |
|
The Past, History, and Sources |
|
|
22 | (9) |
|
|
|
22 | (4) |
|
Primary and Secondary Sources |
|
|
26 | (2) |
|
Defining `History' and `Historiography' |
|
|
28 | (3) |
|
The Necessity for History |
|
|
31 | (7) |
|
History: A Social Necessity |
|
|
31 | (4) |
|
Other Justifications for History |
|
|
35 | (3) |
|
The auteur Theory of History and the Question of Subjectivity |
|
|
38 | (13) |
|
|
|
38 | (2) |
|
Relativism: R. G. Collingwood |
|
|
40 | (4) |
|
The Subjectivity Question |
|
|
44 | (7) |
|
How the Discipline of History Evolved: From Thucydides to Langlois and Seignobos |
|
|
51 | (37) |
|
From Ancient Athens to the Enlightenment |
|
|
51 | (10) |
|
The Exemplar History of the Ancients |
|
|
51 | (3) |
|
|
|
54 | (1) |
|
Renaissance Histories and Ancillary Techniques |
|
|
55 | (3) |
|
|
|
58 | (3) |
|
Ranke: His Disciples and his Critics |
|
|
61 | (9) |
|
|
|
61 | (1) |
|
|
|
62 | (5) |
|
|
|
67 | (2) |
|
Thierry, Michelet and de Tocqueville |
|
|
69 | (1) |
|
|
|
70 | (4) |
|
|
|
70 | (1) |
|
|
|
70 | (3) |
|
|
|
73 | (1) |
|
|
|
74 | (5) |
|
Macaulay and the Whig Historians |
|
|
74 | (1) |
|
|
|
75 | (1) |
|
From Freeman to Tout and Acton |
|
|
76 | (2) |
|
|
|
78 | (1) |
|
|
|
79 | (9) |
|
|
|
79 | (1) |
|
Scientific History? Langlois and Seignobos |
|
|
80 | (4) |
|
|
|
84 | (4) |
|
How the Discipline of History Evolved: Through the Twentieth into the Twenty-First Century |
|
|
88 | (64) |
|
|
|
88 | (9) |
|
The Three `New Histories' |
|
|
88 | (1) |
|
|
|
88 | (2) |
|
Founders of the Annales School; Febvre and Bloch |
|
|
90 | (4) |
|
Pirenne, Labrousse, Lefebvre |
|
|
94 | (2) |
|
Bloch's The Historian's Craft |
|
|
96 | (1) |
|
The Rise of the Sub-Histories |
|
|
97 | (10) |
|
Meinecke, Chabod and Ritter |
|
|
97 | (1) |
|
Early Labour and Economic Histories in Britain |
|
|
98 | (3) |
|
McIlwain, Namier and Elton |
|
|
101 | (6) |
|
Latter-day Marxism and Past and Present |
|
|
107 | (12) |
|
British Marxist Historiographers: Tosh and Carr |
|
|
107 | (1) |
|
The Frankfurt School and Structuralism: The Cross-Fertilisation of Marxism |
|
|
108 | (2) |
|
`Western Marxism' and the Study of the French Revolution |
|
|
110 | (4) |
|
|
|
114 | (2) |
|
|
|
116 | (2) |
|
|
|
118 | (1) |
|
Annales: The Second and Third Generations |
|
|
119 | (7) |
|
|
|
119 | (5) |
|
Annales: The Third Generation |
|
|
124 | (2) |
|
New Economic History, New Social History, History of Science, New Cultural History |
|
|
126 | (19) |
|
|
|
126 | (3) |
|
Historical Demography, Urban History, History of the Family, of Childhood and of Death |
|
|
129 | (3) |
|
Feminist History: History of Women |
|
|
132 | (1) |
|
The History of Science, Medicine and Technology |
|
|
133 | (2) |
|
|
|
135 | (1) |
|
|
|
136 | (1) |
|
|
|
136 | (2) |
|
|
|
138 | (4) |
|
|
|
142 | (1) |
|
Microhistory: Menocchio the Miller |
|
|
142 | (1) |
|
|
|
143 | (2) |
|
The Start of a New Century: Nothing Ruled Out |
|
|
145 | (7) |
|
The Historian at Work: Forget `Facts', Foreground Sources |
|
|
152 | (43) |
|
|
|
152 | (3) |
|
Primary and Secondary Sources |
|
|
155 | (9) |
|
|
|
155 | (2) |
|
The Hierarchy of Primary Sources; Bibliographies |
|
|
157 | (2) |
|
Relationship Between Primary and Secondary Sources: Footnotes |
|
|
159 | (4) |
|
Integrating Primary and Secondary Sources: Strategy |
|
|
163 | (1) |
|
The Immense Variety of Primary Sources |
|
|
164 | (8) |
|
Strengths and Weaknesses of Different Types of Primary Sources |
|
|
164 | (2) |
|
A Taxonomy of Primary Sources |
|
|
166 | (6) |
|
Witting and Unwitting Testimony |
|
|
172 | (7) |
|
A Catechism for the Analysis, Evaluation and Use of Primary Sources |
|
|
179 | (6) |
|
|
|
180 | (2) |
|
Practising on One Example |
|
|
182 | (3) |
|
|
|
185 | (10) |
|
Use and Abuse of the Arts |
|
|
185 | (4) |
|
|
|
189 | (6) |
|
The Historian at Work: The Communication of Historical Knowledge |
|
|
195 | (46) |
|
The Fundamentals of Good Writing |
|
|
195 | (6) |
|
Different Levels of Communication and the Basic Skill of Writing |
|
|
195 | (1) |
|
|
|
196 | (3) |
|
|
|
199 | (2) |
|
Explanation, Periodisation, and Structure |
|
|
201 | (12) |
|
|
|
201 | (1) |
|
Causes and Outcomes: The Elton Model |
|
|
202 | (2) |
|
Hierarchy of Explanatory Factors |
|
|
204 | (2) |
|
|
|
206 | (2) |
|
Two Examples of Structures |
|
|
208 | (5) |
|
|
|
213 | (1) |
|
|
|
214 | (7) |
|
|
|
214 | (1) |
|
|
|
215 | (1) |
|
`Gender', `Patriarchy', `Moral Panics', and so on |
|
|
216 | (2) |
|
|
|
218 | (1) |
|
|
|
219 | (1) |
|
|
|
220 | (1) |
|
Quotations and Scholarly Apparatus |
|
|
221 | (6) |
|
|
|
221 | (3) |
|
Identifying Quotations: Footnotes |
|
|
224 | (2) |
|
|
|
226 | (1) |
|
Types of Historical Communication: From Scholarly Monograph to Museums, Films and Television |
|
|
227 | (14) |
|
Levels of Historical Communication: `Public History' |
|
|
227 | (1) |
|
The PhD Thesis or Dissertation |
|
|
228 | (1) |
|
Monographs and Learned Articles |
|
|
228 | (2) |
|
|
|
230 | (1) |
|
|
|
230 | (1) |
|
|
|
231 | (1) |
|
Some Examples of Public History |
|
|
232 | (1) |
|
|
|
233 | (5) |
|
|
|
238 | (3) |
|
Theory, the Sciences, the Humanities |
|
|
241 | (25) |
|
History, Theory, the Sciences |
|
|
241 | (19) |
|
|
|
241 | (3) |
|
The Nature of Scientific Theory |
|
|
244 | (3) |
|
|
|
247 | (2) |
|
History as an Autonomous Discipline |
|
|
249 | (1) |
|
Postmodernist Metaphysics |
|
|
250 | (2) |
|
|
|
252 | (1) |
|
Compromising with Postmodernism |
|
|
253 | (7) |
|
History, Sociobiology, Social Sciences and Humanities |
|
|
260 | (6) |
|
|
|
260 | (1) |
|
Economics, Political Science, Social Psychology |
|
|
261 | (1) |
|
History's Place in the University |
|
|
262 | (1) |
|
History is NOT Literature |
|
|
262 | (4) |
|
Conclusion: Crisis, What Crisis? |
|
|
266 | (8) |
| Appendix A: An Example of Learning Outcomes for a History Degree |
|
274 | (3) |
|
1 Knowledge and Understanding |
|
|
274 | (1) |
|
|
|
275 | (1) |
|
|
|
275 | (1) |
|
4 Professional and Practical Skills |
|
|
275 | (2) |
| Appendix B: Examples of Aims and Objectives |
|
277 | (2) |
|
1 Aims of the Open University Course Total War and Social Change: Europe 1914--1955 |
|
|
277 | (1) |
|
2 Objectives for Unit 13, `Challenges to Central Government, 1660s to 1714', from the Open University Course Princes and Peoples: The British Isles and France c. 1630--1714 |
|
|
278 | (1) |
| Appendix C: Writing History |
|
279 | (8) |
|
1 Planning a History Essay |
|
|
279 | (3) |
|
2 Guidance on Writing an Essay |
|
|
282 | (1) |
|
3 A Brief Guide to Referencing for Historians |
|
|
283 | (4) |
|
|
|
|
|
| Appendix D: Glossary |
|
287 | (10) |
| Further Reading |
|
297 | (12) |
| Index |
|
309 | |
Shopping Cart
Need Help? eService@ecampus.com
Copyright© 1999-2008
