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Analysis of different history
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In “History, Men, and Time”, Bloch begins by explaining the difficulty of defining history and the overlap that arises with the union of two disciplines. An issue that arises when documenting history is the appearance of the human element and how it affects the perception of history and its recording. The human element thus affects the perception of history, whether it is “…all politics….it is all sociology [or whether it is]…journalism” (Bloch, p37). The last section of the reading is a historical analysis section where the author discusses the implications that come with analyzing the actions of humans through time and the difficulty of coming to an agreement on recounting certain events. On the other hand, Wineburg uses examples to get
I agree to some extent that history can humanize; however, there are so many factors that come into play with the way one interacts with history. Since previous knowledge affects the way information is perceived, then it becomes difficult to learn from the past and be able to change. Also, the “humanizing” part of the statement is ambiguous. Humanizing can represent a range of characteristics such as the ability to change, empathy, etc. Then, Rochberg mentions that “existing beliefs shape the information encountered so that the new conformed to the shape of already known”. Through examples of experiences, Rochberg is able to defend his claim. The only person able to detach themselves from existing beliefs was the historian, but even then he used his previous training to be able to analyze the work. The example of the school principle was the most interesting. The school principle attends a seminar where she learns the differences between a history textbook and the primary sources (Rochberg). Even though, the principle admits to learning a lot when asked to make her own passage it resembles a textbook passage. This interestingly raises the question of whether the language of the textbook is the best way to teach students. The main difference between Bloche and Rochberg is that Rochberg was able to support his claims using examples that proved his point. However, both Bloche and Rochberg discuss the issues that arise with analyzing
Throughout the Holocaust, the Jews were continuously dehumanized by the Nazis. However, these actions may not have only impacted the Jews, but they may have had the unintended effect of dehumanizing the Nazis as well. What does this say about humanity? Elie Wiesel and Art Spiegelman both acknowledge this commentary in their books, Night and Maus. The authors demonstrate that true dehumanization reveals that the nature of humanity is not quite as structured as one might think.
Perhaps no other event in modern history has left us so perplexed and dumbfounded than the atrocities committed by Nazi Germany, an entire population was simply robbed of their existence. In “Our Secret,” Susan Griffin tries to explain what could possibly lead an individual to execute such inhumane acts to a large group of people. She delves into Heinrich Himmler’s life and investigates all the events leading up to him joining the Nazi party. In“Panopticism,” Michel Foucault argues that modern society has been shaped by disciplinary mechanisms deriving from the plague as well as Jeremy Bentham’s Panopticon, a structure with a tower in the middle meant for surveillance. Susan Griffin tries to explain what happened in Germany through Himmler’s childhood while Foucault better explains these events by describing how society as a whole operates.
Additionally, Humanistic Psychology studies how people value themselves. Today’s Psychologists are often faced with problems when diagnosing patients, and utilizing a Humanistic approach to their prognosis facilitates a more broad study of what may be occurring. Taking a step back, Jake is having a tough time with his classes; his classes are now more difficult than before, and they might be affecting how Jake perceives his own values. I.e. because Jake feels more nervous, he could be losing his sense of control, which goes against his personal growth and affects his values and image of himself. Applying the humanistic approach to Jake, his fulfillment as a student is his personal growth. However as the difficulty of his classes increase, so does his own personal perception on how much he is growing. For Jake, realizing that he’s not suited for a particular difficult class is upsetting and induces anxiety. Modern day Psychologists would concur because Jake is feeling less valued and lacking a proper humanistic view of himself, he is feeling uncomfortable, and thus more
Roediger, David R. & Foner, Phillip S. Our Own Time. New York: Greenwood Press, 1989.
The study of past events have been a common practice of mankind since the verbal telling of stories by our ancestors. William Cronon, in his article “Why the Past Matters,” asserts that the remembrance of the past “keeps us in place.” Our individual memories and experiences shape how we act in our daily lives. In addition to influencing us at an individual level, our collective history binds us together as a society. Without knowing where we have been or what we have experienced, it is nearly impossible to judge progress or know which courses of action to pursue. The goal of the historian is to analyze and explain past events, of which they rarely have firsthand memory of, and apply the gained knowledge to make connections with current and future events.
What more is the point of learning and understanding human history than obtaining the knowledge and structure between what is right and what is wrong? We continuously believe that we as humans have the ability and intellect to learn from the lessons taught in our past in order to enrich our future. In comparison to the time frame that is human history the one hundred year period of time we discussed in the second halve of this semester is nothing but a slight blimp on the map that we have traversed. Yet, throughout our recent readings we can easily assimilate into the idea that although time may pass, and that we may attempt to learn from our history it is simply in human nature to repeat the mistakes that we have
In her novel The Daughter of Time Josephine Tey looks at how history can be misconstrued through the more convenient reinterpretation of the person in power, and as such, can become part of our common understanding, not being true knowledge at all, but simply hearsay. In The Daughter of Time Josephine claims that 40 million school books can’t be wrong but then goes on to argue that the traditional view of Richard III as a power obsessed, blood thirsty monster is fiction made credible by Thomas More and given authenticity by William Shakespeare. Inspector Alan Grant looks into the murder of the princes in the tower out of boredom. Tey uses Grant to critique the way history is delivered to the public and the ability of historians to shape facts to present the argument they believe.
...eferred to it as “the single greatest threat to intellectual freedom”. He argues that historicism rejects political philosophy and is entrenched in the belief that human thought including scientific thought, is based on the grounds that cannot be validated by reason and come from historical era. In his book, ‘Natural Right and History’ he offers a complete critique of historicism as it emerges in the works of Hegel and Marx. He believes that historicism grew out of Christianity and was a threat to civic participation, as well as understanding the classical philosophers and religions. In his books he warns that historicism, and the resulted perceived Progress can lead to totalitarianism and democratic extremism. In his book, ‘On Tyranny’ he blames historicism for Nazism and Communism. Many believe that the Strauss work is based on the Nietzsche's view of historicism.
“One is astonished in the study of history at the recurrence of the idea that evil must be forgotten, distorted, skimmed over. The difficulty, of course, with this philosophy is that history loses its value as an incentive and example; it paints perfect men and noble nations, but it does not tell the truth.”
In The Houses of History, many different schools of historical thought are presented and light in shed on what exactly it means to be those different types of historians. Not all historians think the same way or approach history from the same perspective, but some similar groups of thought have converged together and have formed the various types of historians that will be presented, such as empiricists, psychohistorians, oral historians, and gender historians. All of these groups can approach the same event or concept and look at them in an entirely different way simply due to the way the historical approach they are accustomed to views things.
In “The Time Machine” by H.G. Wells, the author portrays, for the most part, that the choices humans make now cannot drastically change the outcomes in the far future. The obvious representation of social and political classes, even as the time traveler goes 800,000 years into the future, describes this more. The fact that, even 800,000 years later, there are still apparent classes that can determine an individual’s worth guides the reader towards the conclusion that even if an individual were to change the present, it would be impossible to avoid the very same mistake from being repeated in the future.
John Lewis Gaddis, in his book, The Landscape of History, generates a strong argument for the historical method by bringing together the multiple standpoints in viewing history and the sciences. The issue of objective truth in history is addressed throughout Gaddis’s work. In general, historians learn to select the various events that they believe to be valid. Historians must face the fact that there is an “accurate” interpretation of the past ceases to exist because interpretation itself is based on the experience of the historian, in which people cannot observe directly (Gaddis 10). Historians can only view the past in a limited perspective, which generates subjectivity and bias, and claiming a piece of history to be “objective” is simplistic. Seeing the world in a multidimensiona...
History and time are considered to be cultural formations since a History cannot be detached from the culture in which it is produced and received. It is through culture that a historical sense is achieved and in fact, each culture experiences History in a different way leading us to the current perception of History as not being one, but many histories depending on the cultural groups involved. Historians have fought throughout the centuries on whether such thing as “objective History” can exist but in the end, even materialist historians will admit that the reality of History is so complicated and contradictory that no single version could possibly represent the truth; consequently different interpretations are inevitable.
In Graham Swift’s Waterland, Tom Crick says, “Children, it was one of your number, a curly-haired boy called Price… who once… asserted roundly that history was ‘a fairy-tale’… ‘What matters… is the here and now. Not the past… The only important thing about history, I think, sir, is that it’s got to the point where it’s probably about to end’”(6,7). It is very likely that we all have come to a point in our education, at one time or another, where we have encountered sentiments similar to those of Price. In most schools the subject of history is treated more or less in the same way- as a recounting of events, an examination of how the past has led to the present. This seems to be a good definition at first glance, but perhaps it is lacking in that it fails to account for the “here and now”(6). In Waterland Graham Swift not only addresses the problem of the fears his students face in the here and now, and the prospect of a nightmarish future; but, he also gives an unlikely solution in Tom Crick’s theory of history as explanation and personal story.
Engels points out in his ‘Socialism: Utopian and Scientific’ that, “man [will], more and more consciously, make his own history.” The significance of this remark is that it explains how socialism will change the way of human beings creating history. Based on Utopian Socialism, materialistic conception of history and Marx’s surplus value, Engels asserts that history develops because of class struggles through observing all the history, and develops scientific socialism. The remark points out that human beings are always try to make his own history but still develop according to a ‘hidden plan’. But only under socialism, man will make his own history consciously and freely.