scholarly journals Historical thinking and family historians: Renovating the house of history

2021 ◽  
Vol 8 (1) ◽  
pp. 83-96
Author(s):  
Emma Shaw ◽  
Keyword(s):  
Formal Education ◽  
Historical Thinking ◽  
Historical Research ◽  
Public Pedagogy ◽  
Australian Study ◽  
Historical Knowledge ◽  
Research Methodologies ◽  
Traditional Family ◽  
The Past ◽  
The World

Family history research, as a multi-billion-dollar industry, is one of the most popular pastimes in the world with millions of enthusiasts worldwide. Anecdotally regarded by some in the academy as being non-traditional, family historians are changing the historiographic landscape through the proliferation and dissemination of their familial narratives across multiple media platforms. Learning to master the necessary research methodologies to undertake historical work is a pedagogic practice, but for many family historians this occurs on the fringe of formal education settings in an act of public pedagogy. As large producers of the past, there have been many important studies into the research practices of family historians, where family historians have been shown to draw upon the research methodologies of professional historians. Paradoxically, little attention has been paid to how these large producers of historical knowledge think historically. This paper reports on interview findings from a recent Australian study into the historical thinking of family historians. Drawing on Peter Seixas’ (2011) historical thinking concepts as a heuristic lens, this research finds that some family historians, despite being largely untrained in historical research methodologies (Shaw, 2018), display the theoretical nuances of the history discipline in (re)constructing and disseminating their familial pasts.

INFORMING HISTORICAL RESEARCH IN ACCOUNTING AND MANAGEMENT: TRADITIONS, PHILOSOPHIES, AND OPPORTUNITIES

1997 ◽  
Vol 24 (2) ◽  
pp. 111-149 ◽  
Author(s):  
Lee D. Parker
Keyword(s):  
Historical Research ◽  
Business History ◽  
Historical Knowledge ◽  
The Past ◽  
Field Of Inquiry ◽  
Historical Thought ◽  
The Way

Historical research in accounting and management, hitherto largely neglected as a field of inquiry by many management and accounting researchers, has experienced a resurgence of interest and activity in research conferences and journals over the past decade. The potential lessons of the past for contemporary issues have been rediscovered, but the way forward is littered with antiquarian narratives, methodologically naive analyses, ideologically driven interpretation and ignorance of the traditions, schools and philosophy of the craft by accounting and management researchers as well as traditional and critical historians themselves. This paper offers an introduction to contributions made to the philosophies and methods of history by significant historians in the past, a review of some of the influential schools of historical thought, insights into philosophies of historical knowledge and explanation and a brief introduction to oral and business history. On this basis the case is made for the philosophically and methodologically informed approach to the investigation of our past heritage in accounting and management

Using Sources In History Teaching

2021 ◽  
pp. 54-67
Author(s):  
Seema S.Ojha
Keyword(s):  
Deductive Reasoning ◽  
Primary Source ◽  
Primary Sources ◽  
Historical Knowledge ◽  
History Teaching ◽  
Secondary Sources ◽  
The Past ◽  
Teaching History ◽  
The World ◽  
Source Materials

History is constructed by people who study the past. It is created through working on both primary and secondary sources that historians use to learn about people, events, and everyday life in the past. Just like detectives, historians look at clues, sift through evidence, and make their own interpretations. Historical knowledge is, therefore, the outcome of a process of enquiry. During last century, the teaching of history has changed considerably. The use of sources, viz. textual, visual, and oral, in school classrooms in many parts of the world has already become an essential part of teaching history. However, in India, it is only a recent phenomenon. Introducing students to primary sources and making them a regular part of classroom lessons help students develop critical thinking and deductive reasoning skills. These will be useful throughout their lives. This paper highlights the benefits of using primary source materials in a history classroom and provides the teacher, with practical suggestions and examples of how to do this.

scholarly journals “Who We Are, and Why We Do It”: A Demographic Overview and the Cited Motivations of Australia’s Family Historians

2019 ◽  
Vol 45 (1) ◽  
pp. 109-124
Author(s):  
Emma Shaw
Keyword(s):  
Family History ◽  
Historical Thinking ◽  
Australian Study ◽  
Research Practices ◽  
The World ◽  
Survey Responses

The multibillion-dollar family history industry is booming in popularity as millions of people around the world are seeking to connect with their ancestral pasts. This article presents some of the findings of a recent Australian study that explored the research practices and historical thinking of family historians. The data presented and discussed here are drawn from 1,406 survey responses and present a demographic and social overview of the survey respondents. It categorizes the cited motivations of family historians in Australia for commencing their familial research, which are much more intrinsic and personal than other studies in this field suggest.

Realism, Radical Constructivism, and Film History

2006 ◽  
Vol 7 (2) ◽  
pp. 187-199
Author(s):  
Nick Redfern ◽  
Keyword(s):  
Film History ◽  
Historical Knowledge ◽  
Radical Constructivism ◽  
Realist Theory ◽  
The Past ◽  
Basic Model ◽  
Art Form ◽  
The World ◽  
Nature Development ◽  
Viable Approach

As a technology and an art form perceived to be capable of reproducing the world, it has long been thought that the cinema has a natural affinity with reality. In this essay I consider the Realist theory of film history out forward by Robert C. Allen and Douglas Gomery from the perspective of Radical Constructivism. I argue that such a Realist theory cannot provide us with a viable approach to film history as it presents a flawed description of the historian’s relationship to the past. Radical Constructivism offers an alternative model, which requires historians to rethink the nature of facts, the processes involved in constructing historical knowledge, and its relation to the past. Historical poetics, in the light of Radical Constructivism, is a basic model of research into cinema that uses concepts to construct theoretical statements in order to explain the nature, development, and effects of cinematic phenomena.

La responsabilità morale dello storico

2009 ◽  
pp. 116-126
Author(s):  
Bronislaw Baczko
Keyword(s):  
Historical Research ◽  
Social Awareness ◽  
Moral Code ◽  
Individual Action ◽  
Historical Knowledge ◽  
The Past ◽  
Principle Of Relativity ◽  
Historical Moment ◽  
Over Time

- Historical knowledge is tied in a thousand ways to the anxieties, conflicts, to antinomies and to the demands of our era. It is in the name of our present that interrogates the past. It possesses a degree of expressive character: voicing the present where one is born and lives. So, therefore the historian is not an impartial and static observer of the past and the ever-dominate present. He must remain in the perspective of the present-day and the historical moment in which he lives. But no «present» is ever really finished. One might think that no moral code is consistent with the principle of relativity of knowledge, that the researcher is inevitably partial and runs the risk of deformation and ideological sublimation. It may also be that history has taken a far too long function of magistra vitae in social awareness. It does not seem to arouse any distrust towards our time. In fact, the disproportion between the anonymous «fate» on one side - the decisions bearing on the existence of humanity and its future destiny - and, on the other hand, the possibility of individual action is today such that history seems pointless for the rationalization of the present. The attitude towards historical knowledge is also influenced by the fact that it is a subject far too easy to exploit and manipulate by power and propaganda, penalizing values often variable and contradictory. The historical-humanist has often been reduced to the role of technical - propagandist. In his research, he cannot make «partial» choices between true and false. The awareness of the relativity of values and of their variability over time, does not change anything in the absolute moral character of historical research. The total moral responsibility of the historian cannot be relieved by anyone. An historian, precisely, must explore the past to get to the truth; he is morally obligated and has no right to falsify.Key words: present, pass, historical knowledge, "to be a historian", responsibility, relativism, moral code.Parole chiave: presente, passato, conoscenza storica, "essere uno storico", responsabilità, relativismo, codice morale.

Alexander the Great Had Aristotle

2019 ◽  
pp. 3-15
Author(s):  
Paul Woodruff
Keyword(s):  
Higher Education ◽  
Formal Education ◽  
Community Education ◽  
Institutions Of Higher Education ◽  
Alexander The Great ◽  
The Past ◽  
The World ◽  
Healthy Organization ◽  
Ways Of Being ◽  
Do So

Leaders can emerge only under certain conditions; they need opportunities, experience, and education. Some famous leaders from the past have developed without formal education, but Alexander the Great studied with Aristotle. We should look at examples of leaders who changed the world without armies, however. Today, institutions of higher education can provide the necessary education, as well as opportunities and experience; they should do so intentionally in order to make good on their promise to students and parents. Opportunities arise inside and outside the classroom. Students should make the most of these opportunities in order to gain experience as leaders. Freedom is an essential component of opportunity for leadership, since leadership does not flourish in a strict hierarchical community. Education for leadership suits all students; there are many ways of being a leader, and in a healthy organization, every member is prepared to show leadership. Leaders need followers, of course, but good followers develop the same abilities as good leaders. This chapter outlines the main topics that the book will cover.

scholarly journals History of Chinese Communities in the District Aru Islands

2019 ◽  
Vol 3 (1) ◽  
pp. 82
Author(s):  
Efilina Kissiya
Keyword(s):  
Michel Foucault ◽  
History Of Ideas ◽  
Social Adaptation ◽  
Historical Research ◽  
Event History ◽  
Sea Cucumbers ◽  
Remote Areas ◽  
The Past ◽  
The World ◽  
History Of

Ethnicity Chinese is group society nomads who almost occupy all over Indonesian territory arrived in remote areas even though even ethnicity this is almost too occupy all countries in the world. Existence of ethnicity Chinese in Aru has a long history and very interesting for examined. The Problem in research this is: how history society Chinese in the District The Aru Islands with use Method historical research. Historian England, Robin George Collingwood (1889-1943), gave three understanding about history, namely: (1) all history is history thinking, (2) knowledge history is enforcement back thought in mind historians whose history is being studied , and (3) knowledge history is a business inviting back thoughts of the past are wrapped up in context thoughts today are with contradict it, limit it from different fields from field them (Collingwood 2004: 134-139). It seems Collinwood is more emphasis on history thoughts and how the historian uses his mind to understand various things that are in event history. Way of thinking this is also dominant in thought the history of Michel Foucault (1926-1984) who tended to the history of ideas or thought (Foucault 2002). He admitted that history Indeed is ' cheap ' fields to anyone who wants to learn it, but on him also there space astray for those who aren't able to dive in room knowledge history in a manner deep particularly related with network knowledge unvisible. Research results showing that: Arrival ethnicity Chinese in Aru are caused because of reason economy because the difficulty life economy in China are urging the community to do migrant Exit from China. Aru with various results earth especially results in the sea that is pearls, Lola, sea cucumbers, and fish and bird paradise make Pull the power itself alone for migrants including ethnicity Chinese. Social adaptation conducted by ethnicity Chinese to the Aru community is very binding life social The Aru community own because ethnicity Chinese in life daily not create differently or distance between they are.

scholarly journals Development and Re-Configuration of Heritage Perception: History Textbooks and Curriculum

2017 ◽  
Vol 6 ◽  
pp. 27
Author(s):  
Veysel Apaydin
Keyword(s):  
Formal Education ◽  
Minority Groups ◽  
History Textbooks ◽  
National Minority ◽  
Heritage Sites ◽  
The Past ◽  
Minority Ethnic Groups ◽  
The World ◽  
Education In Turkey ◽  
Minority Ethnic

The plundering, looting and neglect of archaeological and heritage sites are quite common in many parts of the world. Turkey is one such country that has a poor record of preservation of archaeological and heritage sites, particularly those of minority ethnic groups and from the prehistoric and ancient periods. In other words, those which are not part of the national/official past of Turkey. The main reason for this is that Turkish formal education neglects the prehistoric and ancient past, and ‘others’ the past of minority groups. This paper will examine and discuss how and to what extent archaeology and heritage related topics are presented in formal education in Turkey, i.e., national, minority groups, prehistoric and ancient pasts and antiquities by analysing the curriculum and textbooks from 2013. Specifically, this paper will demonstrate that history education in schools has a major impact on the development and re-configuration of heritage perception, which can either lead to the protection or neglect of heritage.

Rediscovering Family Values

2016 ◽  
Vol 28 (1) ◽  
pp. 90-107
Author(s):  
Columbus Ogbujah ◽  
Keyword(s):  
Global Dimension ◽  
Family Values ◽  
Work And Family ◽  
Social Consequences ◽  
Freedom Of Choice ◽  
Traditional Family ◽  
Number Of Children ◽  
The Past ◽  
The World ◽  
Family Ethics

In the past few decades, a lot has changed in the world. There is now a global dimension to every societal value. Globalization has unlocked the local and national perceptions to a broader outlook of an interconnected and interdependent world. People are mingling in the world like never before. But these come with new challenges, new social regulations and controls that require adoption of new values, all of which foist on people competing and often incompatible demands between work and family, and have led to the erosion of pivotal values that hitherto bonded families together. Today, marriages are few, divorces are many, and the number of children born to unmarried, single parents has skyrocketed, with shocking social consequences. This essay unravels the apparent chaos in marital and family ethics arising from an unhindered freedom of choice in a globalized era, and proposes a rediscovery of sound traditional family values as a solution.

Writing Histories of the Present

2022 ◽  
pp. 119-137
Author(s):  
Andrew C. Greene
Keyword(s):  
Discourse Analysis ◽  
Educational Research ◽  
Historical Research ◽  
Curriculum Studies ◽  
Research Methodologies ◽  
The Past ◽  
Alternative Perspective ◽  
The Individual

Historical research in the area of curriculum studies has tended to hew quite closely to traditional understandings of history as a matter of individuals, events, and causes and effects. Foucauldian discourse analysis (FDA) offers an alternative perspective on the past and present, one that sees history as erratic, discontinuous, and the result of operations of power and knowledge that exceed the level of the individual. This chapter begins with a brief overview of some of the theoretical underpinnings of FDA which make it unique among research methodologies in the field of educational research. The chapter then goes on to explore the types of questions that an FDA might pursue, the methodological tasks of FDA (including “archaeology” and “genealogy”), and closes with a discussion of two examples of FDA in curriculum studies.

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