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The perspective of history
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The authors of After the Fact The Art of Historical Detection, make the assertion that history is not an account of what happened in the past because what happened in the past is only the raw material: "History is not some inert body of knowledge `out there' in the past, but a continual act of construction whose end product is being reshaped and made anew every time someone ventures into the archives" (Davidson and Lytle IX). Davidson and Lytle mean that the interpretation of history changes based on the methods of investigation used by the historian. Interpretations also change based on how long "after the fact" we choose to go back and investigate. Current beliefs, social trends, and a person's racial background can't help but play an influential role in how we perceive a past event. In chapter 8, the authors demonstrate how recorded observations of a slave's life may have been prejudiced by the people who wrote them: "The vantage point of white Americans observing slavery was emphatically not that of the slaves who lived under the `peculiar institution' nor of those freedpeople forced to cope with their dramatically changed circumstances (181). If a white person during that era were to give an account of the conditions faced by the slaves, it might be biased considering the fact that he/she had never actually been on the receiving end. On the other hand we would probably assume an account given by an ex-slave accurate based on the fact we are receiving the information straight from the source. Our interpretation of history also changes based on whose story you choose to believe. If you wanted to believe that slaves were happy with their lot in life then you might choose to focus on those narratives that support this theo... ... middle of paper ... ...zation process model relies on the premise that the left hand is unaware of what the right hand is doing and there is no communication within the groups: "By treating the decision to drop the bomb not as a single act but as the outcome of many organizational routines, historians can see more clearly why progress on the bomb came slowly" (332) We can see clearly that both these models will yield diverse results. Which model a historian leans toward and how they relate these events will influence our individual interpretations of history. Davidson and Lytle have demonstrated throughout the book is that by using various tools of investigation, we will continue to find different ways of looking at events that have taken place in history. The authors have clearly communicated their opinion that history is what you make of it.
One of the key arguments in “The Narrative of the Life of Frederick Douglass” as well as in other narratives about slaves is inequality. Douglass attempts to show us how African American slaves were still human beings like their white counterparts, there have been numerous instances where it is shown that many whites did not want to accept slaves as true humans. Frederick Douglass also perceived racial inequalities at a very young age and notes “I do not remember ever met a slave who could tell his or her birthday. They seldom come nearer to it than planting-time, harvest-time, cherry-time, spring-time, or fall-time. A want of information concerning my own was a source of unhappiness to me even during childhood. The white children could tell their ages. I could not tell why I ought to be deprived of the same privilege” (13). Douglass also takes the argument of inequality one step further by making remarks upon the difference between the white and black children. Instead of accepting the difference that he is aware of even the minor details of inequalities. These descriptions of inequality are stated in the first half of the book and help us as readers realize the true “worth” of a slave. Frederick Douglass states “We were all ranked together at the valuation. Men and women, old and young, married and single, were ranked with horses, sheep and swine. There w...
To understand the desperation of wanting to obtain freedom at any cost, it is necessary to take a look into what the conditions and lives were like of slaves. It is no secret that African-American slaves received cruel and inhumane treatment. Although she wrote of the horrific afflictions experienced by slaves, Linda Brent said, “No pen can give adequate description of the all-pervading corruption produced by slavery." The life of a slave was never a satisfactory one, but it all depended on the plantation that one lived on and the mast...
Research of the past is necessary to improve society, and prevent history from resurfacing. There is a debate of whether or not history is based on pure study or if it has been altered by those who tell it. Each side of this argument is represented, William H. McNeill claims that history is subjective rather than factual. Oscar Handlin rebuts this claim by stating that history is a collection of data and evidence. History is not objective and is altered over time. Within the article, “Mythistory, or Truth, Myth, History, and Historians”, McNeill states, “ Only by leaving things out, that is , relegating them to be disregarded…” (McNeill 13). Historians will include only the significant portions of history and leave out details
Narrative of the Life of Frederick Douglass, An American Slave, brings to light many of the social injustices that colored men, women, and children all were forced to endure throughout the nineteenth century under Southern slavery laws. Douglass's life-story is presented in a way that creates a compelling argument against the justification of slavery. His argument is reinforced though a variety of anecdotes, many of which detailed strikingly bloody, horrific scenes and inhumane cruelty on the part of the slaveholders. Yet, while Douglas’s narrative describes in vivid detail his experiences of life as a slave, what Douglass intends for his readers to grasp after reading his narrative is something much more profound. Aside from all the physical burdens of slavery that he faced on a daily basis, it was the psychological effects that caused him the greatest amount of detriment during his twenty-year enslavement. In the same regard, Douglass is able to profess that it was not only the slaves who incurred the damaging effects of slavery, but also the slaveholders. Slavery, in essence, is a destructive force that collectively corrupts the minds of slaveholders and weakens slaves’ intellects.
The reader is first introduced to the idea of Douglass’s formation of identity outside the constraints of slavery before he or she even begins reading the narrative. By viewing the title page and reading the words “The Narrative of the Life of Frederick Douglass, An American Slave, written by himself” the reader sees the advancement Douglass made from a dependent slave to an independent author (Stone 134). As a slave, he was forbidden a voice with which he might speak out against slavery. Furthermore, the traditional roles of slavery would have had him uneducated—unable to read and incapable of writing. However, by examining the full meaning of the title page, the reader is introduced to Douglass’s refusal to adhere to the slave role of uneducated and voiceless. Thus, even before reading the work, the reader knows that Douglass will show “how a slave was made a man” through “speaking out—the symbolic act of self-definition” (Stone 135).
To say that slavery only affects slaves is inaccurate; it dehumanizes the slaveholders too. Some of the slaveholders in the book were sympathetic, innocent human beings. They were not automatically corrupt just because they owned a slave. Rather, slavery changed their actions and characters from mercy into viciousness. In Douglass’ own book, Narrative of the Life of Frederick Douglass, an American Slave, he emphasizes how many dignified human beings turn into barbaric slaveholders. Douglass, through his first hand experiences as a slave, reveals how the presence of slavery turns slaveholders into imposters.
The patterns of living that the world witnesses today are greatly influenced by history. This is because of the fact that history plays an immense role in forming one’s future; the abundant interactions socially, economically, politically, result in repercussions that can hardly be unraveled. However, this does not in anyway mean that one cannot trace today’s state of affairs back to its roots. Tracing today’s occurrences back to their origin is possible due to the fact that the agents’ (nations) origins are known.
Because she writes to a white northern audience, Jacobs must be careful not to offend the sensibilities of her readers and thereby reduce the credibility she has gained with the slave narrative. She wants to explain why slaveowners are not to be trusted, and why slaves might be inherently distrustful of white people, without making it sound as if she thinks all white people are untrustworthy. She writes, “Slaveholders pride themselves upon being honorable men; but if you were to hear the enormous lies they tell their slaves, you would have small respect for their veracity. I have spoken plain English. Pardon me. I cannot use a milder term” (67). Here Jacobs invites the reader to empathize with the slave mind, to recognize that if they were in the same situation, they would equally mistrust the slaveowner. In this passage in particular, the two genres of the book seem to flow in and out of each other: Jacobs is certainly speaking from a slave point of view, but with the particular aim of appealing to the readers ' better qualities through two particular appeals. The first, “If you were to hear the enormous lies they tell their slaves, you would have small respect for their veracity,” asks for the readers understanding and humanistic connection, while
The relationship between the ways we think about history and our own understandings of the contemporary world definitely shape our thoughts, but to say that all historians have changed their perspective on history is innacurate. Evans’ book “In Defense of History” shows that those who claim that objectivity is non-existent in writings by former historians are preposterous in their idea and that the search for facts and truth in former works by historians are objective when taking into account the primary sources and not subjecting their work to personal bias and contemporary
Even though historians are required to deduce what is accepted as understanding, they inevitably view history through a modern lens which provides a framework for the future similar to human scientists. Therefore, the assertion appears to be true to a certain extent as historians are forced to understand the past while human scientists must look to change the future. Yet, the past and future appear to be interchangeable in terms of importance for both the historian and human scientist attempting to derive knowledge.
As I read through “The Historian and His Facts”, I found myself comparing my own model of history to the model of memorization. In order to maintain efficiency and clarity in thought, the human brain intentionally forgets experiences and facts and erases them from either short- or long-term memory. Although this is often lamented by students in exams, it is necessary for the mind’s proper function, even though all memories, even if forgotten, may carry some degree of importance. The same is seen in my definition of history, which closely emulates that of Carr. Although all history has the potential to model each human, and that the past will always hold significant and resounding influences on man, attempting to recollect each piece of history will prove overwhelming and exhaustive. Rather, more closely examining the amount of history that remains in the minds of historians is the key for a more intimate understanding of our
In terms of an academic viewpoint to have a sense of history is to know enough about that time period, to have the ability to understand its context, community or current events. It’s not about knowing the facts but more on why and how it happened.
“That which is accepted as knowledge today is sometimes discarded tomorrow.” The pursuit of any given knowledge may or may not change over time if contradictions are stated and proved. While looking at the pursuit of knowledge, the perception that focalizes on the specific subject can be seen as reliable or unreliable due to bias or reason. Knowledge is also different in different fields of study. The use of reason will define certain things for an eternity, while others are made out of emotion. The time period of the relating to the acquiring of the “modern” knowledge could impact the resolution, appointing the fact that history has its own way of forming new concepts to old ideas. In connection to the history aspect, the perception of ideas during that time period will affect future references to the said concept.
In conclusion, these different approaches to history were all reactions to the deficiencies of prior methodology and approaches. They responded by expanding the way that history was perceived, it methods, and view. The approaches should be viewed as complementary rather than competitive. Each has given insight from the conceptual sphere it occupies. Not all approaches are appropriate for all subjects, and historians should not be held captive by constraints of their preferred approach. The different approaches methodology should be viewed as additional tools in the historian’s tool box, to be used as needed to produce the best possible history possible.
The transcendentalist poet Wystan Hugh Auden once said, “There is more than meets the eye.” These idea of concepts being more complex then they seem surround the jobs of historians and human scientists. The historian doesn’t simply understand the past for knowledge but also for the benefit that comes from it, such as to better understand the present and supply guidance for the future: “In history lie all the secrets of statecraft”. Likewise, human scientist attempt to explain and understand trends of human behavior; however, this is only achieved by examining the past the gain a comprehension on the subject.