Journal articles: 'Historical-critical method'

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Prior, Joseph. "Historical Critical Method." Incarnate Word 2, no. 7 (2009): 335–49. http://dx.doi.org/10.5840/tiw2009275.

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Żurek-Huszcz, Aleksandra. "Metoda historyczno-krytyczna w gramatyce Andrzeja Sztochla." Poradnik Językowy, no. 8/2022(797) (December 10, 2022): 81–92. http://dx.doi.org/10.33896/porj.2022.8.6.

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Andrzej Sztochel (1786–1846), the author of a grammar book, graduated from Jagiellonian University and was a teacher of Polish. Gramatyka historyczno-krytyczna języka polskiego (Historical and critical grammar of Polish), published posthumously, is one of two of his studies; it is dedicated to the science of the word, in particular infletional descriptions, in its entirety. The book is written in accordance with the historical method, which was innovative in Poland at that time. It stands out from grammar books of those days by its numerous references to proposals of other grammarians, writings by authors of old times, and dialectal pronunciation. Most of the then reviewers evaluated the grammar book negatively and not many contemporary researchers notice any innovativeness in it either. Keywords: historical–comparative method – diachronic linguistics – 19th century – Polish linguistics – Polish grammar books – Andrzej Sztochel.

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Yan, Tony, and Michael R. Hyman. "Critical historical research method and marketing scholarship." Journal of Marketing Management 34, no. 9-10 (June 13, 2018): 841–64. http://dx.doi.org/10.1080/0267257x.2018.1515783.

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Pricop, Cosmin Daniel. "The Historical-Critical Method and the Holy Fathers." Review of Ecumenical Studies Sibiu 6, no. 3 (December 1, 2014): 354–77. http://dx.doi.org/10.2478/ress-2014-0129.

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Abstract This study aims to capture the dynamics of the recent biblical studies in the Orthodox and Western, especially Protestant, theological areas. Both the Orthodox biblical theology and the Western biblical theology are streamlined by research, which can be inspired by each other´s experience. Thus, the Orthodox biblical studies are recently shaped in receiving and developing an exegetical method, and in this sense may appeal to the Western experience, especially the historical-critical method. On the other hand, the Western biblical scholars are concerned with bringing into the present the meaning of biblical texts or their update, in a direction close to the Orthodox biblical experience. The solution to these concerns can be rediscovered in the mutual completion with ecumenical connotations.

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Adam, A. K. M., Richard Ascough, Sandra Gravett, Alice Hunt, Dale Martin, Edward Wimberly, and Seung Ai Yang. "Should We Be Teaching the Historical Critical Method?" Teaching Theology & Religion 12, no. 2 (April 2009): 162–87. http://dx.doi.org/10.1111/j.1467-9647.2009.00502.x.

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Tadajewski, Mark. "Producing historical critical marketing studies: theory, method and politics." Journal of Historical Research in Marketing 3, no. 4 (November 8, 2011): 549–75. http://dx.doi.org/10.1108/17557501111183662.

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Wardana, Wage. "Pengaruh Metode Pembelajaran dan Kemampuan Berpikir Kritis Terhadap Kesadaran Sejarah Siswa SMA Islam Al Azhar Kelapa Gading Jakarta." Jurnal Pendidikan Sejarah 6, no. 2 (August 30, 2017): 38. http://dx.doi.org/10.21009/jps.062.05.

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The aim of study is to reveal the effect of learning methods and critical thinking style tostudent historical consciousness in Al Azhar Kelapa Gading Senior High School Jakarta. Thisresearch used is the experimental method. Research instrumentation will include a test that will beused to measure students history awareness from instructional methods and critical thinking style ofstudents. As for out come of this research are : (1) Student’s historical consciousness who are usingthe problem solving method will higher than students who used conventional method, (2)There is aninteraction between learning method and critical thinking style toward historical consciousness, (3)Student’s historical consciousness who have a high critical thinking and use a problem solvingmethod are higher than students who have a high critical thinking style using a conventional method,(4) Student’s historical consciousness who have a low critical thinking style and using a problemsolving methods are lower than students who have a high critical thinking style using a conventionalmethods.

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Woods, Thomas A. "Living Historical Farming: A Critical Method For Historical Research and Teaching About Rural Life." Journal of American Culture 12, no. 2 (June 1989): 43–47. http://dx.doi.org/10.1111/j.1542-734x.1989.1202_43.x.

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Baucom, I. ""Moving Centers": Climate Change, Critical Method, and the Historical Novel." Modern Language Quarterly 76, no. 2 (January 1, 2015): 137–57. http://dx.doi.org/10.1215/00267929-2864997.

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Rodríguez, Rafael. "Authenticating Criteria: The Use and Misuse of a Critical Method." Journal for the Study of the Historical Jesus 7, no. 2 (2009): 152–67. http://dx.doi.org/10.1163/174551909x447374.

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AbstractIn this essay I analyse the usual (mis)use(s) of the criteria of historical authenticity in historical Jesus research. Whereas the general appeal to the criteria has pursued at least a semblance of objectivity in historical-critical research, in practice the criteria have provided useful and clearly identifiable windows into how scholars have conceived the task(s) of historical reconstruction (i.e., their particular subjectivity). After surveying the relevant literature, I question the analytical concepts authentic and inauthentic as schemata orientating historical reconstruction. We should recognize and employ the criteria as tools that facilitate and affect the interpretation of historical traditions rather than (merely) their authenticity.

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Neuwirth, Angelika. "Qurʾānic Studies and Historical-Critical Philology." Philological Encounters 1, no. 1-4 (January 26, 2016): 31–60. http://dx.doi.org/10.1163/24519197-00000002.

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Qurʾānic scholarship in the west today tends to privilege historical queries, focusing on fragmented texts, their alleged subtexts, and the codex’s earliest venues of transmission. It usually abstains from attempts at making sense of the text as a literary artifact, let alone as an epistemic intervention into the reception of the Bible. Such concerns are left to philology which—if we follow Sheldon Pollock—is a tripartite venture: a query for “textual meaning,” an investigation into the text’s traditional understanding, i.e. its “contextual meaning,” and finally a re-thinking of one’s own scholarly preconceptions and responsibilities, the “philologist’s meaning.” Few topics are better suited to demonstrate the urgency of complementing historical with philological research than the Qurʾān’s controversial relation to the Bible. A fresh approach—updating the time-honored but somewhat fusty historical critical method—is required: a diachronic, yet contextual, and moreover holistic, reading of the Qurʾān. This paper will discuss texts that—featuring Muhammad and Moses respectively—reveal two major shifts in the relationship between the Qurʾān and Biblical tradition.Historical research should not be left alone: philology’s two assets, the contextual reading and moreover the researcher’s self-reflection, need to be admitted to the stage of Qurʾānic Studies. Christian interpretation of the Bible that, for historical and political reasons, has until now not taken the Qurʾān into account, could benefit substantially from the Qurʾān’s Biblical criticism, let alone its intrinsic challenge to rethink prevailing exclusivist positions.

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Eskola, Timo. "Quran Criticism, the Historical-Critical Method, and the Secularization of Biblical Theology." Journal of Theological Interpretation 4, no. 2 (2010): 229–51. http://dx.doi.org/10.2307/26421305.

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Abstract The emergence of historical criticism of the Bible was partly influenced by medieval Quran criticism. This background was still well known in the 19th century but was later forgotten when emphasis was laid on Greek literature. Scholars such as Riccoldo da Monte di Croce had written critical works against the Quran. This tradition reemerged 200 years later in Germany when Martin Luther translated Riccoldo's Confutatio Alcorani. The special features in Riccoldo's work are the criteria he used hoping to prove that the Quran was not divine revelation. The famous Deist Hermann Reimarus later demanded that the Bible be read in the same way as other literature. His examples in Wolfenbüttel Fragments are mostly taken from the Quran. Reimarus adopted Riccoldo's criteria when interpreting the Bible. The purpose of his rationalistic criticism was to show that contradictions, inconsistencies, and lies prove that, as with the Quran, neither can the Bible be held as divine revelation. Reimarus, in his apology "for the Rational Reverers of God," stated that Christian doctrines are based on a fraud because the apostles created the whole Systema only after Jesus' death. Jesus' original proclamation was political. This dichotomy, confirmed later in David Strauss's biography on Reimarus, became the basis for the criterion of dissimilarity in NT interpretation. Rudolf Bultmann then gave this criterion its present formulation, and it is still used, for instance, by the Jesus Seminar.

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Eskola, Timo. "Quran Criticism, the Historical-Critical Method, and the Secularization of Biblical Theology." Journal of Theological Interpretation 4, no. 2 (2010): 229–51. http://dx.doi.org/10.2307/jtheointe.4.2.0229.

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Abstract The emergence of historical criticism of the Bible was partly influenced by medieval Quran criticism. This background was still well known in the 19th century but was later forgotten when emphasis was laid on Greek literature. Scholars such as Riccoldo da Monte di Croce had written critical works against the Quran. This tradition reemerged 200 years later in Germany when Martin Luther translated Riccoldo's Confutatio Alcorani. The special features in Riccoldo's work are the criteria he used hoping to prove that the Quran was not divine revelation. The famous Deist Hermann Reimarus later demanded that the Bible be read in the same way as other literature. His examples in Wolfenbüttel Fragments are mostly taken from the Quran. Reimarus adopted Riccoldo's criteria when interpreting the Bible. The purpose of his rationalistic criticism was to show that contradictions, inconsistencies, and lies prove that, as with the Quran, neither can the Bible be held as divine revelation. Reimarus, in his apology "for the Rational Reverers of God," stated that Christian doctrines are based on a fraud because the apostles created the whole Systema only after Jesus' death. Jesus' original proclamation was political. This dichotomy, confirmed later in David Strauss's biography on Reimarus, became the basis for the criterion of dissimilarity in NT interpretation. Rudolf Bultmann then gave this criterion its present formulation, and it is still used, for instance, by the Jesus Seminar.

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WELLS, PAUL. "David R. Law. The Historical-Critical Method: A Guide for the Perplexed." Unio Cum Christo 2, no. 1 (April 1, 2016): 127. http://dx.doi.org/10.35285/ucc2.1.2016.rev6.

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VETTER, T. R. "An alternative method for paediatric anaesthetic induction: critical incidents and historical antecedents." Pediatric Anesthesia 3, no. 3 (May 1993): 173–77. http://dx.doi.org/10.1111/j.1460-9592.1993.tb00058.x.

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WALDSTEIN, MICHAEL MARIA. "THE SELF-CRITIQUE OF THE HISTORICAL-CRITICAL METHOD: CARDINAL RATZINGER'S ERASMUS LECTURE." Modern Theology 28, no. 4 (September 13, 2012): 732–47. http://dx.doi.org/10.1111/j.1468-0025.2012.01781.x.

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Fischbach, Rahel. "Contesting method: Discussing the historical-critical approach to the Qur’ān in Lebanon." Journal of the Middle East and Africa 7, no. 1 (January 2, 2016): 39–59. http://dx.doi.org/10.1080/21520844.2016.1148956.

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Sargent, Benjamin. "John Milbank and Biblical Hermeneutics: the End of the Historical-Critical Method?" Heythrop Journal 53, no. 2 (November 30, 2011): 253–63. http://dx.doi.org/10.1111/j.1468-2265.2011.00727.x.

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Takakura, Yuya, Tomoyuki Yajima, Yoshiaki Kawajiri, and Susumu Hashizume. "Application of critical path method to stochastic processes with historical operation data." Chemical Engineering Research and Design 149 (September 2019): 195–208. http://dx.doi.org/10.1016/j.cherd.2019.06.027.

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Abdullah, O. H., and W. A. Hatem. "Assessing Critical Criteria for Historical Archeological Buildings in Iraq." Engineering, Technology & Applied Science Research 12, no. 5 (October 2, 2022): 9229–32. http://dx.doi.org/10.48084/etasr.5140.

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-This research was conducted to identify and evaluate the relative importance of the criteria in an archaeological building. Open and closed questionnaires were used and interviews with experts and specialists from many ministries and governorates were conducted to identify the most important criteria. The aim determines what factors influence historic archaeological building success, and which criteria should be used to determine the best response. The data were analyzed with the SPSS V25 program using the Relative Importance Index (RII) method to determine the relative importance of the considered 15 variables. RII allows the identification of the most important criteria based on responses from participants, and it is a useful tool for prioritizing indicators rated on Likert-type scales. The data were analyzed using a formula from a previous study's relative index analysis method. Providing information or a database of historic old buildings ranked first with RII = 92%, and providing information on the changes taking place in old buildings ranked second with RII = 88%.

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Collins, Adela Yarbro. "Book Review: The Interpretation of Scripture: In Defense of the Historical Critical Method." Theological Studies 70, no. 1 (February 2009): 202–3. http://dx.doi.org/10.1177/004056390907000116.

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Adluri, Vishwa, and Joydeep Bagchee. "Paradigm Lost: The Application of the Historical-Critical Method to the Bhagavad Gītā." International Journal of Hindu Studies 20, no. 2 (February 1, 2016): 199–301. http://dx.doi.org/10.1007/s11407-016-9187-4.

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Prinsloo, W. S. "Die histories-kritiese metode(s) in perspektief." Verbum et Ecclesia 9, no. 2 (July 18, 1988): 196–209. http://dx.doi.org/10.4102/ve.v9i2.990.

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The historical critical method in perspective The historical critical method has made a major contribution to the scientific study of the Bible, especially since the 18th century. The historical critical method, influenced by 19thcentury positivistic and evolusionistic principles of the natural sciences has mainly concentrated on the intention of the original author, the original situation and the growth of the text. The text as it stands has to a large extent been neglected. In reaction to this the text-immanent and structuralistic approaches emerged during the 20th century. The ideal situation would be to combine the three basic elements of the communication process, i.e. the author, the text and the reader in a complementary exegetical model.

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Milinković, Marija, Dragana Ćorović, and Zlata Vuksanović-Macura. "Historical Enquiry as a Critical Method in Urban Riverscape Revisions: The Case of Belgrade’s Confluence." Sustainability 11, no. 4 (February 22, 2019): 1177. http://dx.doi.org/10.3390/su11041177.

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This article aims to underline the necessity of including historical enquiry in reaching the complex goals of sustainable development of urban riverscapes. Its proposed method is a survey conducted through selection, interpretation and systematization of the relevant historical data that consider the Belgrade cityscape, and specifically, the New Belgrade public spaces at the river confluence. The theoretical framework, which relies on the concepts of ‘landscape urbanism’ and ‘critical practice of landscape architecture’, has affected the selection and interpretation of dense historical layers of modernization, formed in diverse socio-economic and political conditions. We have distinguished five historical strata that contribute significantly to comprehension of the present state. By looking at the traces of the formative period of Belgrade urban landscape, the moments of New Belgrade’s inception, inerasable impacts of war, vigorous post WWII socialist transformation and, finally, the series of Danube riverscape revisions, we intend to depict the complexity of the modern city legacy and thus stress the interconnectedness of past and future endeavours. As a counterpoint to globalizing tendencies in re-designing city riverfronts, this work is conceived as a lateral contribution to a broader investigation that informs, supports and constitutes more ecologically viable practices.

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Wansbrough, H. "The Interpretation of Scripture: In Defense of the Historical-Critical Method. By JOSEPHA. FITZMYER." Journal of Theological Studies 60, no. 1 (November 12, 2008): 256–57. http://dx.doi.org/10.1093/jts/fln158.

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Harrisville, Roy A., and Walter Sundberg. "The Bible in Modern Culture: Theology and Historical-Critical Method from Spinoza to Käsemann." Pro Ecclesia: A Journal of Catholic and Evangelical Theology 7, no. 3 (August 1998): 376–77. http://dx.doi.org/10.1177/106385129800700319.

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Knight, Thomas Daniel. "Documenting Difficult Cases: A Mixed Method Analysis." Genealogy 6, no. 3 (August 12, 2022): 69. http://dx.doi.org/10.3390/genealogy6030069.

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This Special Issue of Genealogy examines the use of evidence, documentation, and methodology in family history and genealogical studies, and welcomes case studies that examine how to document individuals and relationships. A critical component of scholarly research focusing on the study of particular individuals or groups entails correctly identifying those individuals Historians, genealogists, historical demographers, and scholars in other disciplines sometimes undertake this sort of analysis. Often, research is uncomplicated if the research subject remained in a particular geographical area, or left a clear evidentiary trail, but what happens when historical documents do not clearly identify the research subject? Utilizing a case study approach, this essay employs four different research methods—the chronological study, family reconstitution, community study techniques, and the one-name study—to identify an individual whose correct historical identification was problematic. As such, it establishes a research strategy that can be employed in similar situations.

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Asadi, Ehsan, and Hartmut Fricke. "Aircraft total turnaround time estimation using fuzzy critical path method." Journal of Project Management 7, no. 4 (2022): 241–54. http://dx.doi.org/10.5267/j.jpm.2022.4.001.

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Airport Collaborative Decision Making (ACDM) flight scheduling plans rely on accurate predictions of both optimal and reliable aircraft turnaround times, which is one of the most difficult things to complete. In order to account for the effects of randomness and fuzziness on the turnaround process duration, this paper deals with transforming the probability distribution of well-fitted sub-processes into a cumulative density function, which is equivalent to the fuzzy membership function (FMF), and then using goodness-of-fit to determine the fuzzy membership grade of each turnaround sub-process. The turnaround time is calculated using the fuzzy critical path method (FCPM), which is a combination of the Critical Path Method (CPM) and fuzzy set theory. In order to verify this estimate, we created the FMF using historical data and compared it to turnaround times based on FCPM. A linear regression model is used to examine the relationship between arrival delays and the FCPM-based turnaround process. We also use historical data to generate fuzzy sets of different arrival delays using Frankfurt airport data from the summer of 2017 and conclude that delays are positively correlated with the FCPM-based turnaround process.

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Jin, Hui, and Qing Chun. "Calculation method for the service life of Chinese historical reinforced concrete buildings." MATEC Web of Conferences 319 (2020): 06006. http://dx.doi.org/10.1051/matecconf/202031906006.

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Almost all of the existed studies on the corrosion of rebars were based on round-section rebars. However, the square-section steel rebars were widely used in China from 1912 to 1949, and there was no specific calculation model or durability assessment method for this type of historical buildings. In this study, based on the original configuration design of this kind of structures, the experiments of the corrosion-induced cover cracking of a certain number of reinforced concrete members with square-section rebars were carried out with the electrochemical acceleration method. The average rust depths of the square-section rebars at the critical corrosion-induced cover cracking moment were obtained. Then, the calculation method of critical rust depth of steel rebars at the concrete cover cracking moment was presented with data fitting method. Finally, combining with predication of carbonization life of concrete, a calculation method of the service life for Chinese historical RC buildings using square-section rebars was proposed. The research results can provide the basis for the durability assessment and conservation for Chinese historical RC buildings.

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Pernantah, Piki Setri. "PEMBELAJARAN SEJARAH DALAM PERSPEKTIF PEDAGOGI KRITIS." Jurnal Pendidikan 11, no. 1 (May 2, 2020): 49. http://dx.doi.org/10.31258/jp.11.1.49-58.

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This article is a theoretical study using the method of literacy study. It aims to discuss and study historical learning in a new perspective. Learning of history should be oriented to provide historical knowledge and introduce the noble values of the nation. Because, those two things will not have meaning for the lives of students if they do not understand the meaning of every historical event that they have learned. Efforts to realize meaningful historical learning, related to students' actions for reflective thinking. One thing that cannot be separated from the study of critical pedagogy is reflective thinking. Applying critical pedagogy in learning history, which means emphasizing critical theory as an analytical tool for reading various historical realities in learning. It is expected that students will be able to interact with each other and study various historical realities so that they can reflect on themselves and think critically about these realities. Discussing the learning of history in the concept of critical pedagogy is a new approach that seeks to help students in the process of historical learning. So that they can question and criticize every material in historical learning so that it gives birth to critical-reflective thinking that makes students able to learn and interpret every historical fact and historical learning material in school.

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Capetz, Paul E. "Theology and the Historical-Critical Study of the Bible." Harvard Theological Review 104, no. 4 (October 2011): 459–88. http://dx.doi.org/10.1017/s0017816011000411.

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One salient characteristic of our current situation is the emergence of a growing consensus among theologians and biblical scholars alike that the time has come to “dethrone” historical criticism as the reigning paradigm of scriptural exegesis for the sake of recovering a theological interpretation of the Bible on behalf of the church.1 To illustrate this new development, I have chosen to focus on the arguments of three prominent biblical scholars, each of whom has made a sustained case about the negative effects of historical criticism upon theological exegesis: They are Brevard S. Childs, Christopher R. Seitz, and Dale B. Martin. All three scholars have close ties to Yale and, not surprisingly, they bear a sort of family resemblance to one another inasmuch as their work partakes of theological themes and concerns that have been prominent at that school in recent decades. Notwithstanding their antagonistic posture toward historical criticism, all three are gifted practitioners of the very method whose dominance they seek to overturn. Since I am not a biblical scholar, I must enter into discussion with them as a theologian who is equally concerned about the relations between biblical studies and theology. At the outset, however, it is necessary to clarify that my own theological orientation prevents me from embracing their call to depose historical criticism. As a liberal Protestant for whom historical-critical interpretation of both the biblical and the post-biblical tradition is constitutive of theology's proper task, their initial premise that historical criticism is somehow inimical to a theological treatment of the Bible strikes me as false and misleading. Contrary to the impression given by their explicit formulations, it appears that the real target of their polemics is not historical scholarship per se but, rather, the normative uses to which it is put in theologies informed by it.

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Nixon, Brice. "Dialectical Method and the Critical Political Economy of Culture." tripleC: Communication, Capitalism & Critique. Open Access Journal for a Global Sustainable Information Society 10, no. 2 (May 25, 2012): 439–56. http://dx.doi.org/10.31269/triplec.v10i2.371.

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This article argues that the quality that defines critical political economy is its critical method. Definitions of the critical political economy of culture are considered and shown to focus on specific theoretical concerns while not fully addressing the fundamental issue of method. Method is here discussed in terms of the way human reason is used to produce knowledge. A critical method for Marx is a historical materialist dialectical method, thus this paper argues for a deeper consideration of the Marxist dialectical method in relation to critical political-economic theorizing. Sources for methodological consideration from Marx to 20th-century Western Marxists are outlined. The potential contribution of the Marxist dialectical method in the continued development of the critical political economy of culture is demonstrated by showing the possibility of developing a complementary critical political economy of consciousness. Smythe’s theorizing of audiences as workers is considered as a useful starting point, and its potential development through incorporation of the work of other critical scholars of media and culture is outlined.

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Klein, Hans. "Die historisch-kritische Methode der Bibelauslegung." Review of Ecumenical Studies Sibiu 6, no. 3 (December 1, 2014): 336–53. http://dx.doi.org/10.2478/ress-2014-0128.

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Abstract The historical-critical method of biblical exegesis has its roots in Humanism and in the Enlightenment. Humanism situated the Bible in the series of ancient texts, whilst the Enlightenment sought the rational elements in the message of the Bible. The method, developed over a long period of time, proceeds from the assumption that the Bible has a message, first and foremost, for the respective era. This is why it tries to distil the demands and consolations of the Bible on the basis of (historical) knowledge about the respective era, and to sound the depths of its message for the present on this basis. There are many steps the interpreter must go through to create a space in his heart for the message of the Bible in accord with the specifics of his own era. The critical aspect of the method rests primarily on placing the message within the time of its utterance, but also on relating it to the conditions and mentalities prevailing at the time of interpretation. The historical-critical method is an auxiliary science that does not exclude other types of Bible exegesis. The insights gained from applying it are communicated through sermons and as part of the teachings of the Church.

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Tucker, Ericka. "The Subject of History: Historical Subjectivity and Historical Science." Journal of the Philosophy of History 7, no. 2 (2013): 205–29. http://dx.doi.org/10.1163/18722636-12341250.

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Abstract In this paper, I show how the phenomenological and hermeneutic traditions and method converge on their treatment of the historical subject. Thinkers from both traditions converge on the following thesis: that subjectivity is shaped by a historical worldview. Each tradition provides independent grounds and methodological approaches which provide accounts of how these worldviews are shaped, and thus how essentially historical subjective experience is molded. In the second part of this paper I argue that both traditions, although offering helpful ways of understanding the way history shapes subjectivity, go too far in their epistemic claims for the superiority of subjective over positivist or academic history. They propose that the historicity of subjective experience is unexpressed and therefore inexpressible in positivist or academic history. I propose that although the phenomenological-hermeneutic approach to historical subjectivity is both fruitful and valuable for understanding both history and human nature, it cannot and ought not replace academic or what I will call ‘critical’ history. By showing the importance of historicity, and the force of historical consciousness on our actions, philosophers of history in these traditions expose the epistemic and perhaps even ethical requirement to engage in a rigorous critical history, one which recognizes the importance of historical consciousness. Such critical history is necessary to move beyond the subjective horizon of history as experienced to understand how events shaped this historical horizon.

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Duggan, Michael F. "Looking for Black Swans." Symposion 8, no. 1 (2021): 45–77. http://dx.doi.org/10.5840/symposion2021812.

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This article examines the basis for testing historical claims and proffers the observation that the historical method is akin to the scientific method in that it utilizes critical elimination rather than justification. Building on the critical rationalism of Karl Popper – and specifically the deductive component of the scientific method called falsification – I examine his tetradic schema and adapt it for the specific purpose of historical analysis by making explicit a discrete step of critical testing, even though the schema is adequate as Popper expresses it and the elimination of error occurs at all steps of analysis. I also add a discrete step of critical elimination to Popper’s schema even though the elimination of error occurs at every step of analysis. The basis for critical elimination history is the demonstrable counterexample. The study of history will never approach the precision of science – history deals with open systems that cannot be replicated like experiments guided by fundamental laws. But just because we cannot know something with the rigor of science does not mean that we cannon know it better than we do. There may be no objective truth in an absolute sense, but there is a distinction to be made between well-tested and poorly tested theories and therefore between history done well and history done with less analytical rigor. What I hope to show is how our historical knowledge may progress through good faith critical discussion – history is discussion – and the elimination of error.

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Brazelton, Bennett. "Ethical Considerations on Representing Slavery in Curriculum." Radical Teacher 121 (December 9, 2021): 55–65. http://dx.doi.org/10.5195/rt.2021.830.

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Critical discourse on the role of slavery in U.S. history curriculum has tended to rely on calls for justice through truth and complexity. Yet the “truth” of slavery is almost incomprehensibly violent, constituting a form of “historical trauma”; the resultant instructional methods thus resemble what Berry and Stovall term a “curriculum of tragedy.” Ethical questions emerge regarding this method. Chiefly, if slavery constitutes a “historical trauma,” what are the possibilities of a Trauma-Informed curriculum? What are the responsibilities owed to students and historical subjects? Building from critical interventions in Black Feminist Theory and the work of the Frantz Fanon, I propose curricular interventions that attempt to mediate concurrent dynamics of trauma, pain, mourning, action, and revenge.

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Ormerod, Neil. "The Quest for the Historical Jesus as an Experiment in Theological Method: A Lonerganian Perspective." Irish Theological Quarterly 85, no. 4 (August 21, 2020): 389–404. http://dx.doi.org/10.1177/0021140020948378.

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Bernard Lonergan developed his theological method as a response to the need to integrate historical studies into theological method. While his method is derived from his transcendental method, this paper argues that the last three centuries of the quest for the historical Jesus provide a test case against which to test Lonergan’s method. While critical historical method corresponds (more or less) to Lonergan’s first three functional specialties (research, interpretation, and history), the dynamics of the quest itself point to the need for dialectics and foundations while raising the question of doctrine. In this way the quest provides some empirical verification for Lonergan’s method.

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Da Silva Menger (Unisul), Ms Amanda, and Drª Vera Lúcia Chacon Valença (Unisul). "A PEDAGOGIA HISTÓRICO-CRÍTICA NO CONTEXTO DAS TEORIAS DE EDUCAÇÃO." Poiésis - Revista do Programa de Pós-Graduação em Educação 6, no. 10 (December 30, 2012): 497. http://dx.doi.org/10.19177/prppge.v6e102012497-523.

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This article “The Historical-Critical Pedagogy in the context by Theories of of Education” is a literature review about the bases of Historical-Critical Pedagogy. This pedagogy is originates in Brazil, in 1980´s how alternative by others pedagogies. This article wanted to put in context the Historical-Critical Pedagogy in the Theories of Education and show how the dialectic can be a knowledge method and can be used how education. This article is part of the dissertation “A teledramaturgia em sala de aula: as minisséries como recurso pedagógico para o ensino de História”. That dissertation had funding by Prosup/Capes.

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Petrova, S. G. "“Layer-by-Layer Construction of the Ancient History of China”: Gu Jiegang’s Method and Hypothesis." Uchenye Zapiski Kazanskogo Universiteta. Seriya Gumanitarnye Nauki 163, no. 6 (2021): 144–56. http://dx.doi.org/10.26907/2541-7738.2021.6.144-156.

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The article focuses on the establishment of the theoretical and methodological basis of the Chinese historical school of doubt in antiquity led by Gu Jiegang, a prominent historian. The study is driven and inspired by the growing research interest in the transitional periods of non-Western history. Gu Jiegang’s historical ideas and skeptical views, the method that he introduced, and his influence on the development of history as a science in China are analyzed using the comparative historical, genetic, and historical-biographical methods. Having absorbed the ideas of the traditional textological approach of Kaozheng, in particular the critical views of the Qing scribe Cui Shu, and the “genetic” method of his teacher Hu Shi, which had been adopted by the latter from J. Dewey, Gu Jiegang developed his own method of “layer-by-layer” reconstruction, which allows one to extract the “reliable” by identifying the “doubtful”. His hypothesis and methods were published and sparked furious debate among historians. Therefore, it is obvious that Gu Jiegang’s ideas induced the transformation of the historical thinking in China during the first third of the 20th century.

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Arifin Anis, Mohamad Zaenal, Fitri Mardiani, and Erlina Wiyanarti. "HISTORICAL LEARNING THROUGH THE HISTORICAL THINKING LEARNING MODEL (MPBH) BASED ON ISSUE CENTERED HISTORY BRINGS STUDENTS CAN THINK CRITICAL THINKING REALITY AND EXPECTATIONS." Jurnal Socius 10, no. 1 (April 15, 2021): 1. http://dx.doi.org/10.20527/jurnalsocius.v10i1.10323.

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The phenomenal development of history learning in developed countries has made history education experts in Indonesia train students to think historically and believe that learning history must be based on historical central issues. However, the implementation of historical thinking is based onissuehistorical centre as a powerful way to achieve critical historical learning is not without challenges. Many historical education experts admit that historical thinking is the best way to teach students to learn the critical history and be able to relate problemscontemporaryto historical phenomena to carry out successfully. This study aims to investigate the effectiveness of the learning model think historically (MPBH) based issue central history in the European History course. Data obtained from 2 classes with a population of 70 people. This study uses a quantitative approach with a quasi-experimental method. The research findings are significant differences between the experimental and control classes in improvement ability think critical student. Conclusione ffectiveness MPBH based on the central historical issue in this research has not been able to generalize still needed to expand the research by increasing the population and a wider area.

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Downing, F. Gerald. "Feasible Researches in Historical Jesus Tradition: A Critical Response to Chris Keith." Journal for the Study of the New Testament 40, no. 1 (August 4, 2017): 51–61. http://dx.doi.org/10.1177/0142064x17723477.

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In his programmatic article, ‘The Narratives of the Gospels and the Historical Jesus: Current Debates, Prior Debates, and the Goal of Historical Jesus Research’, Chris Keith argues for a very clear distinction between two styles or types of historiography (Keith 2016). One searches ‘behind’ the gospel texts for ‘authentic’ matter; the other, according to Keith, the only ‘feasible’ method, allowing for ‘memory theory’ in particular, is to discern how ‘the tradition’ developed, and only thence generate theoretical reconstructions of a Jesus who may have originally prompted it. It is argued here that this presents an unsustainable dichotomy, for the historical tradition(s) of the ﬁrst Christians also themselves ‘lie behind’ our texts, and imaginative searches for both Jesus and Jesus traditions have to proceed hand in hand.

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Rusvitaningrum, Yunitasari, Leo Agung S, and Sudiyanto Sudiyanto. "Strengthening Students' Historical Awareness in History Learning in High School Through Inquiry Method." International Journal of Multicultural and Multireligious Understanding 5, no. 5 (September 21, 2018): 249. http://dx.doi.org/10.18415/ijmmu.v5i5.446.

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This article focuses on strengthening students' historical awareness in learning history in high school through the inquiry method. The purpose of this study was to identify the strengthening of students' historical awareness through the inquiry method. Data is obtained through documents of books, journals, theses, proceedings, and websites that relate to the object of research and then analyzed with text analysis techniques. The results showed the inquiry method was very helpful to make history teaching more interesting, showed students that the facts existed and also gave students the opportunity to actively participate in history lessons and students were encouraged to act actively looking for answers to the problems they faced and draw conclusions itself through a process of scientific thinking that is critical, systematic and logical so that historical awareness that had previously grown stronger.

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Dobbs-Allsopp, F. W. "Rethinking Historical Criticism." Biblical Interpretation 7, no. 3 (1999): 235–71. http://dx.doi.org/10.1163/156851599x00010.

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AbstractThe present paper seeks to provide a programmatic introduction to some of the major themes of historicist literary study and to explore how this body of work may help biblical scholars rethink historical criticism as a specifically literary method of study and reading. It advocates a program of literary study in which biblical historical criticism, with its strong insistence on the need to historicize and with the various philological practices which it uses to accomplish this feat of historicization, continues to play a central and essential role, but recognizes, as well, the pressing need to rethink and to retheorize the objectivist and foundationalist assumptions which have informed and motivated historical-critical practices in the past, and to facilitate the integration of the full panoply of literary methods, theories, and strategies of reading currently employed by literary scholars.

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Nolte, Victoria. "Asian Canadian Minor Transnationalism: A Method of Comparison." Asian Diasporic Visual Cultures and the Americas 4, no. 1-2 (March 4, 2018): 65–88. http://dx.doi.org/10.1163/23523085-00401004.

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This article provides a comparative analysis of Howie Tsui’sCelestials of Saltwater City(2011) and Ali Kazimi’sFair Play(2014), two art installations that centre the histories of different Asian Canadian communities (Chinese Canadian and South Asian Canadian, respectively), but are underscored by paralleled experiences of racism, exclusion, and indenture. I bring these works together to propose a rethinking of Asian Canadian art history through Françoise Lionnet and Shu-mei Shih’s concept of minor transnationalism, a framework which helps map historical formations of “Asian Canadian” that rupture dominant cultural discourse. By comparing the ways in which Asian Canadian artists tell their own stories, drawing attention to narrative and aesthetic resonances not always immediately apparent, minor transnationalism brings into critical focus the subjective connections and experiences of diaspora that are already present but have been obscured through processes of historical erasure and settler colonial nation-building.

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Stockinger, Thomas, and Thomas Wallnig. "Bernhard Pez: An Austrian Benedictine Scholar between Sacred Antiquarianism and New Practices of Scholarship." Erudition and the Republic of Letters 1, no. 1 (February 9, 2016): 79–105. http://dx.doi.org/10.1163/24055069-00101004.

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The article addresses the question of how to situate a Benedictine scholar of the early eighteenth century in relation to recent research on the intersecting goals of historical-critical scholarship and the search for confessional identities. The Benedictine Bernhard Pez (1683–1735) was among the first scholars in Austria to engage in the systematic collection and critical publication of medieval source texts. He has been long regarded as a pioneer of the historical-critical method though, like many contemporaries, he used it mainly for apologetic purposes, especially in favour of the Benedictine Order. What is interesting about Pez are his attempts to evade the institutional limitations in theology by highlighting the historical nature of church history and to search for Protestant allies in an anti-Roman struggle for a historical view of the antiquities of the ‘German’ church.

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황덕형. "A Hermeneutical Meaning of the Historical-critical Method and a Meaning of Inspiration of Systematical Theology." Korean Jounal of Systematic Theology ll, no. 43 (December 2015): 257–95. http://dx.doi.org/10.21650/ksst..43.201512.257.

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Briggs, Richard S. "The Interpretation of Scripture: In Defense of the Historical-Critical Method. By Joseph A. Fitzmyer, S.J." Heythrop Journal 50, no. 1 (January 2009): 124. http://dx.doi.org/10.1111/j.1468-2265.2009.00438_6.x.

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Kingsbury, Jack Dean. "Book Review: The Bible in Modern Culture: Theology and Historical-Critical Method from Spinoza to Kasemann." Interpretation: A Journal of Bible and Theology 51, no. 1 (January 1997): 100–102. http://dx.doi.org/10.1177/002096439605100130.

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Tilling, Chris. "Down with This Sort of Thing: Seth Heringer and the End of the Historical-Critical Method." Journal of Theological Interpretation 16, no. 2 (December 1, 2022): 275–92. http://dx.doi.org/10.5325/jtheointe.16.2.0275.

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Layder, Derek. "The Philosophical Bogeyman: Misunderstanding the Relation of Theory and Method." Sociological Review 37, no. 3 (August 1989): 530–37. http://dx.doi.org/10.1111/j.1467-954x.1989.tb00043.x.

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When my article ‘The relation of theory and method: causal relatedness, historical contingency and beyond’ appeared in The Sociological Review August 1988, it was followed by two critical responses in the same issue by Platt and Bulmer. In my opinion both of these responses seriously misrepresent and profoundly misunderstand my arguments. In what follows I identify the more salient of these errors and attempt to rectify them.

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Journal articles on the topic 'Historical-critical method'

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