Research Article
Year 2009,
Volume: 33 Issue: 2, 223 - 230, 08.03.2010
Abstract
History as a field of study is divided into two branches in terms of its philosophical foundations as (a) speculative focusing on the actual content of history and (b) analytical concerned with its methodology. This article deals with the analytical philosophy of history, focusing on the methodologies and theoretical frameworks used by different schools of thought in history. Despite their importance in the training of history students, theoretical frameworks or methodologies of history are not explicitly emphasized in the curriculum of history departments. The purpose of this paper is to outline the developments in historiography by documenting the theoretical frameworks, methods, and ideological positions of three different historical orientations, (1) the French Annales, (2) psychohistory, and (3) historical materialism.
Keywords
historiography historical methodology the french annales psychohistory historical materialism
References
- Ankersmit, R. Frank. (1997). Historiography and postmodernism. In K. Jenkins (Ed.), The postmodern history reader (pp.277-297). London: Routledge.
- Bentley, M. (1999). Modern historiography. New York: Routledge.
- Blackledge, P. (2006). Reflections on the Marxist theory of history. Manchester, England: Manchester University Press.
- Breisach, E. (1994). Historiography: Ancient, medieval, & modern (2nd ed.). Chicago: The University of Chicago Press.
- Cohen, S. (1999). Challenging orthodoxies. Towards a new cultural history of education. New York: Peter Lang.
- Eley, G. (2003). Marxist historiography. In S. Berger, H. Feldner ve K. Passmore (Eds.), Writing history: Theory and practice (pp. 63-82). London: Oxford University Press.
- Fracchia, J. (1991). Marx’s aufhebung of philosophy and the foundations of a materialist science of history. History and Theory, 30(2), 163-179.
- Fuchs, E. (2002). Conception of scientific history in the nineteenth-century west. In Q. E. Wang ve G. Iggers (Eds.), Turning points in historiography: A cross cultural perspective (pp. 147-157). New York: Rochester Press.
- Gilderhus, T. M. (1987). History and historians: A historiographical introduction. New Jersey: Prentice-Hall.
- Grossman, P. L., Wilson, S. M. ve Shulman, L. S. (1989). Teachers of substance: Subject matter knowledge for teaching. In M. C. Reynolds (Ed.), Knowledge base for the beginning teacher (pp. 23–36). New York: Pergamon Press.
- Hunt, L. (1996). Psychoanalysis, the self, and historical interpretation. Retrieved January 7, 2005, from http://cohesion.rice.edu/humanities/csc/conferences.cfm?doc_id=363
- Hutton, H. P. (1986). The structure of mind in history: Five major figures in psychohistory. History and Theory, 25(2), 186-192.
- Iggers, G. G. (1997). Historiography in the twentieth century. From scientific objectivity to the postmodern challenge. London: Wesleyan University Press.
- Judt, T. (1985). Marxism and the French left: Studies on labour and politics in France, 1830-1981. New York: Oxford University Press.
- Kelley, R. D. (2003). Fortunes of history. Historical inquiry from Herder to Huizinga. New Haven, CT: Yale University Press.
- Kerber, L. (2007). Linda Kerber’s response to “categorical imperatives?” and “what’s in a subspecialty’s name? Retrieved January 17, 2007, from http://www.historians.org/perspectives/issues/2007/0701/0701let4.cfm
- Kohut, T. A. (2003). Psychoanalysis as psychohistory or why psychotherapists cannot afford to ignore culture. Annual of Psychoanalysis, 31, 225-236.
- Kohut, T. A. (1986). Psychohistory as history. The American Historical Review, 91(2), 336-354.
- Martinez-Shaw, C. (1998). Total history and its enemies in present-day teaching. In J. F. Voss ve M. Carretero (Eds), International review of history education: Learning and reasoning in history. Portland: The Woburn Press.
- Marwick, A. (2001). The new nature of history: Knowledge, evidence, language. Chicago: Lyceum Books.
- Middell, M. (2003). The Annales. In S. Berger, H. Feldner ve K. Passmore (Eds), Writing history: Theory and practice (pp. 104-117). London: Oxford University Press.
- Nicholas, S. (2004). History and psychoanalysis. In P. Lambert ve P. Schofield (Eds), Making history: An introduction to the history and practices of a discipline (pp. 125-137). New York: Routledge.
- Palmer, D. B. (1990). Descent into discourse. The reification of language and the writing of social history. Philadelphia: Temple University Press.
- Rickard, J. (1981). Psychohistory: An australian perspective. History Today, 31(5), 10-13.
- Roberts, M. (2004). The Annales school and historical writing. In P. Lambert ve P. Schofield (Eds), Making history: An introduction to the history and practices of a discipline (pp. 78-92). New York: Routledge.
- Runyan, W. M. (2003). From the study of lives and psychohistory to historicizing psychology: A conceptual journey. Annual of Psychoanalysis, 31, 119-132.
- Seixas, P. (2001). Review of research on social studies. In V. Richardson (Ed.), Handbook of research on teaching (pp. 545-565). Washington, DC: American Educational Research Association.
- Seixas, P. (2002). The purposes of teaching Canadian history. Canadian Social Studies, 36(2). Retrieved June 3, 2008, from http://www.quasar.ualberta.ca/css/Css_36_2/ARpurposes_teaching_canad ian_history.htm
- Sharpe, J. (1992). History from below. In P. Burke (Ed.), New perspectives on historical writing (pp. 25-42). University Park: The Pennsylvania State University Press.
- Stearns, N. P., Seixas, P. ve Wineburg, S. (Eds.) (2000). Knowing, teaching and learning history: National and international perspectives. New York: New York University Press.
- Thompson, W. (2000). What happened to history. Sterling: Pluto Press.
- Tosh, J. (2002). The pursuit of history (3rd ed.). London: Pearson Education Limited.
- Tosh, J. (2008). History and historiography. Retrieved May 27, 2008, from http://encarta.msn.com/encyclopedia_761555707_2/history_and_historiog raphy.html
- Walker, G. (2003). Psychoanalysis and history. In S. Berger, H. Feldner ve K. Passmore (Eds.), Writing history: Theory and practice (pp. 141-160). London: Oxford University Press.
- Weinstein, F. (1995). Psychohistory and the crisis of the social sciences. History and Theory,34(4), 299-319.
- White, H. (1987). The content of the form: Narrative discourse and historical representation. Baltimore: The John Hopkins University Press.
- Yilmaz, K. (2008). Social studies teachers’ conceptions of history: Calling on historiography. Journal of Educational Research, 101(3), 158-175.
- Kabul Tarihi: 8 Kasım 2009
Tarih Yazıcılığında (Historiografya) Görülen Akımlar: Fransız Annales, Psikotarih ve Tarihsel Materyalizm
Abstract
historiography, historical methodology, the french annales, psychohistory, historical materialism. Tarih Yazıcılığında (Historiografya) Görülen Akımlar: Fransız Annales, Psikotarih ve Tarihsel Materyalizm Akademik çalışma alanı olarak tarih, felsefi temelleri açısından spekülatif (içerikle ilgili) ve analitik (metodoloji ile ilgili) olmak üzere iki kısma ayrılır. Bu makale, analitik tarih felsefesini ele alarak farklı tarih akımları tarafından kullanılan kuramsal çerçeve ve metodolojiler üzerine yoğunlaşmaktadır. Kuramsal çerçeveler, tarih çalışmalarının temel yapı taşlarını oluşturduğundan akademik tarih yazımının doğasını ve fonksiyonunu şekillendiren temel unsurlar arasında yer alır. Kuramsal çerçeveler ve tarih metodolojisi tarih öğrencilerinin eğitiminde ve akademik gelişiminde önemli bir yer tutmasına rağmen tarih bölümlerinin müfredatında yeterince vurgulanmamaktadır. Bu makalenin amacı tarih yazımındaki gelişmeleri üç farklı tarih ekolünün (Fransız Annales, psikotarih, tarihi materyalizm) kuramsal çerçevesini, metodlarını, temel kavramlarını, ideolojik pozisyonlarını ve önde gelen temsilcilerini açıklayarak ortya koymaktır
References
- Ankersmit, R. Frank. (1997). Historiography and postmodernism. In K. Jenkins (Ed.), The postmodern history reader (pp.277-297). London: Routledge.
- Bentley, M. (1999). Modern historiography. New York: Routledge.
- Blackledge, P. (2006). Reflections on the Marxist theory of history. Manchester, England: Manchester University Press.
- Breisach, E. (1994). Historiography: Ancient, medieval, & modern (2nd ed.). Chicago: The University of Chicago Press.
- Cohen, S. (1999). Challenging orthodoxies. Towards a new cultural history of education. New York: Peter Lang.
- Eley, G. (2003). Marxist historiography. In S. Berger, H. Feldner ve K. Passmore (Eds.), Writing history: Theory and practice (pp. 63-82). London: Oxford University Press.
- Fracchia, J. (1991). Marx’s aufhebung of philosophy and the foundations of a materialist science of history. History and Theory, 30(2), 163-179.
- Fuchs, E. (2002). Conception of scientific history in the nineteenth-century west. In Q. E. Wang ve G. Iggers (Eds.), Turning points in historiography: A cross cultural perspective (pp. 147-157). New York: Rochester Press.
- Gilderhus, T. M. (1987). History and historians: A historiographical introduction. New Jersey: Prentice-Hall.
- Grossman, P. L., Wilson, S. M. ve Shulman, L. S. (1989). Teachers of substance: Subject matter knowledge for teaching. In M. C. Reynolds (Ed.), Knowledge base for the beginning teacher (pp. 23–36). New York: Pergamon Press.
- Hunt, L. (1996). Psychoanalysis, the self, and historical interpretation. Retrieved January 7, 2005, from http://cohesion.rice.edu/humanities/csc/conferences.cfm?doc_id=363
- Hutton, H. P. (1986). The structure of mind in history: Five major figures in psychohistory. History and Theory, 25(2), 186-192.
- Iggers, G. G. (1997). Historiography in the twentieth century. From scientific objectivity to the postmodern challenge. London: Wesleyan University Press.
- Judt, T. (1985). Marxism and the French left: Studies on labour and politics in France, 1830-1981. New York: Oxford University Press.
- Kelley, R. D. (2003). Fortunes of history. Historical inquiry from Herder to Huizinga. New Haven, CT: Yale University Press.
- Kerber, L. (2007). Linda Kerber’s response to “categorical imperatives?” and “what’s in a subspecialty’s name? Retrieved January 17, 2007, from http://www.historians.org/perspectives/issues/2007/0701/0701let4.cfm
- Kohut, T. A. (2003). Psychoanalysis as psychohistory or why psychotherapists cannot afford to ignore culture. Annual of Psychoanalysis, 31, 225-236.
- Kohut, T. A. (1986). Psychohistory as history. The American Historical Review, 91(2), 336-354.
- Martinez-Shaw, C. (1998). Total history and its enemies in present-day teaching. In J. F. Voss ve M. Carretero (Eds), International review of history education: Learning and reasoning in history. Portland: The Woburn Press.
- Marwick, A. (2001). The new nature of history: Knowledge, evidence, language. Chicago: Lyceum Books.
- Middell, M. (2003). The Annales. In S. Berger, H. Feldner ve K. Passmore (Eds), Writing history: Theory and practice (pp. 104-117). London: Oxford University Press.
- Nicholas, S. (2004). History and psychoanalysis. In P. Lambert ve P. Schofield (Eds), Making history: An introduction to the history and practices of a discipline (pp. 125-137). New York: Routledge.
- Palmer, D. B. (1990). Descent into discourse. The reification of language and the writing of social history. Philadelphia: Temple University Press.
- Rickard, J. (1981). Psychohistory: An australian perspective. History Today, 31(5), 10-13.
- Roberts, M. (2004). The Annales school and historical writing. In P. Lambert ve P. Schofield (Eds), Making history: An introduction to the history and practices of a discipline (pp. 78-92). New York: Routledge.
- Runyan, W. M. (2003). From the study of lives and psychohistory to historicizing psychology: A conceptual journey. Annual of Psychoanalysis, 31, 119-132.
- Seixas, P. (2001). Review of research on social studies. In V. Richardson (Ed.), Handbook of research on teaching (pp. 545-565). Washington, DC: American Educational Research Association.
- Seixas, P. (2002). The purposes of teaching Canadian history. Canadian Social Studies, 36(2). Retrieved June 3, 2008, from http://www.quasar.ualberta.ca/css/Css_36_2/ARpurposes_teaching_canad ian_history.htm
- Sharpe, J. (1992). History from below. In P. Burke (Ed.), New perspectives on historical writing (pp. 25-42). University Park: The Pennsylvania State University Press.
- Stearns, N. P., Seixas, P. ve Wineburg, S. (Eds.) (2000). Knowing, teaching and learning history: National and international perspectives. New York: New York University Press.
- Thompson, W. (2000). What happened to history. Sterling: Pluto Press.
- Tosh, J. (2002). The pursuit of history (3rd ed.). London: Pearson Education Limited.
- Tosh, J. (2008). History and historiography. Retrieved May 27, 2008, from http://encarta.msn.com/encyclopedia_761555707_2/history_and_historiog raphy.html
- Walker, G. (2003). Psychoanalysis and history. In S. Berger, H. Feldner ve K. Passmore (Eds.), Writing history: Theory and practice (pp. 141-160). London: Oxford University Press.
- Weinstein, F. (1995). Psychohistory and the crisis of the social sciences. History and Theory,34(4), 299-319.
- White, H. (1987). The content of the form: Narrative discourse and historical representation. Baltimore: The John Hopkins University Press.
- Yilmaz, K. (2008). Social studies teachers’ conceptions of history: Calling on historiography. Journal of Educational Research, 101(3), 158-175.
- Kabul Tarihi: 8 Kasım 2009
There are 38 citations in total.
Details
| Primary Language | English |
|---|---|
| Journal Section | Articles |
| Authors | |
| Publication Date | March 8, 2010 |
| Published in Issue | Year 2009Volume: 33 Issue: 2 |
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