Do women have a history? Did women have a renaissance? These were provocative questions when they were raised in the heyday of women's studies in the 1970s. But how relevant does gender remain to premodern history in the twenty-first century? This book considers this question in eight new case studies that span the European continent from 1400 to 1800. An introductory essay examines the category of gender in historiography and specifically within premodern historiography, as well as the issue of source material for historians of the period. The eight individual essays seek to examine gender in relation to emerging fields and theoretical considerations, as well as how premodern history contributes to traditional concepts and theories within women's and gender studies, such as patriarchy.

The cultural milieu in the "Age of Goethe" of eighteenth-century Germany is given fresh context in this art historical study of the noted writers' patroness: Anna Amalia, Duchess of Weimar-Sachsen-Eisenach. An important noblewoman and patron of the arts, Anna Amalia transformed her court into one of the most intellectually and culturally brilliant in Europe; this book reveals the full scope of her impact on the history of art of this time and place. More than just biography or a patronage study, this book closely examines the art produced by German-speaking artists and the figure of Anna Amalia herself. Her portraits demonstrate the importance of social networks that enabled her to construct scholarly, intellectual identities not only for herself, but for the region she represented. By investigating ways in which the duchess navigated within male-dominated institutions as a means of advancing her own self-cultivation - or Bildung - this book demonstrates the role accorded to women in the public sphere, cultural politics, and historical memory. Cumulatively, Christina K. Lindeman traces how Anna Amalia, a woman from a small German principality, was represented as an active participant in enlightened discourses. The author presents a novel and original argument concerned with how a powerful woman used art to shape her identity, how that identity changed over time, and how people around her shaped it - an approach that elucidates the power of portraiture in eighteenth- and early nineteenth-century Europe.

Philosophy and Practice in Writing a History of Ancient Israel elucidates and examines assumptions about history writing that current historians of ancient Israel and Judah employ. It is undertaken in the context of the conflict between so-called "minimalists" and "maximalists" within the discipline today. Though the use of the Bible as evidence is the focal point of the opposition of these two approaches, Moore shows that a number of related philosophical and practical concerns are telescoped in this issue, including concepts of Empiricism, Objectivity, Representation and Language, Subject, Explanation, Truth, and Evidence Evaluation and Use. Organized around these topics, Philosophy and Practice aims to situate the study of ancient Israel and Judah in the broader intellectual context of academic history in general and to provide insight into the formative assumptions of the current debate. It also aims to show that the central issue of the reliability of the Bible as evidence is surrounded by related issues that are equally important for understanding the past of ancient Israel and Judah and writing about it. Moore shows that ideas about objectivity in particular have a direct bearing on the evidentiary debate, which, in turn, affects what subjects and modes of explanations historians see as available to them. Moore argues that current historians of ancient Israel are beginning to work with a notion of historical truth that attempts to take into account the many contingencies for the concept and writing of history that twentieth-century discussions about history have introduced.

This book, first published in 1988, examines the origins, purposes and functioning of the civic universities founded in the second half of the nineteenth century and discusses their significance within both local and wider communities. It argues that the civic universities - and those of the northern industrial cities in particular - were among the most notable expressions of the civic culture of Victorian Britain and both a source and a reflection of the professional and expert society which was growing to maturity in that time and place. This title will be of interest to students of history and education.

This book, first published in 1932, tells the progress of Manchester College, founded in Manchester in 1786, and since 1889 established at Oxford, as a postgraduate School of Theology and place of training for the ministry of religion. This title will be of interest to students of history and education.

Under the influence of mounting foreign competition in the late-Victorian and Edwardian periods, many Britons sought to bolster England's world position by reinforcing the unity of the Empire. For the most part their effort were channelled into an attempt to construct a formal political union or federation of Britain's overseas dominions. However, when the so-called Imperial Federation Movement failed to produce a viable constitutional solution the problem of unity a number of people began to search for an alternative, non-political approach. In this connection a campaign was mounted during the first two decades of the twentieth century that came to emphasise the informal, spiritual ties which supposedly bound the Empire together. This title, first published in 1987, brings to light the assumptions, aspirations and schemes of those predominantly middle-class figures who orchestrated the Imperial Studies Movement at the turn of the twentieth-century. This title will be of interest to students of history and education.

The first important scholarly consideration of Enlightenment historiography of the twentieth century, this book, originally published in 1926, critically examines the ideas of Voltaire, Hume, Robertston and Gibbon with respect to the theory and practice of historiography. The substantial introduction outlines the main differences between the ideals of these literary-philosophical schools and those which prevailed among historians in the early 20th century. The author argues that history can never be devoid of philosphical and literary interest, and that if it concerns itself merely with the stablishment of fact, will be a discipline of "contracting horizons".

In this work, originally published in 1989, the author establishes a tradition of radical historicism from Hegel to the Budapenst School. He charts both its continuous evolution from the early 19th century to the late 20thh, and its transformation in the context of European social, economic and cultural change. Through a reappraisal of historical interpretation from Hegel to Foucault, the book demonstrates the contemporary relevance of radical historicism. It includes detailed analyses of Marx, Dilthey, Simmel, Weber, Lukacks, Horkheimer, Adorno and Habermas.

Though Bartolomeo Scappi's Opera (1570), the first illustrated cookbook, is well known to historians of food, up to now there has been no study of its illustrations, unique in printed books through the early seventeenth century. In Food and Knowledge in Renaissance Italy, Krohn both treats the illustrations in Scappi's cookbook as visual evidence for a lost material reality; and through the illustrations, including several newly-discovered hand-colored examples, connects Scappi's Opera with other types of late Renaissance illustrated books. What emerges from both of these approaches is a new way of thinking about the place of cookbooks in the history of knowledge. Krohn argues that with the increasing professionalization of many skills and trades, Scappi was at the vanguard of a new way of looking not just at the kitchen-as workshop or laboratory-but at the ways in which artisanal knowledge was visualized and disseminated by a range of craftsmen, from engineers to architects. The recipes in Scappi's Opera belong on the one hand to a genre of cookery books, household manuals, and courtesy books that was well established by the middle of the sixteenth century, but the illustrations suggest connections to an entirely different and emergent world of knowledge. It is through study of the illustrations that these connections are discerned, explained, and interpreted. As one of the most important cookbooks for early modern Europe, the time is ripe for a focused study of Scappi's Opera in the various contexts in which Krohn frames it: book history, antiquarianism, and visual studies.

A re-newed interest in, and appreciation of, the problems of history, both as the theory of historical process and as historiography became one of the marked characteristics of twentieth century thought and this book discusses Benedetto Croce's historical writings in that context.

How can historians make sense of visions, hauntings and demonic possession? Do miraculous events have any place in a world governed by cause and effect? In Resisting history, Rhodri Hayward examines the cumulative attempts of theologians, historians and psychologists to create a consistent and rational narrative capable of containing the inexplicable. This lucid and provocative account argues that the psychological theories we routinely use to make sense of supernatural experience were born out of struggles between popular mystics and conservative authorities. Hayward's lively analysis of the Victorian disciplines of Christology, psychology and psychical research reveals how our modern concept of the subconscious was developed as a tool for policing religious inspiration. Written in a clear and accessible style, Resisting history provides a fresh and entertaining perspective for anyone interested in questioning the concepts that underlie historical writing and psychological thought today. -- .

Through a series of cross-disciplinary and interdisciplinary interventions, leading international scholars of history and art history explore ways in which the study of images enhances knowledge of the past and informs our understanding of the present. Spanning a diverse range of time periods and places, the contributions cumulatively showcase ways in which ongoing dialogue between history and art history raises important aesthetic, ethical and political questions for the disciplines. The volume fosters a methodological awareness that enriches exchanges across these distinct fields of knowledge. This innovative book will be of interest to scholars in art history, cultural studies, history, visual culture and historiography.

Studies on Ottoman Science and Culture brings together eleven articles by distinguished historian Ekmeleddin Ihsanoglu. The book addresses multiple issues related to the histories of science and culture during the Ottoman era. Most of the articles contained in this volume were the first contributions to their respective topics, and they continue to provoke discussion and debate amongst academics to this day. The first volume of the author's collected papers that appeared in the Variorum Collected Studies (2004) dispelled the negative opinions towards Ottoman science asserted by scholars of the previous generation. In this new volume, the author continues to explore and develop the paradigm of scientific activities and cultural interactions both within and beyond the Ottoman Empire. One of the topics examined is the attitude of Islamic scholars towards revolutionary notions in Western science, including Copernican heliocentrism and Darwin's theory of evolution. This book will appeal to scholars and students of Ottoman history, as well as those interested in the history of science and cultural history. (CS1098).

In Part 1 of this book, originally published in 1980, the focus is on certain claims of R. G. Collingwood regarding the nature of historical understanding, of Charles Beard about the possibility of an objective reconstruction of the past, and of J. W. N. Watkins concerning the reducibility of what historians say about social events and processes to what could have been said about relevant human individuals. Part 2 analyses the way certain historians have distinguished between causes and other explanatory conditions in disputing A. J. P. Taylor's account of the origins of the Second World War. Part 3 discusses the attempt of Oswald Spengler in Decline of the West to determine the meaning or significance of the historical process as a whole, in the criticism of which many themes of the earlier chapters recur.

This study, first published in 1993, traces the path of women toward intellectual emancipation from eighteenth-century precedents, through the hard-won access to college education in the nineteenth-century, to the triumphs of the early 1900s. The author compares women's experiences in both the US and England, and will be of interest to students of history, education and gender studies.

Why are we interested in history at all? Why do we feel the need to distinguish between past and present? In this book, the author argues that the past originates from an experience of rupture separating past and present. Think of the radical rupture with Europe's past that was effected by the French and the Industrial Revolutions. Sublime Historical Experience investigates how the notion of sublime historical experience complicates and challenges existing conceptions of language, truth, and knowledge. These experiences of rupture are paradoxical since they involve both the separation of past and present and, at the same time, the effort to overcome this separation in terms of historical knowledge. The experience unites feelings of loss/pain with those of love/satisfaction, and thus is in agreement with how sublime experience is ordinarily defined. The experience is also precognitive since it precedes (the possibility of) historical knowledge. As such it is a challenge to traditional conceptions of the relationship between experience and truth or language. It compels us to disconnect the notions of experience and truth.

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.

Over the past half-century, Eric Voegelin has produced a demanding body of writing on the philosophy of history and the history of political theory since antiquity. This is the first full-scale treatment of his inquiry into the reality of man's political existence. It includes close readings of the texts, with Voegelin's own comments on them interspersed, offering a thorough explication of the philosopher's quest.Incorporating an "Autobiographical Memoir" prepared in collaboration with Voegelin especially for the volume, Ellis Sandoz interweaves the events of this great thinker's life with the philosophical inquiry to which that life has been devoted. Among the uniquely engaging biographical subjects covered are Voegelin's reminiscences of his involvement with such seminal minds as Max Weber, and with Karl Kraus, Hans Kelsen, and other lights of Vienna's intellectual community of the 1920s and 1930s; a full discussion of his early responses to national socialism and his escape from the Anschluss in 1938; and a summary of his early years in America, with particular attention to the years at Louisiana State University with Cleanth Brooks, Robert Penn Warren, and Robert Heilman.Carefully analyzing Voegelin's contribution to our understanding of ourselves, Sandoz convincingly argues that Voegelin's achievement is revolutionary. He emphasizes the common sense running through Voegelin's thought, and reveals how Voegelin reached a new analysis of reality and provides us with a new science of human affairs. Sandoz does not reveal the "truth to end the quest for truth," but shows how such "stop history" answers are defective. Exploring the meaning of that "first truth" as it has been intellectually and spiritually unraveled by one of our century's leading thinkers, Voegelinian Revolution shows anyone interested in politics and human affairs how to follow Voegelin's path. This book will be of interest to historians, political theorists, students of philosophy and religion, and educated readers concerned about the plight of American/Western civilization and looking for a new view on our current "crisis."

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.

This book offers the first full-length study of the education of children living within the Gaeltacht, the Irish-speaking communities in Ireland, from 1900 to the present day. While Irish was once the most common language spoken in Ireland, by 1900 the areas in which native speakers of Irish were located contracted to such an extent that they became clearly identifiable from the majority English-speaking parts. In the mid-1920s, the new Irish Free State outlined the broad parameters of the boundaries of these areas under the title of 'the Gaeltacht'. This book is concerned with the schooling of children there. The Irish Free State, from its establishment in 1922, eulogized the people of the Gaeltacht, maintaining they were pious, heroic and holders of the characteristics of an invented ancient Irish race. Simultaneously, successive governments did very little to try to regenerate the Gaeltacht or to ensure Gaeltacht children would enjoy equality of education opportunity. Furthermore, children in the Gaeltacht had to follow the same primary school curriculum as was prescribed for the majority English speaking population. The central theme elaborated on throughout the book is that this schooling was one of a number of forces that served to maintain the people of the Gaeltacht in a marginalized position in Irish society.

First published in 1962, this book challenges the notion that the later Middle Ages failed to sustain the economic growth of earlier centuries, suggesting that historians have been preoccupied with absolute levels of output over more important questions of output per head. It also argues they have ignored the disastrous fall in living standards in the thirteenth century and the astonishing rise that occurred later. Using national taxation records and records of urban government, as well as research from fields ranging from parliamentary history to statistics of foreign trade, the author attempts to establish that the later Middle Ages has also been wrongly defamed in political affairs.

Since the late-19th century, Japan has made remarkable strides in industrialization. Beginning with the economic vision of Miura Baien in the 18th century, and employing a detailed comparison with the West, this book delves into the economic thought of the scholars who played a pivotal role in Japan's modernization process. The author takes Fukuzawa Yukichi's theory of 'civilization' as the standard measure of Japan's modernization and compares it with differing visions from various critics whose research focused on rural poverty and social problems, such as Maeda Masana, early socialists, Yanagita Kunio and Kawakami Hajime. Further, the book explores new liberalism (Ishibashi Tanzan, Fukuda Tokuzo) and Marxism (Yamada Moritaro, Uno Kozo) in the 1920s and 1930s. After discussing the dilemmas faced by economists during wartime (Takata Yasuma, Ryu Shintaro, Shibata Kei), the author concludes this intellectual history with the country's post-1945 democratic reforms and their early demise. This book is valuable reading for students and researchers of Japan's intellectual history. However, due to the book's comparative perspective, as well as the universality of the modernization experience, it will also appeal to students and researchers of the history of economic thought and modern intellectual history.

Schools and circles have been a major force in twentieth-century intellectual movements. They fostered circulation of ideas within and between disciplines, thus altering the shape of intellectual inquiry. This volume offers a new perspective on theoretical schools in the humanities, both as generators of conceptual knowledge and as cultural phenomena. The structuralist, semiotic, phenomenological, and hermeneutical schools and circles have had a deep impact on various disciplines ranging from literary studies to philosophy, historiography, and sociology. The volume focuses on a set of loosely interrelated groups, with a strong literary, linguistic, and semiotic component, but extends to the fields of philosophy and history-the interdisciplinary conjunctions arising from a sense of conceptual kinship. It includes chapters on unstudied or less studied groups, such as Tel Aviv School of poetics and semiotics or the research group Poetics and Hermeneutics. The volume presents a significant supplement to the standard historical accounts of literary, critical, and related theory in the twentieth century. It enhances and complicates our understanding of the twentieth-century intellectual and academic history by showing schools and circles in the state of germination, dialogue, controversy, or decline, in their respective historical and institutional settings, while reaching simultaneously beyond those dense settings to the new cultural and ideological situations of the twenty-first century.

This collection examines what happens when one country's experience of dealing with its traumatic past is held up as a model for others to follow. In regional and country studies covering Argentina, Canada, Japan, Lebanon, Rwanda, Russia, Turkey, the United States and former Yugoslavia, the authors look at the pitfalls, misunderstandings and perverse effects-but also the promise-of trying to replicate atonement. Going beyond the idea of a global or transnational memory, this book examines the significance of foreign models in atonement practices, and analyses the role of national governments, international organisations, museums, foundations, NGOs and public intellectuals in shaping the idea that good practices of atonement can be learned. The volume also demonstrates how one can productively learn from others by appreciating the complex and contested nature of atonement practices such as Germany's, and also by finding the necessary resources in the history of one's own country.