Rethinking History
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This document discusses rethinking history from an anti-history perspective. It argues that history cannot capture the true past, but rather represents it. History legitimizes certain accounts of the past as reality. Critically, history operates as a discourse that produces knowledge and power. An anti-history view recognizes that the past informs our stories and narratives, but we should not treat historical accounts as absolute truths or new forms of oppression. We still have our tales to relay struggles and change without relying on potentially biased historical representations.
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This document discusses historiography and the writing of history. It notes that historical discourse produces interpretations based on the information and knowledge available to historians. Historical events can be interpreted differently depending on how they are written about and labeled. The writing of history is bound by the culture it emerges from. Historians aim to recover elements of past theatrical performances like the playing space, audience, performers, and coordination of elements, but what can actually be recovered is limited by surviving texts and evidence.
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The document discusses the key ideas and figures of the Enlightenment period in Europe. It began in the 1600s as educated Europeans started using reason and logic rather than tradition to understand the world. Thinkers known as philosophes gathered in informal salons to discuss new ideas. Major Enlightenment thinkers included Thomas Hobbes, John Locke, Baron de Montesquieu, Francois-Marie Arouet (Voltaire), and influential women like Olympe de Gouges and Abigail Adams who advocated for women's rights. These philosophers questioned authority and traditions in fields like religion, government, and society and advocated for rational and scientific thought.
( Prof. Telan )
The document discusses historiography during the Renaissance/Modern Age. Key figures developed new historical methodologies focused on critical analysis of sources and a rational, investigative approach to writing history. Lorenzo Valla used philology to critically analyze texts while Machiavelli looked at the realities of history rather than idealized versions. Bodin emphasized analysis and systemization to organize knowledge and understand history. Bossuet expressed psychological insights in refined oratory styles. Overall, Renaissance historiography moved towards more scientific, rational and investigative methods of accurately interpreting data based on primary sources.
Wikipedia Msl 2009
- Historians make inferences about the past based on evidence from primary and secondary sources, recognizing that historical accounts are interpretations influenced by context rather than purely factual records.
- Our understanding of events like the Boston Massacre and figures involved like Crispus Attucks has changed over time through expanding historical analysis and additional sources of information.
- Wikipedia in particular has evolved our shared knowledge about the Boston Massacre through collaborative contributions from many editors that have greatly expanded the initial article while still singling out Crispus Attucks as the first casualty.
Chapter 16 - Age of Enlightenment
One of the most remarkable inventions of the last three to four hundred years was the notion of continual progress, the optimistic assumption that by reason, education, logic and the scientific method, humans can build a better tomorrow, that the future will boast superior knowledge, material goods, scientific advances, technology, medical practices, justice, etc. A historian in 1920 famously called progress “the animating and controlling idea of western civilization.” This unit explores the 18th century political, social, economic and philosophical roots of “The Enlightenment,” the fertile ground on which the idea of progress first took root.
A History Of History
This document discusses the history of historiography and how historians have approached documenting history over different periods. It mentions the classical period, Christian historiography, the Enlightenment era up to historian Leopold Von Ranke and his tradition, Karl Marx and the Annales school, and postmodernism as defining periods that shaped the field of history.
Age of reason
The Enlightenment was an 18th century intellectual movement that promoted reason and individualism over tradition. Philosophes like Voltaire and Diderot spread ideas of progress, liberty, and secular thought through works like the Encyclopédie. They challenged the existing social and political order and advocated for natural rights, religious tolerance, and separation of church and state. Their works helped spread Enlightenment ideals of skepticism, science, and humanism throughout Europe.
Postmodernism and history
This document discusses postmodern approaches to history from multiple perspectives. It outlines the traditional ages of historiography and introduces postmodern history. Postmodern historians apply various theories to history and use different methodologies than traditional historians. They do not always share common traits, purposes, or views about the focus and meanings of history. Several postmodern historian examples are provided, showing how they incorporate imagination, voices, and untraditional sources in their works.
P P Historiography One
Historiography is the study of how historians have analyzed and interpreted events of the past based on available sources. It examines how different historians' narratives, interpretations, use of evidence, and methods of presentation may vary. Studying historiography helps us understand that history involves interpretation and that historians from different eras or with different perspectives analyze the past differently.
Why Study History
This document discusses the importance and value of studying history. It argues that history is essential for understanding who we are as a society, where we have been, and where we are going. Studying history helps us become better informed citizens and critical thinkers by learning from the mistakes of the past. The document also notes that history is made up of real people, events, heroes and villains, and that understanding different points of view is important when studying history.
Why study history ppt
Studying history provides several benefits. It develops strong research, communication, analytical, and ICT skills that are valuable for many careers and everyday life. History helps understand how societies change over time and provides context for current world issues. Studying historical events, documents, and sources enhances critical thinking and helps explain modern life, traditions, and identities. The skills learned from a history education are seen positively by employers and it prepares students for active participation in society.
Historiography
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
What is History?
History is a record of the past that can be pieced together through various sources such as memories, first-hand accounts, artifacts, and myths. However, the telling and interpretation of history can be subjective and distorted based on the viewpoint of the teller or discoveries being made over time in bits and pieces. Ultimately, history remains partially unknown and open to interpretation.
Age of Enlightenment
The document discusses the philosophical period known as the Enlightenment in the 18th century. During this time, science and technology advanced rapidly. Philosophers like John Locke and Thomas Hobbes applied scientific reasoning to studying government and society, believing that the use of reason could free people from ignorance and allow both individuals and society to progress. Their ideas challenging the notion that kings held all political power and presented new theories for how government and society should be organized, radically changing views of authority.
Lesson i an introduction to history
This document provides an introduction to Philippine history by discussing key concepts such as:
1) It defines history as the interpretative study of surviving records from the past to understand human existence.
2) It explains the importance of studying Philippine history to learn basic facts, historical details, and why certain events occurred.
3) The sources of history include written and unwritten records, and historians, cryptographers, archaeologists, anthropologists, paleontologists, and geologists all contribute to reconstructing history.
Powerpoint what is history
This document provides an overview of what history is and how historians study the past. It discusses why studying history is important, how historians use evidence like primary and secondary sources to make inferences about historical events, and some of the challenges involved in drawing conclusions from evidence. It also outlines some of the key steps historians take in planning a research project, such as choosing a topic, evaluating source credibility, and avoiding plagiarism.
Age of reason
The Age of Reason was a period in the 17th-18th centuries when individuals relied more on human reason than religious authority. Rationalism and the Enlightenment philosophy emphasized using reason to gain knowledge and progress. Philosophes like Voltaire spread ideas through the Encyclopedie to challenge traditional values and authority. Scientists like Bacon, Copernicus, Descartes, and Newton used the scientific method and observation to make discoveries in astronomy, physics, chemistry, and biology that undermined religious dogma. The period also saw advances in literature, art, music, government philosophy, and religious thought that valued reason over faith.
Powerpoint history.ppt
Historians are now applying scientific techniques like DNA testing, satellite imaging, and underwater technologies to solve historical mysteries and better understand the past. For example, geneticist Spencer Wells used DNA testing to trace human migration out of Africa starting 50,000 years ago. New evidence from burials, soil analysis, and carbon dating is also changing interpretations of populations in South America, showing larger pre-Columbian civilizations than previously believed that were later devastated by disease brought by European explorers. Advances in science and technology will continue to reshape our understanding of history.
The Enlightenment
The document summarizes key aspects of the Scientific Revolution and Enlightenment period in Europe. It outlines causes of the Scientific Revolution such as trade, universities, and the Renaissance. It then lists important scientists from the era like Copernicus, Kepler, Galileo, and Newton. It discusses new attitudes around skepticism and rationalism that developed. It also summarizes major philosophers from this period and their ideas, including Descartes, Spinoza, Locke, Hobbes, and others. Finally, it discusses some of the lasting legacies of the Enlightenment like the development of civil society and an emphasis on individual rights and democracy.
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This document discusses four paradigms for approaching organizational history: factual, contextual, archaeo-genealogical, and anti-history. It also addresses the importance of history for management studies, but notes it is problematic due to ontological and epistemological issues. Finally, it outlines some lessons from focusing on the production of history, including the need to question taken-for-granted assumptions and explore how knowledge is constructed.
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This document outlines the agenda and activities for a Theory of Knowledge class focusing on historical method. It includes an activity where students verbally relay an account of an event to demonstrate how details can be lost or altered over transmission. The document then covers core principles of history, different approaches to history through time in various cultures, and potential patterns and uses of history. It poses discussion questions about the nature of history, objectivity, and the relationship between history and other areas of knowledge.
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The document provides an overview of key concepts related to history and historical sources. It defines history as the study of the past based on written documents. It distinguishes between primary and secondary sources. Primary sources are original materials created during the period under study by eyewitnesses or participants. Secondary sources are analyses and interpretations of primary sources created later. The document lists different types of primary sources like published documents, unpublished documents, oral histories, and visual artifacts. It provides guidelines for evaluating both primary and secondary sources. The document emphasizes that both types of sources are important for historical research but primary sources are more credible evidence.
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This document discusses the use of history in management and organizational studies. It outlines four paradigms for studying organizational history: the factual approach, narrative approach, archaeo-genealogical approach, and ANTi-History approach. Each approach has a different view on what constitutes history and how it should be studied. The document also discusses reasons for using history, such as understanding contemporary institutions, reducing biases, and interpreting past decisions and structures. A number of exemplars are provided to illustrate each paradigm.
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This document discusses the differences between academic, public, and popular history. It defines each field and their intended audiences. Academic historians aim to create new knowledge and publish in peer-reviewed journals, targeting other academics. Public historians interpret history for broader understanding, working with museums and media. Popular historians entertain and tell compelling narratives, targeting general audiences. The fields can overlap and influence each other. Historians must consider audience when selecting topics and communicating research in various forms appropriate to each field.
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This document provides an introduction to the study of history. It defines history as the study of the past based on written documents and evidence. History focuses on important events like wars and revolutions. There are different types of historical sources, including government records, personal letters, artifacts, and oral traditions. The study of history involves addressing questions through historical analysis and methodology. Historians must consider different perspectives like positivism, which relies on empirical evidence, and postcolonialism, which examines history from the viewpoint of formerly colonized nations. The interpretation of sources and facts is influenced by the historian's own context, so absolute historical truth may not be possible. However, rigor and methodology allow historians to study the past as objectively
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Journal article introductions
From my writing course, a set of four moves that underpin many journal articles in the social sciences and humanities. Accompanies a blog post on patthomson.net
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In 3 sentences:
This document discusses critical history and examines the assumptions behind traditional historical analysis. It argues that history as traditionally defined serves to affirm existing power structures. The document advocates redefining history through a critical lens to uncover distortions and silenced voices, and to use historical analysis to better understand oppression and work towards social emancipation and improvement.
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Current Sociology Monograph2014, Vol. 62(4) 550 –567© Th
Current Sociology Monograph
2014, Vol. 62(4) 550 –567
© The Author(s) 2014
Reprints and permissions:
sagepub.co.uk/journalsPermissions.nav
DOI: 10.1177/0011392114524510
csi.sagepub.com
CS
The sociology of gender in
Southern perspective
Raewyn Connell
University of Sydney, Australia
Abstract
In its founding generations, sociology was greatly concerned with gender, as part of
its theorizing of the world of colonialism and empire. Sociology then focused on the
global metropole, so its analysis of gender in the decades since the Women’s Liberation
movement has been developed in a Northern container. This can now change, if the
extraversion of sociology around the global South can be overcome. The thematics
of gender analyses in the periphery highlight historical processes of the formation and
disruption of gender orders, dealing with issues of violence and land. The work of a
number of gender theorists and researchers from the South is discussed. The material
conditions of knowledge formation in developing countries have to be recognized, as
well as the differing ways intellectuals in the South handle influences from the metropole.
New issues have emerged in the sociology of gender as a neoliberal world order has
taken shape, producing new patterns of masculinized power as well as pathways of
change for women.
Keywords
Gender, globalization, patriarchy, postcolonial, sociology, southern theory
Introduction
Gender research is, today, one of the major fields of sociology, both academic and
applied. The sociology of gender has had significant impact in the education and health
sectors, in violence prevention, antidiscrimination and equal opportunity policy. As an
organized field, however, it is not yet strongly influenced by the postcolonial revolution
in knowledge.
Corresponding author:
Raewyn Connell, University of Sydney, Faculty of Education and Social Work A35, Sydney, NSW 2006,
Australia.
Email: [email protected]
524510CSI0010.1177/0011392114524510Current SociologyConnell
research-article2014
Article
at FLORIDA INTERNATIONAL UNIV on September 1, 2015csi.sagepub.comDownloaded from
http://csi.sagepub.com/
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Connell 551
In this article I explore how the sociology of gender can be developed in the light of
Southern theory and Southern research. This is not a small task, not a matter of creating
a postcolonial corner inside the sociology of gender. The issue concerns foundational
concepts and methods, global relations of power and centrality in knowledge production.
The analysis must be grounded in an understanding of the history of sociology, but also
needs to engage contemporary global developments in feminist thought.
I start with the changing place of gender issues in the discipline of sociology, how
sociology in the global North has tried to theorize global issues, and how both metropole
and periphery are embedded ...
Do zombies care about the past
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Prehistory refers to the period before written records, ending around 3,000 BCE. It includes the Stone Age, Bronze Age, and Iron Age. History is the period after written records emerged, allowing for a more detailed documentation of events. While prehistory relies on archaeological evidence, history can utilize written texts to learn about past civilizations, technologies, and cultural developments. The transition from prehistory to history marked humanity's shift from hunter-gatherer societies to organized states and empires.
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我们所定的价格是非常合理的，而且我们现在做得单子大多数都是代理和回头客户介绍的所以一般现在有新的单子 我给客户的都是第一手的代理价格，因为我想坦诚对待大家 不想跟大家在价格方面浪费时间
对于老客户或者被老客户介绍过来的朋友，我们都会适当给一些优惠。
选择实体注册公司办理，更放心，更安全！我们的承诺：可来公司面谈，可签订合同，会陪同客户一起到教育部认证窗口递交认证材料，客户在教育部官方认证查询网站查询到认证通过结果后付款，不成功不收费！
一比一原版新西兰奥塔哥大学毕业证（otago毕业证）如何办理
一模一样【微信：A575476】【新西兰奥塔哥大学毕业证（otago毕业证）成绩单Offer】【微信：A575476】（留信学历认证永久存档查询）采用学校原版纸张、特殊工艺完全按照原版一比一制作（包括：隐形水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠，文字图案浮雕，激光镭射，紫外荧光，温感，复印防伪）行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备，十五年致力于帮助留学生解决难题，业务范围有加拿大、英国、澳洲、韩国、美国、新加坡，新西兰等学历材料，包您满意。
【业务选择办理准则】
一、工作未确定，回国需先给父母、亲戚朋友看下文凭的情况，办理一份就读学校的毕业证【微信：A575476】文凭即可
二、回国进私企、外企、自己做生意的情况，这些单位是不查询毕业证真伪的，而且国内没有渠道去查询国外文凭的真假，也不需要提供真实教育部认证。鉴于此，办理一份毕业证【微信：A575476】即可
三、进国企，银行，事业单位，考公务员等等，这些单位是必需要提供真实教育部认证的，办理教育部认证所需资料众多且烦琐，所有材料您都必须提供原件，我们凭借丰富的经验，快捷的绿色通道帮您快速整合材料，让您少走弯路。
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
→ 【关于价格问题（保证一手价格）
我们所定的价格是非常合理的，而且我们现在做得单子大多数都是代理和回头客户介绍的所以一般现在有新的单子 我给客户的都是第一手的代理价格，因为我想坦诚对待大家 不想跟大家在价格方面浪费时间
对于老客户或者被老客户介绍过来的朋友，我们都会适当给一些优惠。
选择实体注册公司办理，更放心，更安全！我们的承诺：可来公司面谈，可签订合同，会陪同客户一起到教育部认证窗口递交认证材料，客户在教育部官方认证查询网站查询到认证通过结果后付款，不成功不收费！
DearbornMusic-KatherineJasperFullSailUni
My powerpoint presentation for my Music Retail and Distribution class at Full Sail University
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Rethinking History
- 1. Rethinking History: An ANTi-History Perspective Albert J. Mills Saint Mary’s University
- 2. Learning from History • “Those who fail to learn from history are doomed to repeat it” – Winston Churchill • `Those who fail to learn from the ontological status of history are doomed to reproduce its myths’ – Weatherbee, Durepos, Mills & Helms Mills 2012.
- 3. Self Reflections on the Past • Capitalism threatened humanity – from Vietnam to Cuba to Chile • Marxism – offered hope for human kind – with science, (dialectical) materialism, evidence of global revolutionary struggle and, above all, history • Historical materialism provided a scientific glimpse into the future based on an unfolding past of class struggle.
- 4. Self Reflections on the Past • Marxism in practice came with its nightmares as well as its visions – Stalinism, State Socialism, Show Trials, etc. All justified in the name of history. • Capitalism also had history as truth on its side – as McCarthyism persecuted people for their Un-American attitudes. • History, it seems, can be bad for you!
- 5. The Cold War as Intellectual Context • It has been argued that (today’s) management and organization studies (MOS) – and supporting history were shaped by the aftermath of WWII and the Cold War era (Kelley, Mills & Cooke, 2006). Producing a field that is dominated by underlying Western philosophies (specifically US), that are managerialist, realist, male centred, business oriented, etc. In many ways imbued with the historical values of American exeptionalism and liberal progressivism.
- 6. Towards the call for the `Historic Turn’ • The development of the field has over the years been supported by engagement with history (e.g., Urwick, 1938, 1963; Chandler, 1977, 1979), the production of histories (e.g., George, 1968, 1972; Wren, 1972, 1979), and the establishment of associated scholarly communities (e.g., the establishment of the MH Division of the AoM in the early 1970s).
- 7. The Historic Re-Turn • Yet, as early as 1979 Burrell & Morgan were characterizing the field as ahistorical. • Call for an `historic turn’ in MOS (Kieser, 1994; Booth & Rowlinson, 2006) address the overly ahistorical character of the field today (Burrell & Morgan, 1979) - various critiques of MOS for ignoring context, historical development, presentism, scientifism, universalism, and philosophies of history and the methods of historiography.
- 8. The Historic Re-Turn • The call for the historic turn was in part a call for attention to the role of the past in MOS; in part a call for a reintegration of management theory/history with the humanities and the social sciences (Kieser, 1994); and in part an alignment with the narrative and discursive turns in MOS and greater consideration of the role of critical organizational history (Booth & Rowlinson, 2006).
- 9. Approaches to History in MOS Factual (Wren): the past consists of a number of events that can help us make sense of the present and the future. We can make cognitive decisions based on history. Contextual (Kieser): the past is embedded in a number of contextual factors that influence how we experience/make sense of things in the present.
- 10. Approaches to History in MOS • Methodological (Booth & Rowlinson): a focus on the methodological framing of the past can help us to understand the representation of theories of organization. • Epistemic (Durepos & Mills): a focus on how history is produced can help us to understand the production of (organizational) knowledge.
- 11. Five Insights for Critical Historiography
- 12. The past-as-history • The Past in ontologically unobtainable and can only be re-presented by history (Munslow, 2010). • `the past-as-history’ is where representations of the past are legitimized as history (because they are of the past) and the past becomes real or true because it is viewed through history.
- 13. Conflation and Discourse • Performance of the past-as-history (and its legitimizing role) (Jenkins, 2003) can be viewed as discursive – a set of powerful practices legitimized through powerful ideas constituted as history.
- 14. History as Discourse • History is arguably a powerful discourse in itself – a means of arbitrating knowledge of the past as well as, in its performance of various aspects of `the past’ (i.e., histories) stands as specific knowledge of what happened before now. • As such the past and history obfuscate their discursive roots
- 15. Knowledge of the Past-History as Actor-network effects • The question is not so much what is a true account of the past so how as how such (potentially multiple) accounts are produced. • Discursive behaviour and thought processes are arguably linked to powerful practices that generate knowledge/power (Foucault, 1979). • This suggests that for the politics of liberation we need to unmask than simply debate History, revealing the socio-politics of its production.
- 16. Critical approaches and History • Struggle, change and identities rely on history and reference to what happened in the past. • How do we proceed if we have no reference points between the past and the present? • How do we develop and relay stories of oppression and change? • At the very least how do we deal with ahistorical accounts of managing and organizing?
- 17. Critical approaches and History • From an ANTi-History perspective we still have our stories, narrative and tales. History is at best a recounting and analysis of those accounts. They are not real in the sense that they capture the essence of what actually happened. They are not false because they `reveal’ the stories that people live by. The stories should not be ignored in accounts of organizational events nor in struggles against oppression. Finally, they should not be used as arbiters of truth that become new forms of oppression.