Through questions such as 'What is power?', 'How are revolutions generated?', 'Does public opinion really exist?', 'What does terrorism mean?' and 'When are generations created?', Words in Time scrutinizes the fundamental concepts by which we confer meaning to the historical and social world and what they actually signify, analysing their formation and use in modern thought within both history and the social sciences. In this volume, Francesco Benigno examines the origins and development of the words we use, critiquing the ways in which they have traditionally been employed in historical thinking and examining their potential usefulness today. Rather than being a general inventory or a specialized dictionary, this book analyses a selection of words particularly relevant not only in the idiom and jargon of the social sciences and history, but also in the discourse of ordinary people. Exploring new trends in the historical field of reflection and representing a call for a new, more conscious, historical approach to the social world, this is valuable reading for all students of historical theory and method.

How different are we from those in the past? Or, how different do we think we are from those in the past? Medieval people were more dirty and unhygienic than us - as novels, TV, and film would have us believe - but how much truth is there in this notion? This book seeks to challenge some of these preconceptions by examining medieval society through rules of conduct, and specifically through the lens of a medieval Latin text entitled The Book of the Civilised Man - or Urbanus magnus - which is attributed to Daniel of Beccles. Urbanus magnus is a twelfth-century poem of almost 3,000 lines which comprehensively surveys the day-to-day life of medieval society, including issues such as moral behaviour, friendship, marriage, hospitality, table manners, and diet. Currently, it is a neglected source for the social and cultural history of daily life in medieval England, but by incorporating modern ideas of disgust and taboo, and merging anthropology, sociology, and archaeology with history, this book aims to bring it to the fore, and to show that medieval people did have standards of behaviour. Although they may seem remote to modern 'civilised' people, there is both continuity and change in human behaviour throughout the centuries.

Essential Skills for Historians helps undergraduate students make the transition from general university study to a more in-depth study of history, and to gain the skills and techniques they need to conduct an independent research project or embark on a career as a professional historian. The book begins with an examination of the historical discipline and its relevance to contemporary culture. It then guides readers through the steps of developing a research project, using two sample projects that illustrate the connections between core proficiencies such as critical thinking and effective time management, and professional proficiencies such as source criticism and historical interpretation. By following these source projects as they develop, the book also highlights the importance of sound historical practice and a critical understanding of the past in contemporary society. Finally, the book discusses the outcomes of historical research and reveals the wide array of possibilities for careers built upon the skills gained from studying history. Covering key topics such as research strategies, reading sources, effective writing and professional ethics - and with useful features such as glossaries, guidelines for student projects, hands-on exercises, further reading and a companion website containing extra resources - Essential Skills for Historians equips aspiring historians with everything they need to succeed whilst also demonstrating the value of history in the wider world.

Why are most famous historians men? How have women changed the writing of history over the last decades? What lives and stories have been hidden from history? Until recently history was predominantly the domain of men. That men were the authors of our past meant that in many cases only half of the story was told. In the second half of the twentieth century, however, the picture changed. Women, and indeed some men as well, started to address gender history. Women had been investigated historically before, but never with such intensity, nor such breadth. The impetus for this writing was both political and academic as feminists were determined to explore lives which until then had been disregarded. Gender and the Historian charts the entry and development of this new history, showing how such considerations furthered postmodernism and ultimately reinvigorated the very core of History..

Colonial encounters between indigenous peoples and European state powers are overarching themes in the historical archaeology of the modern era, and postcolonial historical archaeology has repeatedly emphasized the complex two-way nature of colonial encounters. This volume examines common trajectories in indigenous colonial histories, and explores new ways to understand cultural contact, hybridization and power relations between indigenous peoples and colonial powers from the indigenous point of view. By bringing together a wide geographical range and combining multiple sources such as oral histories, historical records, and contemporary discourses with archaeological data, the volume finds new multivocal interpretations of colonial histories.

There is a tremendous concern and interest in the number of chemical dependents with co-existing compulsive behaviors. However, no one has developed a theory that can explain the high prevalence of compulsive behaviors in chemical dependents, and more importantly, describe the treatment and recovery implications. The literature and professionals are divided with the counselors/clinicians on one side and the researchers on the other. The authors try to bridge this obvious gap by writing a book that can bring recent genetic/biochemical research to the counselor/clinician in a way that will help them diagnose and treat their patients. This book is the result of the authors' long interest in and study of chemical dependency and compulsive behaviors. It begins with the observation that chemical dependents experience a much higher prevalence of compulsive behaviors than the general population. Although many have written about the two subjects--generally the relationship of a single compulsive behavior to chemical dependency--none have developed a theory with supporting research that ties the type of chemical dependency to specific compulsive behaviors. The authors describe recent research that connects chemical dependency and compulsive behaviors to the underlying genetic/biochemical mechanisms, and provide detailed examinations of the clinical implications of the model as well as case histories.

The Biographical Turn showcases the latest research through which the field of biography is being explored. Fifteen leading scholars in the field present the biographical perspective as a scholarly research methodology, investigating the consequences of this bottom-up approach and illuminating its value for different disciplines. While biography has been on the rise in academia since the 1980s, this volume highlights the theoretical implications of the biographical turn that is changing the humanities. Chapters cover subjects such as gender, religion, race, new media and microhistory, presenting biography as as a research methodology suited not only for historians but also for explorations in areas including literature studies, sociology, economics and politics. By emphasizing agency, the use of primary sources and the critical analysis of context and historiography, this book demonstrates how biography can function as a scholarly methodology for a wide range of topics and fields of research. International in scope, The Biographical Turn emphasizes that the individual can have a lasting impact on the past and that lives that are now forgotten can be as important for the historical narrative as the biographies of kings and presidents. It is a valuable resource for all students of biography, history and historical theory.

This volume gathers Professor Burke's most important essays on the theory and the practice of history. In the first part, the main theme is the way in which concepts borrowed from social and cultural theory may encourage historians to ask new questions about the past or help them to answer old ones. The second part of the author's work is to illustrate some major new trends in historical practice: the use of images as evidence, for instance, the interest in different attitudes to time, and the increasing awareness of the relation, close or distant, between historians and the past that they study.

Following Clifford Geertz and other cultural anthropologists, the New Historicist critics have evolved a method for describing culture in action. Their "thick descriptions" seize upon an event or anecdote--colonist John Rolfe's conversation with Pocohontas's father, a note found among Nietzsche's papers to the effect that "I have lost my umbrella"--and re-read it to reveal through the analysis of tiny particulars the motive forces controlling a whole society. Contributors: Stephen J. Greenblatt, Louis A. Montrose, Catherine Gallagher, Elizabeth Fox-Genovese, Gerald Graff, Jean Franco, Gayatri Chakravorty Spivak, Frank Lentricchia, Vincent Pecora, Jane Marcus, Jon Klancher, Jonathan Arac, Hayden White, Stanley Fish, Judith Newton, Joel Fineman, John Schaffer, Richard Terdiman, Donald Pease, Brooks Thomas.

In Rereading German History, first published in 1997, Richard J. Evans draws together his seminal review essays on the political, economic, cultural and social history of Germany through war and reunification. This book provides a study of how and why historians - mainly German, American, British and French - have provided a series of differing and often conflicting readings of the German past. It also presents a reconsideration of German history in the light of the recent decline of the German Democratic Republic, collapse of the Berlin Wall and the reunification of Germany. Rereading German History re-examines major controversies in modern German history, such as the debate over Germany's 'special path' to modernity in the nineteenth and twentieth centuries, and the discussions in the 1980s on the uniqueness or otherwise of Auschwitz. Evans also analyses the arguments over the nature of German national identity. The book offers trenchant and important analytical insights into the history of Germany in the last two centuries, and is ideal reading material for students of modern history and German studies.

This radical analysis of the role and importance of historiography interprets the philosophy and theory of history on the basis of historicity as a human condition. The book examins the norms and methods of historiography from a philosophical point of view, but rejects generalisations tht the philosophy of history can provide all the answers to contemporary problems. Instead it outlines a feasible theory of history which is still radical enough to apply to all social structures.

The recent wave of interest in oral history and return to the active subject as a topic in historical practice raises a number of questions about the status and function of scholarly history in our societies. This articles in this volume, originally pubished in 1990, and which originally appeared in History and Anthropology, Volume 2, Part 2, discuss what contributions, meanings and consequences emerge from scholarly history turning to living memory, and what the relationships are between history and memory.

Originally published in 1967, this book is aimed at the student teacher and discusses the philosophy of history and the effective learning of it. It discusses the UK secondary school history syllabus, with a particular emphasis on whether contemporary history is of more relevance to pupils than traditional history. There is a specific chapter on the problems of value-judgements in history and history teaching. From a psychological point of view, the book examines the problems of concept formation, the uses and dangers of analogy and the question of imagination and inference in child and adolescent thinking.

In this book, originally published in 1967, the author gives his views of history, from reflection on living history as distinct from books about past history. He sees histories as the related histories of individuals and gives an account of the meanings in those individuals' lives and defends the beliefs dominatnly held in relation to them. He challenges professional historians to concern themselves with the fundamentals of history, and philosophers to return to the cnsideration of problems persistent in the previous history of philosophy, occidental and oriental.

Taking the evidence of maps and documents, this book, originally published in 1957, describes 6 journeys inthe field: to parish boundaries, Elizabethan villages, the planted medieval towns and to parks of all periods.

Originally published in 1972, this book is a systematic analysis of the objectives and methods of history teaching. The book considers the criticisms of the 1960s and 70s of history as a subject and the pressures for its replacement in the school curriculum. It examines the complex psychological background of learning history and suggests that historical understanding makes an important contribution to cognitive growth. It also stresses the important part played by historical material in the emotional and imaginative life of the child. Concluding with a discussion of practical classroom methods, the author proposes objectives and characteristic concepts of the subject which may be embodied in all levels of teaching.

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.

In this volume, originally published in 1961, the author presents an exposition of the meanings given to history. Part 1 describes the conceptions of history impied in wide-spread religions and cultures, Confucian and Taoist, Hindu and Buddhist, Zoroastrian and Muslim, Greek and Roman, Jewish and Christian. Part 2 surveys the theories of independent thinkers and schools in the Occident from the Middle Ages to the mid-twentieth century.

The various contributions in this book, originally published in 1971, discuss many aspects of the complex subject of history and class consciousness, and the themes that are dealt with are all inter-related. The papers range from history and sociology, through political theory and philosophy, to art criticism and literary criticism. Georg Lukacs' classic work History and Class Consciousness, is discussed in several of the essays, and the volume is prefaced by a letter from Georg Lukacs to Istvan Meszaros.

This book examines text books used in English and American schools and determines the way in which national bias has been instilled into school children by the use of history books. This study reveals that the deliberate distortion common a generation ago has disappeared, but has been displaced by a more subtle form of bias that is more dangerous because it is less easily recognised. It deals in particular with the treatment of the American War of Indepdendence, the War of 1812 and World War I. The report contains positive suggestions to authors and publishers designed to eliminate all bias and to help them achieve historical objectivity.

What is re-enactment and how does it relate to heritage? Re-enactments are a ubiquitous part of popular and memory culture and are of growing importance to heritage studies. As concept and practice, re-enactments encompass a wide range of forms: from the annual 'Viking Moot' festival in Denmark drawing thousands of participants and spectators, to the (re)staged war photography of An-My Le, to the Titanic Memorial Cruise commemorating the centennial of the ill-fated voyage, to the symbolic retracing of the Berlin Wall across the city on 9 November 2014 to mark the 25th anniversary of its toppling. Re-enactments involve the sensuousness of bodily experience and engagement, the exhilarating yet precarious combination of imagination with 'historical fact', in-the-moment negotiations between and within temporalities, and the compelling drive to re-make, or re-presence, the past. As such, re-enactments present a number of challenges to traditional understandings of heritage, including taken-for-granted assumptions regarding fixity, conservation, originality, ownership and authenticity. Using a variety of international, cross-disciplinary case studies, this volume explores re-enactment as practice, problem, and/or potential, in order to widen the scope of heritage thinking and analysis toward impermanence, performance, flux, innovation and creativity. This book was originally published as a special issue of the International Journal of Heritage Studies.

Use and Abuse of History has become a key text of current historiography; this is a book that poses fundamental and disturbing questions about the use and abuse of history. Engaging and challenging, this book confronts the reader with the many 'histories' that exist and have existed around the world, from the Zulu kingdoms to Communist China. This title has now been extensively revised by Marc Ferro, a well respected historian, and presents the different narratives that constitute the histories of countries as diverse as India, Iran, Trinidad and the United States makes for fascinating reading in their own right. What makes this book so valuable, though, is what these narratives tell us about the societies which create them - how much is history distorted in order to condition the minds of those who are taught it? Use and Abuse of History appeals to anyone with a general interested in history.

Although much has been written of the nature of history and its disciplinary problems, less attention has been paid to the history of thought. M.C. Lemon's rigorously philosophical work first re-asserts the discipline of history in general as narrative based, before pursuing the methodological implications for the history of thought.
This original work of scholarship will raise the level of argument in philosophy of history and provoke debate among historians, philosophers, and political theorists.

History helps us understand change, provides clues to our own identity, and hones our moral sense. But history is not a stand-alone discipline. Indeed, its own history is incomplete without recognition of its debt to its companions in the humane and social sciences. In Clio among the Muses, noted historiographer Peter Charles Hoffer relates the story of this remarkable collaboration. Hoffer traces history's complicated partnership with its coordinate disciplines of religion, philosophy, the social sciences, literature, biography, policy studies, and law. As in ancient days, when Clio was preeminent among the other eight muses, so today, the author argues that history can and should claim pride of place in the study of past human action and thought. Intimate and irreverent at times, Clio among the Muses synthesizes a remarkable array of information. Clear and concise in its review of the companionship between history and its coordinate disciplines, fair-minded in its assessment of the contributions of history to other disciplines and these disciplines' contributions to history, Clio among the Muses will capture the attention of everyone who cares about the study of history. For as the author demonstrates, the study of history is something unique, ennobling, and necessary. One can live without religion, philosophy and the rest. One cannot exist without history. Rigorously documented throughout, the book offers a unique perspective on the craft of history. Peter Charles Hoffer has taught history at Harvard, Ohio State, Notre Dame, Brooklyn College, and the University of Georgia since 1968, and specializes in historical methods, early American history, and legal history. He has authored or co-authored over three dozen books, and edited another twenty. Previous titles include The Historian's Paradox: The Study of History in Our Time (NYU Press, 2008).

Modern Historiography is the essential introduction to the history of historical writing. It explains the broad philosophical background to the different historians and historical schools of the modern era, from James Boswell and Thomas Carlyle through to Lucien Febure and Eric Hobsbawm and surveys: the Enlightenment and Counter Enlightenment Romanticism the voice of Science and the process of secularization within Western intellectual thought the influence of, and broadening contact with, the New World the Annales school in France Postmodernism. Modern Historiography provides a clear and concise account of this modern period of historical writing.