History and Theory最新文献

{"title":"THE ADVANCEMENT OF KNOWLEDGE NOW, OR THE HISTORY OF KNOWLEDGE AND THE ELEPHANT IN THE ROOM","authors":"CLIFFORD SISKIN","doi":"10.1111/hith.12371","DOIUrl":"https://doi.org/10.1111/hith.12371","url":null,"abstract":"<div>\u0000 \u0000 <p>What role should history play in the advancement of knowledge? Because it was so “hard,” so “unbelievably difficult … to get people to believe” in his <i>Great Renewal</i>, Francis Bacon thought a history of knowledge could provide evidence of advancement—a reason to “believe” and participate in his experiment. By indexing advancement, historians of knowledge could foster it. If Bacon were with us today, he would be happy to hear that the history of knowledge is a thriving enterprise. But upon reading our version, he would be dismayed to discover that advancement is nowhere to be found. It's the elephant in the room. That shouldn't surprise him or us—the great difficulty of <i>The Great Renewal</i> is that it always needs to be renewed—but this is a new kind of precarity. I call it friendly fire, because it's damage done not by those who wish to contain or undermine knowledge but by those whose purpose it is to produce and valorize it. Why, I ask in this article, is a volume that offers so much of value—<i>Information: A Historical Companion</i>—so unattuned to issues of advancement? Although occasioned by the current ubiquity of “information,” its focus is not on change—asking such questions as “why information?” and “why now?”—but on asserting the “belief” that “every age is an information age.” In a history built on that belief, change is relegated to subordinate clauses (“while recognizing changes over time”) and advancement isn't even on the table. I put it back on not by rejecting this companion but by providing a companion for it, one in which identifying and classifying change is the central task. I take two preparatory steps. First, I clarify how the concept of “culture” configures the agenda and the findings of Companion 1 while fencing out advancement. Second, I set the agenda for Companion 2 by specifying that the knowledge at stake in advancement is “explanatory knowledge.” I both address concerns about the notion of “progress” and provide a vocabulary for explanation highlighted by the concepts of “fit” and “reach.” Companion 2 then approaches the elephant from a number of angles, from a shift in information over four centuries from a matrix of currency to a matrix of possibility to the pacing of that change by a feature of the history of knowledge that I call the “sequence of surprise.” Since Bacon's highest hope for his history of knowledge was to make us better at advancing it, I conclude with a speculative turn to information's future, from Alan Turing's first use of the word “information” in its modern sense to a rethinking—through the history of knowledge—of the “hallucination” issue in our new forms of generative AI.</p>\u0000 </div>","PeriodicalId":47473,"journal":{"name":"History and Theory","volume":"64 1","pages":"96-122"},"PeriodicalIF":1.1,"publicationDate":"2024-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143497231","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"历史学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"SENSORY EXPERIMENTS, SENSORY ORDERS, AND AESTHETIC EDUCATION","authors":"Premesh Lalu","doi":"10.1111/hith.12375","DOIUrl":"https://doi.org/10.1111/hith.12375","url":null,"abstract":"<p>Erica Fretwell's <i>Sensory Experiments: Psychophysics, Race, and the Aesthetics of Feeling</i> (2020) raises crucial questions about the making of a concept of difference through marshaling the senses to the ends of a sensory order in postbellum United States. In this essay, I argue that Fretwell's book has opened a crucial horizon for rethinking how race and ideas of difference marking gender and disability were remade through the short-lived but deeply consequential science of psychophysics. While the study focuses on how psychophysics and its aftermaths recast questions of difference in the US, Fretwell indirectly poses a major challenge for the critique of the twentieth-century experience of race elsewhere—for example, of apartheid in South Africa. In this review essay, I argue that, beyond the US, Fretwell's meticulously elaborated argument renews approaches to the problem and problematization of race and difference. Read in relation to the making of race in South Africa, the book inadvertently brings into view a deceptive plot of petty apartheid, a banal everyday constitution of a sensory order that shares its origins in the discourse of psychophysics. When placed alongside the more pronounced forms of grand apartheid, the resultant psychophysical aesthesis conscripts the human sensorium to a cybernetic mode of power that shifts between a racialization of labor and a racialization of desire. Fretwell effectively invites us to consider the endpoints of psychophysics in a hierarchy of the senses, for which an aesthetic education may yet be required to short-circuit and reroute the senses through intervals of synesthesia.</p>","PeriodicalId":47473,"journal":{"name":"History and Theory","volume":"64 1","pages":"146-155"},"PeriodicalIF":1.1,"publicationDate":"2024-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/hith.12375","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143497206","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"历史学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"HOW SHOULD HISTORIANS EMPATHIZE?","authors":"TAYNNA M. MARINO","doi":"10.1111/hith.12361","DOIUrl":"https://doi.org/10.1111/hith.12361","url":null,"abstract":"<p>Reflecting on the ethical and unethical ways of empathizing is a necessary task for historians interested in the ethics of history. Research on empathy often classifies its various parts into affective, cognitive, and prosocial dimensions. However, in historical scholarship, the cognitive-intellectual dimension of empathy is overemphasized to the detriment of its affective and prosocial dimensions, whose roles in determining the ways historians should practice history are often disregarded. In this article, I will discuss the relations between empathy and ethics and how historians should empathize. Doing so, I argue that empathy's ethical potential for historical scholarship needs to be de-intellectualized by historical scholarship, a task that requires a complementary and supplementary approach to empathy that is in dialogue with moral philosophy, psychology, neurosciences, and animal studies. Only by recognizing empathy as a socially developed evolutionary capacity shared among humans and other species can historians fully develop its possibilities as a tool to guide human morality and ethical decision-making. Finally, I will claim that empathy as an ethical imperative for an ethics of care and vulnerability should guide historians' ethics toward more responsive and responsible ways of relating with others across time, space, cultures, generations, species, and so on.</p>","PeriodicalId":47473,"journal":{"name":"History and Theory","volume":"63 4","pages":"43-64"},"PeriodicalIF":1.1,"publicationDate":"2024-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/hith.12361","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142596232","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"历史学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"“TESTIMONY STOPS WHERE HISTORY BEGINS”: UNDERSTANDING AND ETHICS IN RELATION TO HISTORICAL AND PRACTICAL PASTS","authors":"JONAS AHLSKOG","doi":"10.1111/hith.12362","DOIUrl":"https://doi.org/10.1111/hith.12362","url":null,"abstract":"<p>This article explores the relation between testimony and history by considering the recent “ethical turn” toward experience and memory in historical research. By way of a brief history of the concept of testimony in historical research, the article pinpoints current discussions as being about historical understanding rather than factual knowledge about the past. With reference to the revaluation of history within the linguistic turn, influential historical theorists have argued that abandoning objectivism calls for a rapprochement between historical research and attempts to make sense of the past in accounts of memory. Both history and memory accounts, they argue, offer forms of understanding that are equally conditioned by language as well as politics, culture, and identity. Thus, the inclusion of testimony has been framed as not only legitimate but also important for an “ethical” understanding of the past within historiographical discourse. In relation to this development, the article shows that abandoning objectivism in the wake of the linguistic turn cannot justify a general rapprochement between history and memory accounts. On the contrary, abandoning objectivism only increases the importance of appreciating the conceptual distinction between testimony and history as different forms of understanding. For clarifying the conceptual distinction, the article reexamines R. G. Collingwood's (in)famous contention that “testimony … stops where history begins.” Collingwood's main point was not, as previous interpreters have argued, only about epistemology but was about the qualitative difference between historical and practical pasts. In conclusion, the article articulates the importance of the distinction between history and practice in relation to questions about the historian's ethical responsibility.</p>","PeriodicalId":47473,"journal":{"name":"History and Theory","volume":"63 4","pages":"23-42"},"PeriodicalIF":1.1,"publicationDate":"2024-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/hith.12362","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142596230","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"历史学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A HOUSE WITH EXPOSED BEAMS: INQUIRY-BASED LEARNING AND HISTORIANS’ ETHICAL RESPONSIBILITIES AS SCHOLAR-TEACHERS","authors":"Zachary Conn","doi":"10.1111/hith.12366","DOIUrl":"https://doi.org/10.1111/hith.12366","url":null,"abstract":"<p>This is an article about the relationship between historical scholarship and pedagogy. The teaching of history can itself be seen as a meaningful form of historical scholarship and poses some of the same methodological, theoretical, and ethical questions as historical research, albeit usually generating quite different answers to the queries. I delve into three sets of questions that are of significance to historians in our roles as researchers and as teachers. In scholarship and in teaching, it pays to consider the relationship between authority and humility. In the library and the classroom, there is a balance to be struck between narrative and analysis. In both settings, one must at times choose between historicist particularity and human universalism. I discuss each set of tensions with reference to such thinkers as Paulo Freire, bell hooks, and Friedrich Nietzsche. In each case, I also draw on my own experience in the classroom, particularly my time teaching tenth-grade world history. Throughout, I suggest that intellectually and ethically flourishing history classrooms are often “houses with exposed beams,” in which teachers initiate students as junior members in communities of historical inquiry, often, though not always, through collaborative analyses of revealing primary documents.</p>","PeriodicalId":47473,"journal":{"name":"History and Theory","volume":"63 4","pages":"106-127"},"PeriodicalIF":1.1,"publicationDate":"2024-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/hith.12366","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142596331","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"历史学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"OPEN LETTERS IN CLOSED SOCIETIES: THE VALUES OF HISTORIANS UNDER ATTACK","authors":"Antoon De Baets","doi":"10.1111/hith.12365","DOIUrl":"https://doi.org/10.1111/hith.12365","url":null,"abstract":"<div>\u0000 \u0000 <p>This article explores a question of practical ethics: To which values do historians appeal when they come under sustained attack from political power? An important instrument of historians living in closed societies to express their values is the open letter, defined as an unauthorized public statement cast in epistolary form and addressed to either political leaders or fellow historians, but always with the general public as a silent reader in the background. Limited to the post-1945 period, a search for such open letters yielded 106 examples from 39 countries in closed and open societies. Four types of open letters were identified: those describing repression effects, those rebutting official historical views, those defending basic principles, and those presenting transitional historiography. Nine telling cases from six closed societies were then reviewed in detail and analyzed from a variety of angles (authorship, rhetoric, audience, impact, criticism, regime stage, and regime type). When these cases were examined in light of the initial question, it was found that most letters contained a great diversity of values but focused on how the human rights of historians were threatened. Invariably, their theme was historical writing in its full breadth, including its documentary infrastructure and its ramifications in education and the public sphere. Respect for historical truth was invoked more than any other value. It was a minimalist truth conception, however, understood as the absence of historical lies and falsification. The reason for this emphasis on an integrity-oriented conception of historical truth may lie in an old and deep-seated professional fear: the fear that the dictator's corrupted and divisive version of history survives and triumphs as the final verdict.</p>\u0000 </div>","PeriodicalId":47473,"journal":{"name":"History and Theory","volume":"63 4","pages":"152-175"},"PeriodicalIF":1.1,"publicationDate":"2024-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142596332","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"历史学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"TRUTHFUL IS MORAL: PRACTICING ETHICAL RESPONSIBILITY IN CHINESE HISTORIOGRAPHY","authors":"Q. Edward Wang","doi":"10.1111/hith.12363","DOIUrl":"https://doi.org/10.1111/hith.12363","url":null,"abstract":"<div>\u0000 \u0000 <p>In recent years, efforts have been made to reevaluate the tradition of Chinese historical thought and writing. This article seeks to further these efforts and offer a new understanding of the characteristics of historical writing in traditional China. It argues that, at the level of practice, traditional Chinese historians, like their counterparts in the rest of the world, were deeply concerned with establishing and communicating facts in historical writing. Their separation of commentary and narrative in order to practice “straight writing” of the latter is a telling example, one that evolved into an enshrined tradition over the long span of imperial China. At the theoretical level, Chinese historians also consciously explored the ways in which truthfulness in history could be reconciled with the ethical responsibilities they perceived and sought to assume in and for their time. This quest did not stop at the level of “praise and blame” for past personalities and events. Rather, their practice amounted to an effort, epitomized by the historical practice of the Song period (960–1279), to search for the metaphysics of historical morality, or the immanent and overarching principles that guide human society.</p>\u0000 </div>","PeriodicalId":47473,"journal":{"name":"History and Theory","volume":"63 4","pages":"85-105"},"PeriodicalIF":1.1,"publicationDate":"2024-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142596346","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"历史学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"WHAT IS HISTORY IN A SETTLER COLONIAL SOCIETY? MAPPING THE LIMITS AND POSSIBILITIES OF ETHICAL HISTORIOGRAPHY USING AN AUSTRALIAN CASE STUDY","authors":"ANNA CLARK","doi":"10.1111/hith.12360","DOIUrl":"https://doi.org/10.1111/hith.12360","url":null,"abstract":"<p>In recent decades, the role of the history discipline as part of the architecture of colonization has become more visible and better understood. Such acknowledgement reflects foundational shifts in historical practice and theory prompted by transdisciplinary and transnational scholarship in fields such as postcolonial and settler-colonial studies, First Nations knowledges, and historical perspectives and practices contextualized by transatlantic slavery. Their intervention in turn prompted a vital question: How do we map settler-colonial historiography if the discipline has been complicit in the settler-colonial project? Using Australian historiography as a case study, this article explores how History has been part of the architecture of colonization, policing whose stories can be told and by whom. Drawing on the work of Indigenous history-makers and knowledge-holders, it also points to ways that researchers might reach outside the traditional scope of historiography to map and contemplate the range of history-making that comprises history in the settler colony.</p>","PeriodicalId":47473,"journal":{"name":"History and Theory","volume":"63 4","pages":"65-84"},"PeriodicalIF":1.1,"publicationDate":"2024-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/hith.12360","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142596312","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"历史学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"WHAT IS RESPONSIBILITY TOWARD THE PAST? ETHICAL, EXISTENTIAL, AND TRANSGENERATIONAL DIMENSIONS","authors":"Natan Elgabsi","doi":"10.1111/hith.12359","DOIUrl":"https://doi.org/10.1111/hith.12359","url":null,"abstract":"<p>Today, there is a growing interest in the ethics of the human and social sciences, and in the discussions surrounding these topics, notions such as responsibility toward the past are often invoked. But those engaged in these discussions seldom acknowledge that there are at least two distinct logics of responsibility underlying many debates. These logics permeate a Western scholarly tradition but are seldom explicitly discussed. The two logics follow the Latin and Hebrew concepts of responsibility: <i>spondeo</i> and <i>acharayut</i>. The purpose of this article is to make an ethical argument: to explain, based on the work of Emmanuel Levinas and others, what kind of ethical-existential logic of responsibility <i>acharayut</i> is and how it differs from and challenges other concepts of responsibility in moral philosophy and the human sciences. I am especially concerned with what this logic implies with regard to reading and writing about the past. Responsibility is not necessarily congruent with performing a scientific (historical) task or defending the (political, juridical) interests of a group of people. Instead, a “guiltless responsibility” to people of other generations points to something that I refer to as a transgenerational responsibility. I contrast this transgenerational responsibility to inherited guilt and related ideas of generational interconnectedness, which follow the logic of <i>spondeo</i>. Inherited guilt suggests that a responsible relation the past is to either identify with or blame a group of people in the past. Contrary to inherited guilt, a commitment to <i>acharayut</i> means constantly probing one's responsibility to people of the past (for their posterity) and people of the future (as their predecessors) precisely because people of the present are not people of the past or people of the future.</p>","PeriodicalId":47473,"journal":{"name":"History and Theory","volume":"63 4","pages":"128-151"},"PeriodicalIF":1.1,"publicationDate":"2024-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/hith.12359","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142596395","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"历史学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"BYSTANDERS, JEWS, AND HISTORICAL INTERPRETATION","authors":"Carolyn J. Dean","doi":"10.1111/hith.12367","DOIUrl":"https://doi.org/10.1111/hith.12367","url":null,"abstract":"<div>\u0000 \u0000 <p>This article revisits the vast historiography on everyday life in Vichy France to address the moral questions and historical claims implicit in the bystander category. It addresses how historians conceive the relationship between bystanders and Jews, arguing that they implicitly erase the structural violence between the two groups by reproducing the liberal ethics implicit in the slogan “never again” in their own method—and in spite of their commitment to a boundary between history and memory. Drawing on the insights of postcolonial and political theory, it suggests that the category, if rethought, might account for popular complicity in genocidal violence.</p>\u0000 </div>","PeriodicalId":47473,"journal":{"name":"History and Theory","volume":"63 4","pages":"176-191"},"PeriodicalIF":1.1,"publicationDate":"2024-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142596302","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"历史学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}