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1
Simon, Josep. "Writing the Discipline." Historical Studies in the Natural Sciences 46, no. 3 (June 1, 2016): 392–427. http://dx.doi.org/10.1525/hsns.2016.46.3.392.
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The historiography of physics has reached a great degree of maturity and sophistication, providing many avenues to consider the making of science from a historical perspective. However, the big picture of the making of physics is characterized by a predominant narrative focused on a conception of disciplinary formation through leadership transfers in research among France, Germany, and Britain. This focus has provided the history of physics with a periodization, a geography, and a fundamental goal commonly considered to be conceptual and theoretical unification. In this paper, I suggest the interest of reassessing this picture by analyzing the temporal, national, and epistemological viewpoint from which it is written. I use for this purpose an exemplary case study: Adolphe Ganot’s physics textbooks in France and their translation by Edmund Atkinson in England. In this context, I suggest future avenues for the study of the making of physics as a discipline, which consider the canonical role of textbooks in disciplinary formation beyond the Kuhnian paradigm.
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Meissner, Andrzej. "U źródeł historii wychowania na ziemiach polskich." Biuletyn Historii Wychowania, no. 44 (January 3, 2023): 171–83. http://dx.doi.org/10.14746/bhw.2021.44.11.
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The article revolves around the history of upbringing in Poland as a science discipline. The first historical-pedagogical works appeared in the Renaissance and were continued in Age of Enlightenment. However, it was not until the-19th century when a discipline called ‘history of upbringing’ was created. Its development, by East European standards, took place in difficult social and political circumstances. Poland, at that time annexed by Russia, Prussia and Austria, did not enjoy conditions conducive to scientific development. The annexation was counterbalanced by actions instigated by cultural, educational and scientific institutions. As a result, historical science could develop despite the political situation and the financial shortcomings. Introduction of pedagogy and history of upbringing at the Krakow and Lvov Universities was important to the development of the history of upbringing. Antoni Karbownik’s post-doctoral degree in the history of upbringing obtained in 1905 from the Jagiellonian University and post-doctoral degrees in pedagogy (also the Jagiellonian University) awarded to Leon Kulczyński, Euzebiusz Czerkawski, Aleksander Skórski, Antoni Danysz and Bolesław Mańkowski (Lvov University) were breakthroughs in the history of upbringing. For the areas of study to become disciplines of science, they had to be defined, including their research object and the methodological basis. Władysław Seredyński Franciszek Majchrowicz, Antoni Karbowiak and Antoni Danysz adopted a position on the subject. In the late 19th and the early 20th centuries the history of upbringing was perceived as a discipline of science related to history with respect to the ,methodology and with pedagogy with respect to the content, with its own research, terminology, sources and academic teachers. The history of education was officially a part of culture. In this context, educational matters should be viewed.
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Kossarik, Marina, and Dmitry Gurevich. "The Program of the Academic Discipline “History of the Portuguese Language” (for bachelor’s degree)”." Stephanos. Peer reviewed multilanguage scientific journal 43, no. 5 (September 30, 2020): 170–86. http://dx.doi.org/10.24249/2309-9917-2020-43-5-170-186.
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Nash, Chris. "Research degrees in journalism: What is an exegesis?" Pacific Journalism Review 20, no. 1 (May 31, 2014): 76. http://dx.doi.org/10.24135/pjr.v20i1.188.
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This article addresses the question of what might constitute an exegesis for a higher degree by research in journalism, and briefly canvasses issues for journalism as a disciplinary research practice. It starts by considering the craft/profession/discipline dichotomies to clarify the sort of journalism that might qualify as research, typically but not necessarily long form and/or investigative. It identifies the three core elements of the exegesis as a literature review, an exposition of the methodology and an evaluation of the success of the journalism component of the project in answering the research question. It notes that all journalism, like history and other humanities disciplines, is necessarily interdisciplinary, and therefore the journalistic methodology should interface with that of the cognate discipline. It argues that the singularity and value of journalism as a research practice lie in its combination of a reflexive empirical focus, a focus on contemporary phenomena and an intense engagement with the politics of knowledge. It suggests that meta-theoretical debates about reflexivity, space, time and fields are strongly applicable to methodological debates in journalism.
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Deighton, Anne. "Say it with documents: British policy overseas, 1945–1952." Review of International Studies 18, no. 4 (October 1992): 393–402. http://dx.doi.org/10.1017/s0260210500118959.
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It has not been easy for those in the relatively new field of international relations to find an intellectual niche, and a great deal of ink has been spilled in debates about the nature, sources and role of the discipline. The most basic area of the debate is between the largely British-based historical traditions and the North American behaviourist and ‘scientific’ schools. No doubt many international historians have winced at the vague phrase ‘history shows us that...’, which still appears in some textbooks. And no doubt international relations theorists have despaired of international history monographs in which the author appears to fail to draw any general conclusions after years of painstaking study in the archives. In institutions of higher education the professionals continually struggle to get the balance right between the different elements of an international relations degree, and the paucity of departments devoted solely to international relations is witness to the still ambiguous place of the discipline in the academic world. despite unrelenting student demand—but it also shows that the discipline is very much alive, vigorous, developing and innovative. It is also fairly obvious that intellectual disciplines do not have to be mutually exclusive, and perhaps one of the closest, even symbiotic, relationships is the key one between the study of international history and international relations, particularly foreign policy analysis.
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Stowe, Noel J. "Public History Curriculum: Illustrating Reflective Practice." Public Historian 28, no. 1 (2006): 39–65. http://dx.doi.org/10.1525/tph.2006.28.1.39.
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Public history curricula must prepare students for a reflective approach to public historical practice and introduce students to different models of practice. By teaching reflective practice techniques through concrete components assembled in linked course assignments, internships, and capstone projects, programs educate students to become history practitioners. A distinct, robust body of public historical knowledge and reflective practice constitutes a public history degree. Public history programs, as professionally oriented programs, prepare students in the high-order practice of the discipline, grounded in reflective practice techniques appropriate to applied history.
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Byford, Andy. "Psychology at High School in Late Imperial Russia (1881–1917)." History of Education Quarterly 48, no. 2 (May 2008): 265–97. http://dx.doi.org/10.1111/j.1748-5959.2008.00143.x.
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Secondary education is one key area in which academic disciplines build their identity and legitimacy in the public realm. The public image of a science is, of course, constructed by a variety of means and on different platforms, including the generalist media and the lively industry of scientific popularization. However, the school occupies a unique role in representations of science because of its greater degree of formal continuity with the academic environment. The successful institutionalization and maintenance of any discipline depends on it taking root, in some form at least, in the system of public instruction. Because education both fosters and depends on disciplinary reproduction, the concrete shape that school subjects take is of great consequence to the long-term development of related sciences.
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XIUQING, LONG. "Developing a Discipline: The Recent Study of Western Church History in the People's Republic of China." Journal of Ecclesiastical History 56, no. 3 (July 2005): 514–28. http://dx.doi.org/10.1017/s0022046905004318.
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The growth in the study of church history in China is one outcome of Deng Xiaoping's policy of ‘reform and opening’, as well as a result of increasing exchanges of scholars and ideas between China and the west during recent years. Since the 1980s Chinese scholars have to a great degree abandoned the Marxist interpretative framework, and gradually developed their own interpretations and methodologies for the study of church history. In consequence, academic studies in the 1990s displayed a fair, honest and objective character which marked the process of maturation in the development of church history as a discipline. In this process Professor Yu Ke played an important role, of inheriting the past and ushering in the future as the real founder of the discipline in China.
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Puth, Gustav. "Kommunikasienavorsing in Suid-Afrika." Communicare: Journal for Communication Studies in Africa 4, no. 1 (November 21, 2022): 63–69. http://dx.doi.org/10.36615/jcsa.v4i1.2142.
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THE article represents an overview of com-munication research undertaken in South Africa during the period 1974-1984. Be- cause of the relatively short history of the discipline in this country, a penetrating ana- lysis is hardly possible. Some interesting trends with regard to the distribution pat- terns of the research purposes (degree/ non-degree) and the emphases within specific subdisciplines, could however be Identified.
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Gapienko, P. E. "Semantic diffuseness in Art History terminology." Professional Discourse & Communication 2, no. 4 (December 24, 2020): 43–62. http://dx.doi.org/10.24833/2687-0126-2020-2-4-43-62.
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The aim of the research is to determine the degree of influence of semantic diffuseness on the strength of the Art History terminology system. This paper examines topical issues of Art History. At the moment, the development of diffuseness of Art History terms can lead to the erosion of the Art History terminology system’s borders and even to the loss of the scholarly style of the language of the entire discipline. In this study, the following linguistic methods are used: semantic analysis, definitional analysis, contextual analysis, as well as elements of semasiological and cognitive analysis. The article reveals the specificity of semantic diffuseness, the reasons for diffuseness; violation of the consequences of the development of diffuseness in the terminology and terminological system of Art History. Scientific novelty of the paper lies in identifying ways to strengthen and structure the terminology system of Art History, taking into account the development of diffuseness in the Art History terminology. As a result, the difference between diffuse Art History terms and diffuse terms related to the terminological systems of other scientific disciplines was revealed, the difference between diffuse Art History terms and lexical units of general literary language was established, and linguistic criteria that allow diffuse terms to function in the Art History terminology system without the threat of blurring the boundaries of the Art History terminology system were highlighted.
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Soderstrom, Mark. "Family Trees and Timber Rights: Albert E. Jenks, Americanization, and the Rise of Anthropology at the University of Minnesota." Journal of the Gilded Age and Progressive Era 3, no. 2 (April 2004): 176–204. http://dx.doi.org/10.1017/s1537781400003339.
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Hindsight allows present-day scholars to view the development of academic disciplines in a light that contemporaries would never have seen. Hence, from our perspective, Mary Furner's assertion that anthropology developed as a profession reacting against biology and the physical sciences makes sense, for we tend to celebrate the triumph of cultural anthropology as the coming of age of the discipline. However, this trajectory of professional development was not a necessary or predestined development. Rather, the eventual (if occasionally still embattled) predominance of culture over the categories of race, nation, and biology was only one of many possible outcomes. This paper investigates a different trajectory, one that most current scholars would hope has been relegated to the dustbin of history. It is still a cautionary tale, though, in that while the racial anthropology followed in this narrative did not survive World War II, its practitioners did enjoy a degree of prominence and influence that was much greater and longer than has been generally acknowledged by current accounts.
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Mohr, Barbara, and Annette Vogt. "German Women Paleobotanists From the 1920S to the 1970S—Or Why Did This Story Start So Late?" Earth Sciences History 20, no. 1 (January 1, 2001): 14–43. http://dx.doi.org/10.17704/eshi.20.1.q7643x2308728m56.
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This study documents women paleobotanists and their achievements from the late 1920s to the early 1970s in Germany. More than forty women were involved in paleobotanical research and related fields during this period. After they had finished their degrees, about two thirds of them left the field for private, political, and/or economic reasons. Several of them, however, had a successful career or were even leaders in their field. Compared with other disciplines and neighbouring countries, the unusually late entry of women students into this discipline from the 1930s on is explained by the close affiliation of the discipline with Paleozoic geology and mining in Germany before 1945. It is significant that of the thirteen women who finished a degree in the field before 1945, about two thirds studied Quaternary pollen analysis and vegetation history. Only a minority was involved in pre-Quaternary paleobotany. After World War II, the number of women scientists increased noticeably only when Tertiary palynology/paleobotany became more important sub-disciplines of paleobotany, a pattern which was similar in both parts of the newly divided country. During the period between 1945 and 1955, the number of women students in West Germany was significantly higher than in the East. This is partly explained by the policies of the East German communist party, which put restrictions on women students from a middle-class background. Between 1955 and 1973 the number of women students in East Germany exceeded those in the West. This was due to the East German party policy of activating the female working force, especially in fields which had been traditionally occupied by men, such as geology, mining, and engineering.
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Caiger, B. J. "Doctrine and Discipline in the Church of Jean Gerson." Journal of Ecclesiastical History 41, no. 3 (July 1990): 389–407. http://dx.doi.org/10.1017/s0022046900075205.
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The problem of ascertaining by what means and what authority true teachings may be distinguished from false is fundamental to any ecclesiology, since the ecclesiastical community is based, above all, on commonly accepted doctrine. It is a community whose limits are defined — and the parameters within which it operates set — by the body of teachings which is accepted within it as true. Thus, the fundamental practical question which any ecclesiology must address becomes, in effect, who has authority to determine what is taught and what is not; and the answer reveals the main thrust ofthat ecclesiology. In broad terms, two principal, and often conflicting, emphases may be noted: on the community of Christian pilgrims (whom any structure exists to serve), and on the formal ecclesiastical structure (within which the faithful may find security). Pastorally, these emphases are associated to some degree with two different assumptions: either that the believer gains confidence in the institution because of the truth that is taught in it, or that a teaching will be received with confidence by believers ior he reason that it is taught within the institution. In the second case, the pursuit of truth may be subordinated to the support of the expedient.
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Savage, Mike. "Urban history and social class: two paradigms." Urban History 20, no. 1 (April 1993): 61–77. http://dx.doi.org/10.1017/s0963926800010002.
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For much of the 1970s and early 1980s historians using an urban focus to analyse social class, social stratification and political conflict led the field. The work of John Foster, Geoffrey Crossick, Robert Gray, Patrick Joyce and others helped set an agenda to which all social historians responded. Today research of a similar type can easily be found, but even whilst this shows a high degree of conceptual sophistication and empirical rigour it seems less central to the discipline and to the broad concerns of social history than was the case even a decade ago. In this speculative paper I reflect on some of the reasons for this and consider the contemporary prospects for studies of the relationship between urban history and social class.
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McKinney, Kathleen. "The Integration of the Scholarship of Teaching and Learning into the Discipline of Sociology." Teaching Sociology 46, no. 2 (October 5, 2017): 123–34. http://dx.doi.org/10.1177/0092055x17735155.
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Despite decades of sociology scholarship of teaching and learning (SoTL) research, integration of SoTL in sociology remains insufficient. First, some reasons for the insufficient integration of SoTL in the discipline are noted, and the foci of publications on the history and status of the SoTL in sociology are briefly summarized. Literature related to three questions about the integration of SoTL in sociology is then presented: (1) To what degree are theories, methods, and research findings of the discipline used in sociology SoTL? (2) Is there strong disciplinary support and recognition for SoTL and involvement in SoTL in departments and professional organizations? (3) Do sociologists use SoTL findings in the practice of teaching and learning in the discipline? Finally, some existing and new strategies to increase integration are described.
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SCHMIDT, LEIGH ERIC. "PORTENTS OF A DISCIPLINE: THE STUDY OF RELIGION BEFORE RELIGIOUS STUDIES." Modern Intellectual History 11, no. 1 (March 5, 2014): 211–20. http://dx.doi.org/10.1017/s1479244313000395.
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Academic disciplines, including departments of history, emerged slowly and unevenly in the second half of the nineteenth century. Professional societies, including the American Historical Association (AHA) at its founding in 1884, were generally tiny organizations, a few would-be specialists collecting together to stake a claim on a distinct scholarly identity. Fields of study were necessarily fluid—interdisciplinary because they remained, to a large degree, predisciplinary. As fields went, the study of religion appeared especially amorphous; it was spread out across philology, history, classics, folklore, anthropology, archaeology, psychology, sociology, and oriental studies. Adding to the complexity more than simplifying it was the persisting claim that the study of religion belonged specifically (if not exclusively) to theology and hence to seminaries and divinity schools. Elizabeth A. Clark'sFounding the Fathersilluminates the importance of Protestant theological institutions in shaping the study of religion in nineteenth-century America, suggesting, in particular, how well-trained church historians pointed the way toward disciplinary consolidation and specialization. Marjorie Wheeler-Barclay'sScience of Religion, by contrast, explores the leading British intellectuals responsible for extending the study of religion across a broad swath of the new human sciences. Together these two books offer an excellent opportunity to reflect on what religion looked like as a learned object of inquiry before religious studies fully crystallized as an academic discipline in the middle third of the twentieth century. Clark opens the introduction to her book with an epigraph from Hayden White: “The question is, What is involved in the transformation of a field of studies into a discipline?” (1). What indeed?
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Klimov, Vladimir Anatolievich. "The history of the formation of phthisiology as a science." Spravočnik vrača obŝej praktiki (Journal of Family Medicine), no. 1 (January 1, 2021): 8–12. http://dx.doi.org/10.33920/med-10-2101-01.
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Humanity has been familiar with tuberculosis for a long time: the confirmation of this was found during archaeological excavations and the discovery of traces of damage to the remains of people who lived more than 5 thousand years ago. Scientists associate this fact with the high prevalence of mycobacteria among animals, as well as the extreme duration of the disease and the high degree of chronicity of the process. The first descriptions of tuberculous lesions were found in the writings of Hippocrates. The most characteristic symptom of the disease, as in the present days, was considered hemoptysis, and the extreme degree of exhaustion and pulmonary bleeding was quite typical for this category of patients. This disease was initially called consumption, or phthisi. Subsequently, it gave the name to the science that studies various clinical manifestations in the tuberculosis process, their diagnosis and treatment. Today, phthisiology is a clinical discipline that studies the etiology, pathogenesis, clinical manifestations, diagnosis and differential diagnosis of pulmonary and extrapulmonary forms of tuberculosis, as well as the main approaches to etiotropic and pathogenetic treatment.
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Lavan, Myles. "Epistemic Uncertainty, Subjective Probability, and Ancient History." Journal of Interdisciplinary History 50, no. 1 (May 2019): 91–111. http://dx.doi.org/10.1162/jinh_a_01377.
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The subjective interpretation of probability—increasingly influential in other fields—makes probability a useful tool of historical analysis. It provides a framework that can accommodate the significant epistemic uncertainty involved in estimating historical quantities, especially (but not only) regarding periods for which we have limited data. Conceptualizing uncertainty in terms of probability distributions is a useful discipline because it forces historians to consider the degree of uncertainty as well as to identify a most-likely value. It becomes even more useful when multiple uncertain quantities are combined in a single analysis, a common occurrence in ancient history. Though it may appear a radical departure from current practice, it builds upon a probabilism that is already latent in historical reasoning. Most estimates of quantities in ancient history are implicit expressions of probability distributions, insofar as they represent the value judged to be most likely, given the available evidence. But the traditional point-estimate approach leaves historians’ beliefs about the likelihood of other possible values unclear or unexamined.
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Siddiqui, Mona. "Diatribe, Discourse and Dialogue: Reflections on Jesus in the History of Christian-Muslim Encounters." Studies in Church History 51 (2015): 435–54. http://dx.doi.org/10.1017/s0424208400050336.
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The history of Christian-Muslim encounter is a growing field in areas of Christian theology and Islamic Studies. While there is arguably no particular systematic discipline or approach, anyone who enters the history of the theological encounters between these two religions is met with a large body of work which reflects an unusual complexity and degree of nuance. These range from polemical and irenic approaches by those who were writing in response to critiques of their faith without any direct contact with one another, to those Muslim and Christian writers who lived and wrote within the shared culture and civilization of the Arab East.
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Żeber-Dzikowska, Ilona. "Czym jest edukacja biologiczna w wychowaniu człowieka?" Studia Ecologiae et Bioethicae 7, no. 2 (December 31, 2009): 105–18. http://dx.doi.org/10.21697/seb.2009.7.2.09.
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Schools allow to develop and extend the approaches and attitudes in the social, moral, ideological, and religious spheres. The realization of these matters is possible due to the fulfillment of three basic school functions, i.e. didactic, educational, and protective. No one should forget that human education starts already in the period of childhood. Initially, parents introduce the children to the indispensable problems and matters in their future lives. It takes place in the form of games. They satisfy their growing need of gaining the knowledge, by answering numerous questions. They develop the knowledge through practical activities to let them gain experience, that is, organize walks, educational games, and so forth. Then young people begin school education, which influences, to a large degree, their lives. Then, in the educational process, the subject of Biology appears, almost certainly already known thanks to the parents’ education. The scientific discipline called Biology is a very important element in the education of people, which is helpful in understanding their own personalities and the surrounding reality. The wide range of biological contents as well as the short reflection on the subject of gaining the knowledge in the range of Biology allows us to notice, that this discipline, similarly to other disciplines shapes the personality of young, growing up people. All things considered, however, it differs from disciplines such as history, or mathematics, because it is closely and directly related to the human being and functioning, as the basis of human life. Biology, more considerably and effectively, than different disciplines, makes the students sensible towards human needs as well as the needs of nature and its protection.
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Acheson, William. "Presidential Address: Doctoral Theses and the Discipline of History in Canada, 1967 and 1985." Historical Papers 21, no. 1 (April 26, 2006): 1–10. http://dx.doi.org/10.7202/030944ar.
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Abstract A comparison of doctoral theses in progress in 1967 and 1985 reveals a number of trends in historical studies in Canadian universities during the past two decades. In 1967, 58 per cent of all doctoral candidates chose topics in Canadian history and the largest number ― fully 36 per cent of all candidates ― were writing theses at the University of Toronto, which offered the broadest range of fields of any Canadian university. Much smaller programmes existed at McGill and the University of Western Ontario; aside from these three institutions, no other university in English-speaking Canada enrolled more than four students. Two-thirds of all francophone candidates were enrolled at Université Laval, where only five candidates were writing on topics other than Canadian history. The political process led the field of interest in all fields of study, while social history of the Annales school held little interest for either linguistic group. More than half the dissertations in Canadian fields were supervised by only eight senior scholars. By 1985, marked changes in this pattern were evident. The number of active doctoral candidates had increased from 236 in 1967 to 294, and Canadian history was the field of choice for 72 per cent. Doctoral programmes and hence supervision had decentralized in anglophone Canada, however, and the University of Toronto's dominance had been challenged by Queen's and York; specialized programmes of some size existed at a much larger number of institutions. Among francophone schools, enrollment had doubled and Laval had achieved a situation rivalling Toronto's in 1967. Laval and the Université de Montréal now had the largest doctoral programmes in the country. In terms of topic, policy and administration had replaced the political process as the subject of choice for both language groups; economic history experienced a modest degree of growth, while the history of ideas retained its traditional level of interest. Social history had become much more popular in both linguistic groups, while less European history was being studied. These developments pose both problems and possibilities for the profession as a whole. Doctoral studies have been enriched by the diversity of interests, but the potential for academic sectarian strife is troubling. The need now is for syntheses and paradigms which will permit the findings of subdisciplines to be integrated into a broader and more sensitive understanding of the past.
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Webster, Tom. "Writing to redundancy: approaches to spiritual journals and early modern spirituality." Historical Journal 39, no. 1 (March 1996): 33–56. http://dx.doi.org/10.1017/s0018246x00020665.
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ABSTRACTThe ‘puritan diary’ has received attention from historians and literary critics with little exchange between the approaches. Placing the diary in the context of experimental Calvinist personal discipline reveals that the form emerged independently of the literature of practical divinity. Considering the practice as a ‘technology of the self’ draws attention to the meanings of writing in a protestant context and encourages us to consider the cultural resources available to early modern protestants. Close reading of these texts suggests a greater degree of complexity than is often admitted and allows for a tension between different views of the salvific process. This tension between ‘open’ and ‘closed’ forms is helpful in understanding the religiosity of early modern protestants.
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Chaudhuri, Rosinka. "History in Poetry: Nabinchandra Sen's Palashir Yuddha and the Question of Truth." Journal of Asian Studies 66, no. 4 (October 29, 2007): 897–918. http://dx.doi.org/10.1017/s0021911807001246.
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History, it seems, has to attain a degree of scientificity, resident in the truth-value of its narrative, before it can be called history, as distinguished from the purely literary or political. Invoking the work of Jacques Rancière and Hayden White, this essay investigates the manner in which history becomes a science through a detour that gives speech a regime of truth. It does this by exploring the nineteenth-century relationship of history to poetry and to truth in the context of the emerging discipline of history in Bengal. The question is discussed in relation to a patriotic poem, Palashir Yuddha (1875), accused of ahistoricality, as well as to a defense made by Bengal's first professional historian, Jadunath Sarkar, against a similar charge in the context of Bankimchandra Chatterjee's historical novels. That the relationship of creativity to history is a continuing preoccupation for the historian is finally explored through Ranajit Guha's invocation of Tagore in History at the Limit of World-History (2002).
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De Ridder, Bram. "Carrières in context." Tijdschrift voor Geschiedenis 134, no. 1 (June 1, 2021): 85–101. http://dx.doi.org/10.5117/tvg2021.1.006.ridd.
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Abstract Careers in context. Figuring out thirty years of Flemish PhD’s in history The number of history PhD’s in Flanders has significantly increased in the last three decades. Yet little is known about the impact of this evolution on the degree itself. Many reports have argued that the decreasing chances of pursuing an academic career lead ever more young researchers towards employment that has little to do with the university, a trend that this article confirms for the discipline of history in Flanders. By discussing the actual amount of new doctorate holders and their later careers, it is shown that the amount of Flemish history doctors who continue to do in-depth academic research will soon reach historically low levels, dropping from nearly one in two to potentially about one in ten. Several scenarios for handling this change are discussed, ranging from a ‘status quo’ approach, to an increased focus on transferable skills, and to the possible inclusion of new types of applied research.
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Oliveira, Rannyelly Rodrigues de, and Francisco Régis Vieira Alves. "An investigation of the Bivariate Complex Fibonacci Polynomials supported in Didactic Engineering: an application of Theory of Didactics Situations (TSD)." Acta Scientiae 21, no. 3 (July 19, 2019): 170–95. http://dx.doi.org/10.17648/acta.scientiae.v21iss3id3940.
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A research cut will be presented in the Academic Master of the Programa de Pós-Graduação em Ensino de Ciências e Matemática (PGECM) of the Instituto Federal de Educação, Ciência e Tecnologia do Ceará (IFCE). This research used Didactic Engineering with a focus on the Theory of Didactic Situations, evidencing epistemological, cognitive and didactic elements articulated among themselves. This made it possible to mobilize the student's intuitive thinking towards inferential reasoning during the study of the Bivariate Complex Fibonacci Polynomials. Moreover, it had the purpose of inserting an epistemological conception in the teaching of History of Mathematics, considering that the research was applied in the course of Degree in Mathematics in the discipline of History of Mathematics.
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Yashchuk, Tatiana F. "From the History of Russian Law to the History of State and Law of the USSR: The Transformation of the Science and the Academic Discipline in 1917–1940s." Vestnik Tomskogo gosudarstvennogo universiteta, no. 458 (2020): 261–69. http://dx.doi.org/10.17223/15617793/458/31.
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The article aims to show the transformation of the science and the academic discipline “History of Russian Law” over the period from 1917 to the 1940s, to establish the degree of continuity and innovations that manifested in the transformation. The study is based on research works on the history of state and law, published historical sources, archival materials. Narrative, comparative legal, and institutional methods were used. Two institutional forms of legal science development were identified: universities and departments of the Academy of Sciences. In the 19th century, an independent area of scientific knowledge was established; its object was historical forms of law. Educational courses on the history of Russian law were based on the study of legislative acts and other sources of law. According to the University Charter of 1863, departments of the history of Russian law were created, scientific research was actively conducted, and works on the history of law were published. After the 1917 revolution, the political and ideological trends in legal science and education changed dramatically. Universities and academic structures as institutional forms survived, but underwent major changes. Law faculties were abolished at universities, specialized departments were closed. The history of Russian law or a comparable discipline in content was not taught. To prepare new academic personnel and conduct research in social sciences and the humanities, including legal science, the Socialist, subsequently Communist Academy and the Institute of Red Professors were opened. These institutions did not create separate units specializing in the study of the history of state and law. The circle of researchers studying such problems decreased sharply. In the 1930s, the Soviet model of the organization of science and higher education, which included many elements that had developed in the Russian Empire, was approved. Interest in historical sciences was restored. Curricula for training lawyers included a discipline that was first called “History of the State and Law of the Peoples of the USSR”, and later “History of State and Law of the USSR”. The leading role in the development of its content, object, and method belonged to S.V. Yushkov. The continuity with the history of Russian law was preserved. The most significant differences were the change in the chronological and territorial framework, the etatization of the object, and the use of the Marxist methodology. New approaches were reflected in the textbook History of State and Law of the USSR. The first part of the textbook, prepared by S.V. Yushkov, was published in 1940. It covered only the prerevolutionary period. The second part described the history of the Soviet state and law. It was edited by A.I. Denisov and published in 1948. Thus, by the end of the 1940s, the new branch of scientific knowledge and academic discipline was established.
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Doortmont, Michel R. "Making History in Africa: David Henige and the Quest for Method in African History." History in Africa 38 (2011): 7–20. http://dx.doi.org/10.1353/hia.2011.0001.
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My own history with David Henige goes back to 1985, when I had just finished a master's degree in African studies at the Centre of West African Studies in Birmingham, England, and was looking for a place and a supervisor for a planned doctoral dissertation involving a historiographical study of Nigeria. One of my supervisors, Tom McCaskie, suggested getting in touch with Henige, to see if he could assist me. The reply was elaborate and positive, which I appreciated much. Circumstances for graduate students at the time being quite different from the present, and funding systems for study abroad still in their infancy, the plan came to nothing. The connection with Henige and his work was there to stay, however.This article is an effort to give a reflection on David Henige's career and his impact on the discipline of history in Africa, through his work as editor of History in Africa. The scope of the reflection is limited, as we concentrate on David's own contributions, rather than setting him and his work in a comparative framework. When David Henige started History in Africa in 1974, it was yet another scholarly journal on Africa, in an ever-growing series, counting already more than two hundred titles, as Henige pointed out himself. And indeed, in such circumstances, a new journal needs ‘to justify itself to the audience it addresses.’
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Phillips, Gervase. "Military Morality Transformed: Weapons and Soldiers on the Nineteenth-Century Battlefield." Journal of Interdisciplinary History 41, no. 4 (March 2011): 565–90. http://dx.doi.org/10.1162/jinh_a_00156.
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The increased lethality of nineteenth-century “arms of precision” caused military formations to disperse in combat, transforming the ordinary soldier from a near automaton, drilled to deliver random fire under close supervision, into a moral agent who exercised a degree of choice about where, when, and how to fire his weapon. The emerging autonomy of the soldier became a central theme in contemporary tactical debates, which struggled to reconcile the desire for discipline with the individual initiative necessary on the battlefield. This tactical conundrum offers revealing insights about human aggression and mass violence. Its dark legacy was the propagation of military values into civilian society, thus paving the way for the political soldiers of the twentieth century.
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Moore, Aaron William. "The Chimera of Privacy: Reading Self-Discipline in Japanese Diaries from the Second World War (1937–1945)." Journal of Asian Studies 68, no. 1 (January 27, 2009): 165–98. http://dx.doi.org/10.1017/s0021911809000059.
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This article has two main goals for its examination of wartime diaries: (1) to argue against the idea that a diary's reliability is directly related to the degree of privacy that its author enjoyed, and (2) to suggest an alternate use for these texts by scholars—namely, the construction of the author's concept of self through acts of “self-discipline.” The article briefly outlines military diary writing and reportage in modern Japan, showing how “fact” and “truth” came to be understood in diaries. Through an examination of published and manuscript diaries, the article addresses theoretical premises such as “intended audience,” “private language,” and the nature of “privacy” itself. Finally, the article provides an alternative reading of diaries: The texts represent the author's attempt to construct a compelling and coherent subject position. Because diarists are involved in the construction of their identities, the article suggests that scholars use diaries to move beyond examinations of subjectivity solely reliant on disciplinary institutions.
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Sheehan, Mark. "“A degree of latitude”: Thinking historically and making holistic judgements about internally assessed NCEA course work." Set: Research Information for Teachers, no. 2 (August 1, 2014): 18–23. http://dx.doi.org/10.18296/set.0307.
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This article draws on a recent New Zealand study of how young people learn to think critically about the past when they conduct internally assessed course work. The research demonstrated that, although students can develop advanced understandings of historical thinking when they conduct research projects, this development is largely dependent on how well teachers understand the conceptual nature of historical thinking. Teachers who understand how the discipline of history operates are more consistent and accurate in making judgements, able to provide specific feedback to students during the research process and they structure their assessment tasks to reflect historical thinking concepts. In the high-stakes internal assessment environment of NCEA understanding how the concepts of historical thinking drive teaching and learning at this level matters. It provides a robust, disciplinary framework that teachers can draw on when they are judging students’ work. This framework equips them to have the confidence to mark holistically when this is appropriate and to see the criteria as a guide.
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KUBÁTOVÁ, HANA, and MICHAL KUBÁT. "Were There ‘Bystanders’ in Topol'čany? On Concept Formation and the ‘Ladder of Abstraction’." Contemporary European History 27, no. 4 (July 10, 2018): 562–81. http://dx.doi.org/10.1017/s096077731800022x.
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This article adds to an on-going conceptual discussion on the usefulness of the ‘bystander’ term when applied to the Holocaust and its aftermath. This catch-all concept, mostly associated with Raul Hilberg, has been the subject of fierce criticism, leading some to apply it only with adjectives (‘innocent’, ‘active’ or ‘passive’) and others to dismiss the concept altogether. Taking the Jewish–Gentile relations in Topoľčany as a case study, it becomes clear that the concept has many shortcomings when applied to the microcosm of a particular event. On the basis of Giovanni Sartori's writings on concept formation and the ‘ladder of abstraction’, we argue against dismissing the concept altogether in exchange for limiting its degree of applicability. As shown, the ‘bystander’ concept can be useful when approached with discipline and while being aware of the level of its generalisation.
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Sławomir, Sztorbyn. "Historiografia pedagogiczna w czasopismach tradycyjnych i elektronicznych." Biuletyn Historii Wychowania, no. 25 (March 6, 2019): 63–70. http://dx.doi.org/10.14746/bhw.2009.25.4.
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Scientific and research periodicals play an extremely important part in popularizing (and promoting) results of research studies, though this role is not equally appreciated across different domains of science. This becomes apparent if we compare the number of traditional and electronic titles of periodicals in such disciplines as medicine, natural science and exact science on the one side, and those that represent the humanities, broadly understood, on the other. The advantage of electronic content in the former group is overwhelming. Nowadays, we use two terms in relation to periodicals available online and launched on the electronic platform. The terms make a distinction between a degree of their involvement in the cyber space. “Digitalization” means a certain transitory state between traditional periodicals in print and virtual publications; in other words, a product of “digitization” is an electronic copy (e.g. a scanned text) of a text originally published in print, whereas the notion of “digital authorship (the author as digital producer), in Polish: cyfryzacja” deals with an entirely electronic publication with specific properties underlined by multimedia and hypertext capabilities. Digital research information as an entirely new quality has not been yet appropriately appreciated. The history of education as a discipline of research does not have its own electronic platform that would offer peer-reviewed research papers in Open Access (OA), e-books or electronic document repositories. For the time being, the most recent Polish periodical within this discipline, i.e. Biuletyn Historii Wychowania, has only a front page, ToCs and a masthead available online, without access to full-text electronic content.
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Khan, Shahzeb, and Amra Raza. "Influencing the ‘Plastic Mind’ Catechetics of Imperialism in Instituting English Literary Studies in British Punjab." Academic Journal of Social Sciences (AJSS ) 4, no. 4 (February 4, 2021): 1013–25. http://dx.doi.org/10.54692/ajss.2020.04041361.
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This paper pivots on catechetics of imperialism which were identified in an archival study of question papers of MA English examinations which were conducted by Punjab University, Lahore, between 1882 and 1918. This catechetical strategy, the study reveals, was needed due to pedagogically imperial needs of the discipline and rested on the double-helical foundation of imperial literature and history. The double-helical foundation, the paper argues, was necessitated because of the exclusive and imperial conception of the discipline which was resistant to any initiatives which might disturb this arrangement. A couple of aberrations in this formulation, a book of translated poems from local literature which was made part of the poetry curriculum in 1884, and the subject of Comparative Grammar were thus quickly dispensed with. The exclusive focus on English writers, culture, literature, and history created a metanarrative of English cultural prowess and enabled the creation of pliant subjectivities suitable for the fulfillment of colonial operations. The study relies on a tranche of question papers for the masters in English degree. The paper is thus an attempt to reveal clandestine, grand narratives of cultural imperialism that lurk beneath the innocuous texts that are stockpiled in a curriculum which are disseminated through a catechetical strategy.
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Kurmangalieva, Gulnur, and Aizhan Kartayeva. "THE HISTORY FORMATION OF THE SCIENCE OF ABAI STUDIES." Bulletin of the Eurasian Humanities Institute, Philology Series, no. 4 (December 15, 2022): 166–72. http://dx.doi.org/10.55808/1999-4214.2022-4.17.
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The article will focus on the history of the formation of one of the fundamental branches of Kazakh literary science – Abay studies. An overview of the history of the formation and study of the history of Abay studies is made, scientific works that have shown the heritage of Abay in different years are analyzed. In the main part, a brief analysis of the history of Abai's knowledge, the study of the poet's heritage in general, a lot of scientifically valuable historical facts are analyzed. Through the work of scientists studying the history of Abay studies, the personality and civic identity of the poet are revealed. After studying the research of research scientists in research works and monographs, the importance and effectiveness of the modern discipline of Abay studies is shown. The history of the study and the stages of the formation of Abay studies are differentiated in modern times, when the degree of research of data on the heritage of Abay is increasing. Starting with M. Auezov, who brought Abay studies into the scientific system, based on the works of Y.Mustambayevich, K.Zhubanov, B.Kenzhebayev, K.Zhumaliyev, Z.Akhmetov, K.Mukhamedkhanov, M.Myrzakhmetuly, it is necessary to look at the history of the formation of Abay studies and analyze the works of the independence period from a new angle.
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Botey-Sobrado, Ana María, Silvia Elena Molina-Vargas, Juan José Marín-Hernández, Ronny José Vailes-Hurtado, and Iliana María Araya-Ramírez. "DESAFÍOS DE LA INVESTIGACIÓN HISTÓRICA PARA LA FORMACIÓN DE HISTORIADORES PROFESIONALES EN LA ESCUELA DE HISTORIA, DE LA UNIVERSIDAD DE COSTA RICA." Revista Electrónica Calidad en la Educación Superior 1, no. 2 (July 8, 2011): 46–66. http://dx.doi.org/10.22458/caes.v1i2.407.
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HISTORICAL RESEARCH CHALLENGES FOR THE TRAINING OF PROFESSIONAL HISTORIANS IN THE SCHOOL OF HISTORY, UNIVERSITY OF COSTA RICAEl artículo reflexiona acerca del enfoque pedagógico del nuevo plan de estudio de Bachillerato y Licenciatura en Historia que convierte a la investigación en el eje articulador de la formación de los futuros profesionales en historia. Para esto fue necesario la discusión del objeto de estudio de la historia como disciplina de las Ciencias Sociales y las tendencias disciplinares actuales: Historia Política o la Historia del Poder, Historia Económica, Historia Social y Cultural y la Historia Ambiental y Ecológica como un área emergente. Las preguntas que orientaron la reflexión fueron ¿qué es la historia, para qué la enseñamos y cuál es la meta que pretendemos alcanzar en la formación de los y las futuros historiadores e historiadoras? La discusión del enfoque pedagógico en el nuevo plan de estudio apenas inicia y las respuestas a estas preguntas conducen a la transformación en la enseñanza de la profesión histórica en la Universidad de Costa Rica.Palabras clave: Enfoque pedagógico, Historia, autoevaluación, plan de estudio de Historia, investigación históricaAbstractThis article reflects the pedagogical approach of the new curriculum and Bachelor Degree in History that makes research in the backbone of the training of future professionals in history. For this was required the discussion of the subject matter of history as a discipline of Social Sciences and the current disciplinary trends: Political History or the History of Power, Economic History, Social and Cultural History and Environmental History and Ecology as an emerging area . The key question that oriented the reflection was “what history is? What we teach? And what is the goal we want to achieve in training and future historians and historians? The discussion of the pedagogical approach in the new curriculum has just begun and the answers to these questions lead to transformation in the teaching of the historical profession at the University of Costa Rica.Keywords: History pedagogical approach, self-assessment, curriculum history, history research
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Ingram, Mark. "An Anthropology of the Contemporary in France." French Politics, Culture & Society 37, no. 3 (December 1, 2019): 108–22. http://dx.doi.org/10.3167/fpcs.2019.370306.
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Cultural anthropology in France continues to bear the influence of a colonial-era distinction between “modern” societies with a high degree of social differentiation (and marked by rapid social change) and ostensibly socially homogeneous and change-resistant “traditional” ones. The history of key institutions (museums and research institutes) bears witness to this, as does recent scholarship centered on “the contemporary” that reworks earlier models and concepts and applies them to a world increasingly marked by transnational circulation and globalization. Anthropology at the Crossroads describes the evolution of a national tradition of scholarship, changes to its institutional status, and the models, concepts, and critical perspectives of anthropologists currently revisiting and reworking the foundations of the discipline in France.
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Csilla, Markója, and Balázs Kata. "A Tolnay–Panofsky-affér, avagy hűség az ifjúsághoz: A bécsi iskola, Max Dvořák és A Vasárnapi Kör." Művészettörténeti Értesítő 69, no. 2 (March 30, 2021): 159–70. http://dx.doi.org/10.1556/080.2020.00010.
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The conflict between Charles de Tolnay and Erwin Panofsky that grew unprecedentedly acrimonious in the history of the discipline – the so-called Tolnay–Panofsky affair – was more than mere personal bickering. The documents clearly reveal that the “affair”, which basically affected financial and professional positions, was based on embarrassingly ordinary, occasionally petty-minded questions instead of scientific arguments, and led to a break of relationship probably in spring 1943, also directs the attention to the science political consequences of the hierarchic establishment of American science financing and academia in general in the interwar years and the 1940s, and to differences between European and American scholarship. It can be gleaned that Tolnay’s efforts to be allotted raised stipends (often by a great degree, as the documents unanimously testify) and a confirmed position led to the deterioration of his relationship with the Princeton IAS leaders and community – in spite of the fact that the former leader of the Institute Flexner took Tolnay’s side, at times with threats to Panofsky and Oppenheimer and accusing Panofsky of professional jealousy. Though Tolnay received raised scholarship up to 4000 dollars for three years, the institute decided to part with Tolnay in 1948. In the background of the affair, however, one may discover conflicts based on the diverging views on art history by Panofsky and Tolnay rooted far deeper, in the elementary influences of the Vienna School of Art History and Max Dvořák on the one hand, and of the Sunday Circle and György Lukács, on the other. The art philosophical aspects and methodological consequences of these dissenting concepts of art history may bear significance for the practitioners of the discipline today as well.
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Kachesova, S., and O. Frik. "Development and Application of a Workbook and a Reader on the Discipline «History of Russia» As Educational Means for Organizing Student’s Independent Work." Standards and Monitoring in Education 10, no. 6 (November 22, 2022): 22–28. http://dx.doi.org/10.12737/1998-1740-2022-10-6-22-28.
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The authors proceed from the fact that the implementation of the competency-based approach is a condition for the effective training of bachelors of an economic university. The purpose of the study was to theoretically substantiate and design a workbook and anthology as didactic tools for organizing student's independent work. The methodological basis of the study was the competence-based approach, and the theoretical basis is the concept of mental activity, which was formed in domestic science. The article analyzes the author's educational publications – a workbook and an anthology intended for practical exercises and independent work of students in the direction of bachelor's degree 09.03.03 «Applied Informatics» (all profiles) in the discipline «History of Russia». In this study, theoretical methods (analysis, comparison, concretization, generalization, modeling), empirical methods (pedagogical experiment, analysis of activity products) were used.
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Gudehus, Christian, and Harald Welzer. "O metodzie i teorii badań nad przekazem kulturowym." Kultura i Społeczeństwo 55, no. 4 (November 22, 2011): 65–75. http://dx.doi.org/10.35757/kis.2011.55.4.3.
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Issues concerning history and the construction of images of the past have always been of importance for the self-identification of individuals, social groups, governing institutions, states, and especially nations. Currently, two trends can be noticed, which may seem antagonistic, but actually condition and shape each other: renegotiating and redefining national historical narratives as well as the opening of national historiography to transnational or globalized perspective. National images and historical myths tend to increase integrity among the members of European communities only to a limited degree, and their importance to the highly normatively-oriented structures of the so called European identity — based on still less credible European memory, perceived by means of also normatively-oriented publicity — is rather doubtful. As a result, a scientific discipline has evolved, which studies subjective means of internalizing and utilizing the past rather than public aspects of culture and memory. The discipline involves the studies of tradition and passing thereof, which are rooted in the institution of qualitative sociological research. This article is about the scope and methods of such studies which are focused on how to tell about the past.
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Hjorthén, Adam. "Curriculum development in American Studies: Interdisciplinarity, student progression, and the Swedish-American paradox." Högre utbildning 11, no. 3 (2021): 76. http://dx.doi.org/10.23865/hu.v11.2943.
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The article explores challenges and possibilities of curriculum development in American Studies in Sweden, a discipline that does not yet exist as a national degree-awarding subject. The aim is to investigate how advanced level learning in American Studies can be designed in relation to student progression. The backdrop to this problem is “the Swedish-American paradox”—the fact the many Swedish students have substantial prior experiences and knowledges about the United States, yet where the opportunities for academic education about North America are rather limited. While American Studies is a common discipline at North American and European universities, it does not have a strong foothold in Sweden. The article discusses the disciplinary history and educational tradition within American Studies, focusing on its interdisciplinarity. It then discusses how interdisciplinarity have been brought into American Studies curricula internationally, and how this sits within the framework of the Swedish Higher Education Ordinance. The American Studies case is juxtaposed to similar fields through a review of area studies MA programs in Sweden. The article ends with an exploration of the ways in which interdisciplinarity can be adopted as a learning outcome in relation to the challenge of student progression in Sweden.
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Weller, Philip. "Frames and Images: Locating Music in Cultural Histories of the Middle Ages." Journal of the American Musicological Society 50, no. 1 (1997): 7–54. http://dx.doi.org/10.2307/832062.
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In practicing the complex discipline of history, scholars habitually and necessarily build on previous knowledge that has frequently crystallized into received images of the past-whether of entire cultures, individual historical figures, particular cultural practices, or discrete seminal works or artifacts. The starting hypothesis for the present study is that the historical images we seek to elaborate are unavoidably preconditioned by the conceptual-epistemological frames and perspectives within which they are located and viewed. Indeed, the search for raw material and its subsequent interpretation both depend on the modeling of the entire historical-analytical project. This essay offers a critique of the often hidden assumptions that underlie and inform our models of cultural history in general and medieval history in particular-assumptions that have to a considerable degree shaped our reception and interpretation of medieval music, whether considered in itself or as an integral part of social activity. The debate is conducted in dialogue with Christopher Page's Discarding Images (Oxford: Clarendon Press, 1993), a provocative study about the place of music in the culture of the later Middle Ages.
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Zhang, Chi. "Development of Secretarial Science and Administration in the New Period." Advances in Higher Education 3, no. 2 (October 10, 2019): 163. http://dx.doi.org/10.18686/ahe.v3i2.1438.
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<p>Domestic secretarial science and administrative management has a history of more than 40 years of development and has made great achievements. Although the characteristics of these two subjects are similar, their development process and current situation are quite different. In reality, the degree to which a discipline can solve practical problems determines its development status. Therefore, the development of any subject should be based on the solution of practical problems. Only in this way can the significance of research be highlighted, and the research ability be strengthened, and the tolerance, influence and explanatory power of disciplinary theories be improved better. This paper focuses on the development direction and target of secretarial science and administrative management in the new period.</p>
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Burns, E. Bradford. "The Intellectual Infrastructure of Modernization in El Salvador, 1870-1900." Americas 41, no. 3 (January 1985): 57–82. http://dx.doi.org/10.2307/1007100.
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The pursuit of economic and political progress engaged many of the Salvadoran elite during the last decades of the nineteenth century. The intellectuals were no less energetic in the chase. Travelers to El Salvador at the turn of the century commented favorably on the progress they perceived. Marie Robinson Wright, who visited the country in 1893, wrote euphorically of “modern improvement,” “progress,” and “development.” “Salvador flourishes,” she rhapsodized, “a glorious example of good discipline and government.” Percy F. Martin wrote in 1911 a long, sober account of his visit. He concluded, “The present condition of her civilization, of her arts and her commerce is eminently encouraging.” He also characterized the Salvadorans as “the most developed and most intellectual” of the Central Americans. These assessments inferred that the progress El Salvador demonstrated drew on North Atlantic models, and to the degree the Salvadorans adopted those models they were judged favorably by foreigners.
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Williams, Samantha. "Paupers Behaving Badly: Punishment in the Victorian Workhouse." Journal of British Studies 59, no. 4 (October 2020): 764–92. http://dx.doi.org/10.1017/jbr.2020.130.
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AbstractThe deterrent workhouse, with its strict rules for the behavior of inmates and boundaries of authority of the workhouse officers, was a central expression of the Poor Law Amendment Act of 1834, known widely as the New Poor Law. This article explores for the first time the day-to-day experience of the power and authority of workhouse masters, matrons, other officers of the workhouse, and its Board of Guardians, and the resistance and agency of resentful inmates. Despite new sets of regulations to guide workhouse officers in the uniform imposition of discipline on residents, there was a high degree of regional diversity not only in the types of offenses committed by paupers but also in welfare policy relating to the punishments inflicted for disorderly and refractory behavior. And while pauper agency was significant, it should not be overstated, given the disparity in power between inmates and workhouse officials.
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Behlmer, George. "Summary Justice and Working-Class Marriage in England, 1870–1940." Law and History Review 12, no. 2 (1994): 229–75. http://dx.doi.org/10.2307/743744.
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England's criminal justice system has been depicted as evolving from a preindustrial form in which wide judicial discretion served to legitimate the social order, to a new form where the need to impose industrial discipline on an increasingly urbanized work force produced less harsh but more systematic punishments. According to this vision, the wheels of Victorian justice ground both more gently and more intrusively than they had a century before, since along with the abolition of many capital crimes and the diminishing resort to incarceration went an intensified examination of private lives. As Jennifer Davis has made clear, however, historians of crime often underestimate the degree of continuity between eighteenth- and nineteenth-century law enforcement, particularly at the local level. Significantly, both eighteenth-century justices of the peace and nineteenth-century police court magistrates enjoyed great latitude in their dealings with the poor people who appeared before them. Nowhere is the highly personal and unsystematic nature of modern summary justice more strikingly revealed than in the police court's adjudication of disputes between husbands and wives.
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D’Oro, Guiseppina. "Understanding Others: Cultural Anthropology with Collingwood and Quine." Journal of the Philosophy of History 7, no. 3 (2013): 326–45. http://dx.doi.org/10.1163/18722636-12341256.
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Abstract On one meaning of the term “historicism” to be a historicist is to be committed to the claim that the human sciences have a methodology of their own that is distinct in kind and not only in degree from that of the natural sciences. In this sense of the term Collingwood certainly was a historicist, for he defended the view that history is an autonomous discipline with a distinctive method and subject matter against the claim for methodological unity in the sciences. On another interpretation historicism is a relativist way of thinking which denies the possibility of universal and fundamental interpretations of historical or cultural phenomena. In the following I argue that at least in this second sense of “historicism” Collingwood was everything but a historicist. Quine, on the contrary, was nothing but a historicist. The goal of the comparison, however, is not to establish just who, on this definition, was or was not a historicist, but to draw a few conclusions about what a commitment to or rejection of historicism in this sense, tells us about the nature of understanding.
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Lah, Nataša. "Prilog širenju teorijske domene u povijesnom prostoru povijesti umjetnosti." Ars Adriatica, no. 3 (January 1, 2013): 243. http://dx.doi.org/10.15291/ars.472.
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In the European cultural tradition of the second half of the nineteenth century, the framework of the discipline of art history was outlined through a clearly defined set of boundaries of its research into objects, space and time. By identifying itself as a history of European architecture, painting, sculpture and the applied arts, art history excluded the art of the primitive, Oriental, American and Asian, both early and moredeveloped civilizations from the remit of its research and study (Dilly). However, a scholarly paradigm which was postulated like this could not be applied to the study and assessment of numerous twentieth-centuryartistic practices which were based on the exploration of cultures as systems of discourse and ideology. In other words, a shattering shift within the discipline was caused by the epochal change of what a paradigm is: as suggested by T. S. Kuhn, it is understood as thenormative content of the topic under discussion. Such an understanding of a paradigm indirectly influences scholarly processes because it dictates what is to be researched, which questions are to be asked and how they are to be formulated, and how research findings are to be interpreted. Scholarly interest has turned from a chronological study of the development of artistic styles, schools and movements in the history ofEuropean art towards contextual research into the same topics which are set within a spatial and chronological framework of a series of discontinued revolutions in world views. The difficulty of applying a traditional scholarly apparatus to new models was also transferred in the field of aesthetics, which resulted in a complete rejection of the evaluation of art as judgement of taste, as it was specifically perceived in this philosophical (sub) discipline from Baumgarten (1750) onwards. To some degree, aesthetics was replaced by an interdisciplinaryunderstanding of art theory which developed from various autonomous disciplines which are nonetheless mutually interconnected through their research processes, that is, the social sciences and humanities such as history of art, art criticism, sociology of art, psychology of art, semiotics and semiology of art, philosophy of art and aesthetics. In such a context,our interest is directed towards the understanding of a theoretical field which has been defined as the history of art history, since it outlines the journey of a discipline, in Udo Kultermann’s book of the same name which is on the reading list for the course in art theory in Croatian academic art-historical circles. The study of that section of the book which describes the history of art history in the classical period, has demonstrated that the explanations and conclusions contained in it are in contrast to the explanations and conclusions of prominent art theorians, especially those who studied the history of aesthetics and classical philology. We can note the differences on two levels. The first is the methodology of scholarly research, while the second is based on a different perception of the boundaries of the domain of art-historical theory. Kultermann relies on a strict division with regard to content and methodology between art istory,philosophy (aesthetics) and historiography, and so, following from this, it appears that classical art history almost did not even exist. On the other hand, the theory of art takes into consideration the nature of classical historiographic standards, the aim of which was to provide examples of the normative content of philosophy, that is, the testimonies of its credibility and manifestation. Such an approach takes into account thecontent norms of the preserved classical sources about art, and through it, our perception of the position of art in that period focuses on the theoretical insights which are more encompassing than those encountered in the aforementioned section of Kultermann’s book. Based on this, we suggest that the evaluation of material should follow the methodological standards of art theory in such a way that individual artistic eras are understood and interpreted as historical periods which were unifiedthrough invariable paradigms which were always new and which integrated a large number of artistic concepts and ideas but which, nonetheless, possessed a general value in a specific period. According to Bihalji-Merin, we act like this out of gratitude towards an academicdiscipline which creates an orderly knowledge since the “images which lead us, constructed from a mythical tradition, disperse slowly and instead of them, a critical, human system of thought is formed.” Such aprocess focuses primarily on the revision of a number of hitherto unrevised prejudices towards theory.However, this is not done on the ruins of the historical legacy of art history but on its foundations.
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Chenier, Elise, Lori Chambers, and Anne Frances Toews. "Still Working in the Shadow of Men? An Analysis of Sex Distribution in Publications and Prizes in Canadian History." Journal of the Canadian Historical Association 26, no. 1 (August 8, 2016): 291–318. http://dx.doi.org/10.7202/1037205ar.
Full textAbstract:
This project was inspired by the Canadian Historical Association’s June 2014 awards ceremony at which the majority of prize winners were men. Why, we wondered, are so few women awarded prizes outside the areas of women’s history, the history of sexuality, and the history of childhood and youth? First, we asked who is working in history? To what degree have departments achieved gender parity in hiring? Do women produce work at a rate proportional to their presence in departments? We collected data in three categories: book reviews, other journal content, and books published between 2004 and 2013. We found that women produce fewer books than do men. Women’s books are less likely to be reviewed than are books written by men and few men review books written by women, a fact with significant implications for both advancement and the inclusion of women in the wider curriculum. Women produce a number of articles proportionate to their presence in the discipline; we suggest that this is because articles require less time of one’s own than do books. It is time to revisit openly and explicitly how academic excellence is determined, and how structural forces produce the sexual inequalities documented here and elsewhere.
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Walmsley, John. "The Early Abbesses, Nuns and Female Tenants of the Abbey of Holy Trinity, Caen." Journal of Ecclesiastical History 48, no. 3 (July 1997): 425–44. http://dx.doi.org/10.1017/s002204690001486x.
Full textAbstract:
A major problem for the student of a relatively new discipline or sub-discipline is the construction of a framework within which to operate. In the case of the economic, social and legal position of women in the Middle Ages the only clear thing is that the lines are slowly being redrawn, although more perhaps with respect to the central Middle Ages than to the earlier period. In fact, despite the paucity of evidence there has always been a surprising degree of agreement about the early Middle Ages. A wide range of authors from Lina Eckenstein to Eileen Power, Lady Stenton and Suzanne Wemple have regarded the period, from roughly the sixth to the ninth centuries, as one of ‘rough equality’ (to use Stenton's words) between men and women in general, and as a period of veneration, even elevation, of female religious. As for the later period, there is a much wider range of opinion, much of it conflicting. Speaking of the eleventh to thirteenth centuries, Brian Tierney and Sidney Painter, in a popular general work, conclude that: ‘Evidence of the general improvement in the status of women is fairly extensive.’ The elevation of marriage to sacrament status in the twelfth century is undoubtedly seen by some as part of this process: ‘C'est dans la réforme du mariage qu'il faut chercher les germes les plus vigoureux de l'amélioration dont bénéficie la condition féminine à partir du XIIe siècle, même si cette amélioration n'est ni continue ni générate.’ By contrast, other works suggest that an earlier golden age for women came to an end in the eleventh and twelfth centuries, as an even more male-dominated feudal society reached its zenith in terms of order and definition.
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Krasikov, Vladimir. "Solidarity as a Socio-Anthropological Phenomenon." Bulletin of Kemerovo State University. Series: Humanities and Social Sciences 2019, no. 4 (December 30, 2019): 355–64. http://dx.doi.org/10.21603/2542-1840-2019-3-4-355-364.
Full textAbstract:
New humanities, e.g. sociobiology, human ethology, evolutionary anthropology, etc., have delivered a lot of new knowledge. As a result, scientists have to update some old traditional concepts. The research objective was to examine the phenomenon of solidarity in the context of new approaches. The author compared the biological and anthropological characteristics of this phenomenon and defined it via specifically social forms of human interaction and historical cases. The connectivity of biological communities and the solidarity of human associations revealed some similarities and differences. Human abilities for self-restraint and discipline are consequence of the conscious nature of solidarity. Solidarity as a specifically social form of interaction does not result from the psychological characteristics of people. It expresses the ways people interact with each other, according to their number and degree of convergence. The most important psychological sign of the solidarity of natural groups is their organicity, or integrity, as well as the mutual coordination of individual feelings and experiences. Solidarity is the cohesion of human communities, based on historical types of social interaction. The degree of unfavorable environment and the degree of internal coordination of interests and feelings determine the degree of unity of the group. The author identified two main stable forms of solidarity in history – organic and rationalized. The historical dynamics of the division of labor and personalization determine these forms of solidarity. The author also established the following historical forms of organic solidarity: patrimonial, family-clan, egalitarian, class, and chiliastic.