Historians of ideas, and students of nationalism in particular, have traced the origins of much of our current vocabulary and ways of thinking about the nation back to Johann Gottfried Herder. This volume provides a clear, readable, and reliable translation of Auch eine Philosophie der Geschichte zur Bildung der Menschheit , supplemented by some of Herder's other important writings on politics and history. The editors' insightful Introduction traces the role of Herder's thought in the evolution of nationalism and highlights its influence on fields such as history, anthropology, and politics. The volume is designed to give English-speaking readers more ready access to the thinker whom Isaiah Berlin called the father of the related notions of nationalism, historicism, and Volksgeist.

Robert Rosenstone was among the first 'postmodern' historians, and remains one of the most renowned. In this honest, revealing and often funny memoir, he shows us how he got there and why. Adventures of a Postmodern Historian chronicles Rosenstone's research journeys over half a century. Beginning in the 1960s, his offbeat trajectory took him on adventures through the police states of Franco Spain and the Soviet Union, to the Shinto shrines and Zen temples of Japan and ultimately to Hollywood. Alongside his own memoirs, Rosenstone reflects upon developments and changes within the realm of professional history, which in turn reflect the social, cultural, and intellectual shifts of the late 20th century. A pioneer of experimental and creative history, he suggests how the experience of the historian can inflect the written history, and provides a defence of innovation in historical writing that is both intellectually rigorous and entertaining. In doing so he offers a window into the state of history today - and points to exciting new ways of writing the past. This is a book about the craft of history, about both doing research and writing it. It should be required reading for all historians.

Der Unrechtsausgleich im mittelalterlichen Recht ist Folge einer Verletzung von Rechtsgutern der Person, insbesondere des Lebens, der koerperlichen Integritat, der Ehre und der Freiheit. Im Zentrum steht die Busse, die im Tater-Opfer-Verhaltnis in verschiedenen Formen unter unterschiedlichen Voraussetzungen angeordnet war. Die Untersuchung umfasst - vergleichend - funf Rechtsquellen des Spatmittelalters, darunter der Sachsenspiegel als bedeutendstes Rechtsbuch des Mittelalters. Der Autor geht auf die Arten des Unrechtsausgleichs sowie die mit ihm verbundenen Funktionen der Busszahlung ein, die vor allem im Ausgleich des durch die Verletzung eingetretenen Unrechts bestehen. Daneben beleuchtet er, ob der Unrechtsausgleich im Spatmittelalter durch das peinliche Strafrecht verdrangt worden war.

Der anhaltende Geschichtsboom stellt die Historiker*innen in Forschung und Praxis vor neue Herausforderungen. Die Kommunikation von Geschichte im oeffentlichen Raum ist inszeniert und zweckgebunden. An sie werden Vermittlungsanspruche gestellt und doch hat oeffentliche Geschichte als Teil von gegenwartigen Erlebniskulturen nicht langer die leitende gesellschaftliche Kraft, die ihr im ausgehenden 19. Jahrhundert noch zugesprochen wurde. Um die aktuellen medialen, materiellen und performativen Praktiken oeffentlicher Geschichte besser zu verstehen, wenden sich die Beitragenden in diesem Band der kritischen Reflexion theoretischer Konzeptionen oeffentlicher Geschichte wie der Erinnerungskultur, Geschichtskultur und des neuen Ansatzes der Public History zu. Sie stellen in einem zweiten Teil in Einzelanalysen ausgewahlte Medien der Geschichte vor und prasentieren in einem dritten Teil Reflexionen aus der Praxis.

What histories do objects like coins or gems help us to trace? How can we read photographs and paintings? How do fictional tales, imaginative biographies, basic lexicons, or accounts of Sufi masters code intellectual worlds and reveal cultural and religious shifts? What range of sources is available to the historian of medieval and early modern India? How can textual sources illuminate material objects, sites, and practices, and vice versa? What historical methods do the different sources and material objects require? Drawing on the rich scholarship of Simon E. Digby (1932-2010) on South Asian medieval history and culture, the essays in this volume offer method lessons in a wide range of historical fields.

Teaching History at University examines how high-quality history teaching and learning can be achieved in today's universities worldwide. Alan Booth draws on a wide range of international research as well as the reflections and experiences of university historians, linking theory and practice. He provides a wealth of practical ideas and strategies for the classroom. This is an essential resource for university teachers and all those who are responsible for ensuring the quality of teaching and learning policies and practices within their institutions.

Eighteenth-century England was a place of enlightenment and revolution: new ideas abounded in science, politics, transportation, commerce, religion, and the arts. But even as England propelled itself into the future, it was preoccupied with notions of its past. Jeremy Black considers the interaction of history with knowledge and culture in eighteenth-century England and shows how this engagement with the past influenced English historical writing. The past was used as a tool to illustrate the contemporary religious, social, and political debates that shaped the revolutionary advances of the era. Black reveals this "present-centered" historical writing to be so valued and influential in the eighteenth-century that its importance is greatly underappreciated in current considerations of the period. In his customarily vivid and sweeping approach, Black takes readers from print shop to church pew, courtroom to painter's studio to show how historical writing influenced the era, which in turn gave birth to the modern world.

This work explores how to set about historical research in education. It locates this field in relation to changes in educational research, historical research, and a range of social sciences. It offers a theoretical guide to the rationales and problems of the field as well as to current opportunities for research. It also gives practical advice for getting started and for suitable research methods in different kinds of projects, and in doing so draws critically on international literature. It includes detailed case studies on the following topics in historical research: Curriculum and Classrooms, Foucauldian Interpretations, the 'Alternative Road', Literacy in the Nineteenth Century, and the University History Curriculum.

The Making of Psychohistory is the first volume dedicated to the history of psychohistory, an amalgam of psychology, history, and related social sciences. Dr. Paul Elovitz, a participant since the early days of the organized field, recounts the origins and development of this interdisciplinary area of study, as well as the contributions of influential individuals working within the intersection of historical and psychological thinking and methodologies. This is an essential, thorough reflection on the rich and varied scholarship within psychohistory's subfields of applied psychoanalysis, political psychology, and psychobiography.

"Professor Hughes offers an earnest warning: 'Unless there is some emotional tie, some elective affinity linking the student to his subject of study, the results will be pedantic and perfunctory.' In other words, it is only a step from the sublime to the meticulous. Those eager to guard against that sad descent will find "History as Art and as Science" a guide, a tonic, and an inspiration. Its short, electrifying essays are so magnificently sane and persuasive they should be required reading for every student who contemplates a major in history."--Geoffrey Bruun, "Saturday Review"

Roundly praised for its pragmatic and accessible approach, the first edition of Using Digital Humanities in the Classroom became a go-to guide for experienced digital humanists and novices alike. Retaining the original's clear, pedagogically grounded approach, this second edition continues its good work in helping a fresh wave of scholars to use digital tools and resources in the humanities classroom. In response to the rapidly changing nature of the field, this book - updated throughout and with a significant amount of new material - provides readers with an up-to-date set of recommendations and further critical commentary on current debates in DH pedagogy. As well as updating topics such as finding, evaluating and using digital resources; syllabus design; technological troubleshooting; and using digital tools for collaborative projects and groupwork, new features of the second edition include: - A brand-new Preface - New chapters on 'Crafting Your DH Pedagogical Philosophy' and 'DH Beyond the Classroom' - New sections on tricky course setups; teaching students with learning differences; and vlogging and digital storytelling - A new 'advanced activities' section, for the more experienced instructor Bringing you up-to-date with current digital teaching methods, resources and activities, this is essential reading for anyone looking to incorporate digital tools and resources into their daily teaching.

In the first two volumes of this work, Paul Ricoeur examined the relations between time and narrative in historical writing, fiction, and theories of literature. This final volume, a comprehensive reexamination and synthesis of the ideas developed in volumes 1 and 2, stands as Ricoeur's most complete and satisfying presentation of his own philosophy.
Ricoeur's aim here is to explicate as fully as possible the hypothesis that has governed his inquiry, namely, that the effort of thinking at work in every narrative configuration is completed in a refiguration of temporal experience. To this end, he sets himself the central task of determing how far a poetics of narrative can be said to resolve the "aporias"--the doubtful or problematic elements--of time. Chief among these aporias are the conflicts between the phenomenological sense of time (that experienced or lived by the individual) and the cosmological sense (that described by history and physics) on the one hand and the oneness or unitary nature of time on the other. In conclusion, Ricoeur reflects upon the inscrutability of time itself and attempts to discern the limits of his own examination of narrative discourse.
"As in his previous works, Ricoeur labors as an imcomparable mediator of often estranged philosophical approaches, always in a manner that compromises neither rigor nor creativity."--Mark Kline Taylor, "Christian Century "
"In the midst of two opposing contemporary options--either to flee into ever more precious readings . . . or to retreat into ever more safe readings . . . --Ricoeur's work offers an alternative option that is critical, wide-ranging, and conducive to new applications."--Mary Gerhart, "Journal of Religion"

The importance of history has been powerfully reaffirmed in recent years by the appearance of major new authors, pathbreaking works, and fresh interpretations of historical events, trends, and methods. Responding to these developments, Roger Chartier engages several of the most influential writers of cultural history whose works have spread far beyond academic audiences to become part of contemporary cultural argument. Challenging the assertion that history is no more than a "fiction-making operation" Chartier examines the relationships between history and fiction and proposes new foundations for establishing history as a specific kind of knowledge.

Michel de Certeau's description of Michel Foucault's writings as "on the edge of the cliff," provides Chartier with an image he finds appropriate not only for Foucault but for many other recent historians--including de Certeau. Exploring the relationships between discursive practices and nondiscursive practices, Chartier examines the "heterology" of de Certeau pursues the "chimera of origin" and the causes of the French Revolution in Foucault's work; and raises four pertinent questions for the metahistory of Hayden White. He follows the work of Louis Marin into the distinctions between interpreting a painting and interpreting a text. And a trio of essays treats the historical sociology of Norbert Elias and his work on power and civility. Throughout, Chartier keeps his focus on historians who have stressed the relations between the products of discourse and social practices.

David Carr outlines a distinctively phenomenological approach to history. Rather than asking what history is or how we know history, a phenomenology of history inquires into history as a phenomenon and into the experience of the historical. How does history present itself to us, how does it enter our lives, and what are the forms of experience in which it does so? History is usually associated with social existence and its past, and so Carr probes the experience of the social world and of its temporality. Experience in this context connotes not just observation but also involvement and interaction: We experience history not just in the social world around us but also in our own engagement with it. For several decades, philosophers' reflections on history have been dominated by two themes: representation and memory. Each is conceived as a relation to the past: representation can be of the past, and memory is by its nature of the past. On both of these accounts, history is separated by a gap from what it seeks to find or wants to know, and its activity is seen by philosophers as that of bridging this gap. This constitutes the problem to which the philosophy of history addresses itself: how does history bridge the gap which separates it from its object, the past? It is against this background that a phenomenological approach, based on the concept of experience, can be proposed as a means of solving this problem-or at least addressing it in a way that takes us beyond the notion of a gap between present and past.

Why did Machiavelli write the Prince - and why did religious and political authorities find it so threatening? Five hundred years on, this book tries to answer these questions. In the first detailed, chapter-by-chapter reading of the Prince in any language, Erica Benner shows that the book is a masterpiece of ironic writing. Machiavelli's style is deliberately ambiguous: he often seems to say one thing, but gives readers clues that point toward a very different message. Beyond its 'Machiavellian' surface, the Prince has a surprisingly moral purpose. It teaches readers how to recognize hidden dangers in political conduct that merely appears great or praiseworthy - and to mistrust promises of easy solutions to political problems. This highly engaging new interpretation helps readers to see beyond the Prince's deceptive first appearances. Benner sets out Machiavelli's main ironic techniques at the outset, especially his coded use of words to signal praise or blame. Once readers become familiar with these codes, they will find it easier to grasp the Prince's surreptitiously pro-republican message - and its powerful critique of charismatic one-man rule and imperial politics.

Historians go to great lengths to avoid confronting discontinuity, searching for explanations as to why such events as the fall of the Berlin Wall, George W. Bush's invasion of Iraq, and the introduction of the euro logically develop from what came before. Moved by the Past radically breaks with this tradition of predating the past, incites us to fully acknowledge the discontinuous nature of discontinuities, and proposes to use the fact that history is propelled by unforeseeable leaps and bounds as a starting point for a truly evolutionary conception of history. Integrating research from a variety of disciplines, Eelco Runia identifies two modes of being moved by the past: regressive and revolutionary. In the regressive mode, the past may either overwhelm us -- as in nostalgia -- or provoke us to act out what we believe to be solidly dead. When we are moved by the past in a revolutionary sense, we may be said to embody history: we burn our bridges behind us and create accomplished facts we have no choice but to live up to.It is the final thesis of Moved by the Past: humans energize their own evolution by habitually creating situations (catastrophes or sublime historical events) that put a premium on mutations. Moved by the Past therefore offers an account of how every now and then we chase ourselves away from what we were and force ourselves to become what we are. Proposing a simple yet radical change in perspective, Runia profoundly reorients how we think and theorize about history.

Since ancient times, the pundits have lamented young people's lack of historical knowledge and warned that ignorance of the past surely condemns humanity to repeating its mistakes. In the contemporary United States, this dire outlook drives a contentious debate about what key events, nations, and people are essential for history students. Sam Wineburg says that we are asking the wrong questions. This book demolishes the conventional notion that there is one true history and one best way to teach it. Although most of us think of history -- and learn it -- as a conglomeration of facts, dates, and key figures, for professional historians it is a way of knowing, a method for developing and understanding about the relationships of peoples and events in the past. A cognitive psychologist, Wineburg has been engaged in studying what is intrinsic to historical thinking, how it might be taught, and why most students still adhere to the \u0022one damned thing after another\u0022 concept of history. Whether he is comparing how students and historians interpret documentary evidence or analyzing children's drawings, Wineburg's essays offer \u0022rough maps of how ordinary people think about the past and use it to understand the present.\u0022 Arguing that we all absorb lessons about history in many settings -- in kitchen table conversations, at the movies, or on the world-wide web, for instance -- these essays acknowledge the role of collective memory in filtering what we learn in school and shaping our historical thinking.

In World-Systems Analysis, Immanuel Wallerstein provides a concise and accessible introduction to the comprehensive approach that he pioneered thirty years ago to understanding the history and development of the modern world. Since Wallerstein first developed world-systems analysis, it has become a widely utilized methodology within the historical social sciences and a common point of reference in discussions of globalization. Now, for the first time in one volume, Wallerstein offers a succinct summary of world-systems analysis and a clear outline of the modern world-system, describing the structures of knowledge upon which it is based, its mechanisms, and its future.Wallerstein explains the defining characteristics of world-systems analysis: its emphasis on world-systems rather than nation-states, on the need to consider historical processes as they unfold over long periods of time, and on combining within a single analytical framework bodies of knowledge usually viewed as distinct from one another-such as history, political science, economics, and sociology. He describes the world-system as a social reality comprised of interconnected nations, firms, households, classes, and identity groups of all kinds. He identifies and highlights the significance of the key moments in the evolution of the modern world-system: the development of a capitalist world-economy in the sixteenth-century, the beginning of two centuries of liberal centrism in the French Revolution of 1789, and the undermining of that centrism in the global revolts of 1968. Intended for general readers, students, and experienced practitioners alike, this book presents a complete overview of world-systems analysis by its original architect.

No matter how practised we are at history, it always humbles us. No matter how often we visit the past, it always surprises us. The art of time travel is to maintain critical poise and grace in this dizzy space.' In this landmark book, eminent historian and award-winning author Tom Griffiths explores the craft of discipline and imagination that is history. Through portraits of fourteen historians, including Inga Clendinnen, Judith Wright, Geoffrey Blainey and Henry Reynolds, Griffiths traces how a body of work is formed out of a lifelong dialogue between past evidence and present experience. With meticulous research and glowing prose, he shows how our understanding of the past has evolved, and what this changing history reveals about us. Passionate and elegant, The Art of Time Travel conjures fresh insights into the history of Australia and renews our sense of the historian's craft.

Canadian soldiers, sailors and pilots have fought consistently above their weight class in the forefront of the world's major conflicts. And it was a Canadian, Lester B Pearson, whose idea of a peacekeeping force defined Canada's world role in a new way, drawing respect and recognition from countries around the world.Canada has a distinct and proud past when it comes to heroic struggles endured by our soldiers. From the War of 1812 to Vimy Ridge, the Dutch Liberation and even peacemaking efforts in Bosnia and Afghanistan, battles have been fought -- and won -- by the brave men and women who believed in freedom for all. Learn about Canadian participation in conflicts spanning continents and decades.

The decades between 1970 and the end of the twentieth century saw the disciplines of history and anthropology draw closer together, with historians paying more attention to social and cultural factors and the significance of everyday experience in the study of the past. The people, rather than elite actors, became the focus of their inquiry, and anthropological insights into agriculture, kinship, ritual, and folk customs enabled historians to develop richer and more representative narratives. The intersection of these two disciplines also helped scholars reframe the legacies of empire and the roots of colonial knowledge.

In this collection of essays and lectures, history's turn from high politics and formal intellectual history toward ordinary lives and cultural rhythms is vividly reflected in a scholar's intellectual journey to India. Nicholas B. Dirks recounts his early study of kingship in India, the rise of the caste system, the emergence of English imperial interest in controlling markets and India's political regimes, and the development of a crisis in sovereignty that led to an extraordinary nationalist struggle. He shares his personal encounters with archives that provided the sources and boundaries for research on these subjects, ultimately revealing the limits of colonial knowledge and single disciplinary perspectives. Drawing parallels to the way American universities balance the liberal arts and specialized research today, Dirks, who has occupied senior administrative positions and now leads the University of California at Berkeley, encourages scholars to continue to apply multiple approaches to their research and build a more global and ethical archive.

Based on declassified materials from eight Ukrainian and Russian archives, "Stalin's Empire of Memory," offers a complex and vivid analysis of the politics of memory under Stalinism. Using the Ukrainian republic as a case study, Serhy Yekelchyk elucidates the intricate interaction between the Kremlin, non-Russian intellectuals, and their audiences.

Yekelchyk posits that contemporary representations of the past reflected the USSR's evolution into an empire with a complex hierarchy among its nations. In reality, he argues, the authorities never quite managed to control popular historical imagination or fully reconcile Russia's 'glorious past' with national mythologies of the non-Russian nationalities.

Combining archival research with an innovative methodology that links scholarly and political texts with the literary works and artistic images, "Stalin's Empire of Memory" presents a lucid, readable text that will become a must-have for students, academics, and anyone interested in Russian history.

In these pathbreaking essays, Roy Rosenzweig charts the impact of new media on teaching, researching, preserving, presenting, and understanding history. Negotiating between the "cyberenthusiasts" who champion technological breakthroughs and the "digital skeptics" who fear the end of traditional humanistic scholarship, Rosenzweig re-envisions the practices and professional rites of academic historians while analyzing and advocating for the achievements of amateur historians.

While he addresses the perils of "doing history" online, Rosenzweig eloquently identifies the promises of digital work, detailing innovative strategies for powerful searches in primary and secondary sources, the increased opportunities for dialogue and debate, and, most of all, the unprecedented access afforded by the Internet. Rosenzweig draws attention to the opening up of the historical record to new voices, the availability of documents and narratives to new audiences, and the attractions of digital technologies for new and diverse practitioners. Though he celebrates digital history's democratizing influences, Rosenzweig also argues that the future of the past in this digital age can only be ensured through the active resistance to efforts by corporations to control access and profit from the Web.

In Hiding from History, Meili Steele challenges an assumption at the heart of current debates in political, literary, historical, and cultural theory: that it is impossible to reason through history. Steele believes that two influential schools of contemporary thought "hide from history": liberal philosophies of public reason as espoused by such figures as Jurgen Habermas, Martha Nussbaum, and John Rawls and structuralism/poststructuralism as practiced by Judith Butler, Hayden White, and Michel Foucault. For Steele, public reasoning cannot be easily divorced from either the historical imagination in general or the specific legacies that shape, and often haunt, political communities.Steele introduces the concept of public imagination concepts, images, stories, symbols, and practices of a culture to show how the imaginative social space that citizens inhabit can be a place for political discourse and debate. Steele engages with a wide range of thinkers and their works, as well as historical events: debates over the display of the Confederate flag in public places; Ralph Ellison's exchange with Hannah Arendt over school desegregation in Little Rock; the controversy surrounding Daniel Goldhagen's book, Hitler's Willing Executioners; and arguments about the concept of a "clash of civilizations" as expressed by Samuel Huntington, Ashis Nandy, Edward Said, and Amartya Sen. Championing history and literature's capacity to articulate the politics of public imagination, Hiding from History boldly outlines new territory for literary and political theory."

Edited by Niall Ferguson, Virtual History applies 'counterfactual' arguments to decisive moments in modern history. What if Britain had stayed out of the First World War? What if Germany had invaded Britain in 1940? What if Nazi Germany had defeated the Soviet Union? How would England look if there had been no Cromwell? What if there had been no American Revolution? And what if John F. Kennedy had lived? In this acclaimed book, leading historians from Andrew Roberts to Michael Burleigh challenge the complacency of traditional accounts, exploring what might have been if nine of the most decisive moments in modern history had never happened. 'Quite brilliant, inspiring for the layman and an enviable tour de force for the informed reader ... A wonderful book ... lucid, exciting and easy to read' - Literary Review 'Ferguson constructs an entire scenario starting with Charles I's defeat of the Covenanters, running through three revolutions that did not happen and climaxing with the collapse of the West, ruled by an Anglo-American empire, in the face of a mighty transcontinental, tsarist Russian imperium ... A welcome, optimistic assault on an intellectual heresy' - Sunday Times 'A talented and imaginative team who tackle with counterfactual verve a series of turning points' - Daily Telegraph