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Objectivity in History
The historian's objectivity
Example bias in history
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In The Landscape of History, John Lewis Gaddis makes a cohesive argument concerning about the debate over the objectivity of truth by stating “objectivity as a consequence is hardly possible, and that there is, therefore, no such thing as truth (Gaddis 29). The question for objective history has long been debated by numerous historians, and the differing viewpoints of history have led to a transition in our ways of thinking in the modern world. Ultimately, the question that this paper focuses on is: to what extent is history objective? Along with this, the relation to historical consciousness and the challenges of living in modernity will also be assessed. This paper will analyze the texts of John Lewis Gaddis, Nietzsche and the Birth of Tragedy, Modernity and Historical Vision, Living in Modernity, and Hermeneutics. Finally, the paper will argue that history is not largely objective, and is fundamentally shaped through the historian’s subjectivity.
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...
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... in history. There is no real objective aspect to history, but a multitude of attitudes towards history can make history a discipline that allows for multidimensionality.
The debate regarding whether or not history could be objective has been discussed and interpreted by many historians. The ways we think about history has allowed for the divergence of various perspectives in the world we live in today. In sum, the question discussed in this paper pertains to the extent of which history can be objective. This question has left room for several interpretations in the field of historiography and challenged our experienced in the era of modernity. This paper’s argument went for the subjective side of the argument with evidence for my argumentation from John Gaddis, Friedrich Nietzsche, Postmodernity and Modernity, Living in Modernity, and Heidegger’s Hermeneutics.
What is history? Many believe that history is what is read in textbooks, or what is seen on the news. If Susan Griffin were asked that question, she would probably argue that history is much more than that. It is about the minds and souls of the people who went through the historical event, not simply what happened. In her essay, Griffin incorporates stories of people from totally different backgrounds, and upbringings, including herself, all to describe their account of one time period. Each person’s history is somehow connected with the next person’s, and each story contr...
In a comprehensive summary and analyzation of the history of mankind’s record of affairs, Mark T. Gilderhus tackles the many aspects of the overall biography of human existence. Through scrutiny of the goals of past and present historians, a brief explanation of the origins of historiography, a thorough exploration of the philosophies behind history, and a review of the modern approach to past events, Gilderhus sums up the entirety of historical thought in one hundred and twenty-five pages. His superior knowledge is exemplified through his work which effectively conveys the full extent of historiography.
... complete and satisfying history is to read multiple sources and to inquire into the history of the writing of history on a topic – that is, the progression over time of ways of thinking about a conflict like the English Civil War, or the different interpretations and motivations of different schools of interpretation. History is a subtle discipline, where interpretations are never finally ruled to have been right or wrong as theorems in the physical sciences have been. An historical account tells us as much about the environment and particular philosophy of the historian as it does about the event or change it takes as its topic. The criteria presented here basically ask the historian to do some of the work of the critical reader, but the student of history must always make his own comparisons and investigations before deciding how much to trust the historian.
Maps of Time: An Introduction to Big History by historian David Christian explores a “modern creation myth” (2). Christian takes his readers from the big bang to modern day in a technical and historical narrative. He believes that big history is a new, yet important, area of history ignored by historians. Christian tells us big history is “a coherent story about the past on many different scales, beginning, literally, with the origins of the universe and ending in the present day” (2). The strength in Christian’s argument is in that he carefully takes his readers through each stage in history, much like a textbook, using charts, graphs, pictures, and the language for each area, like astronomy or biology. However, Christian’s goal is not complete. Christian, at multiple points, tells his readers there are many more details and theories that surround any one of his given subjects. Although his book is a great overall coverage for a topic as large as big history, his readers may wonder if such the idea of big history is a good one.
...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.
A beginning group of historians to take a closer look at is the empiricists. The empiricists have a very strictly factual and logical view on history and how to examine it. They believe that past is both “observable and verifiable” and that through adherence to three strict principles, the past can be represented objectively and accurately. (Green, Troup 3) The three aforementioned principles can be summed up as: meticulously examining historical evidence and verifying the evidence with references, making sure the research is completely impartial and free of biases and prejudices, and using an inductive, or observational, method of reasoning. (Green, Troup 3) The empiricists seek to find universal historical truths through objective research and sticking to the facts.
Friedrich Nietzsche’s On Truth and Lies in a Nonmoral Sense represents a deconstruction of the modern epistemological project. Instead of seeking for truth, he suggests that the ultimate truth is that we have to live without such truth, and without a sense of longing for that truth. This revolutionary work of his is divided into two main sections. The first part deals with the question on what is truth? Here he discusses the implication of language to our acquisition of knowledge. The second part deals with the dual nature of man, i.e. the rational and the intuitive. He establishes that neither rational nor intuitive man is ever successful in their pursuit of knowledge due to our illusion of truth. Therefore, Nietzsche concludes that all we can claim to know are interpretations of truth and not truth itself.
subjectivity, meaning that history is problematic. The historical accounts pondered by Pratt and Tompkins through historical text allows them to realize that every account that a historian calls a fact is really a perspective. Pratt’s concepts of “contact zone,” “autoethnography,” and “ethnography” are supported by the historical ideas in Tompkins essay.
In a letter to Benjamin, Max Horkheimer reasonably objected to such an “incomplete” view of history: “Past injustice has occurred and is complete . The slain are really slain.” Benjamin’s responds in The Arcades Project by claiming that history is not a science, but rather a category of mindfulness known as remembrance ([Eingedenken)]: “Such mindfulness can make the incomplete (happiness) into something complete, and the complete (suffering) into something incomplete” (471). While Benjamin is forced to concede that this is indeed “theological” thinking, his view of remembrance is nonetheless rooted not in theological abstractions, but rather in “an experience that forbids us to conceive of history as fundamentally atheological” (471). It is wholly characteristic of Benjamin that there should be an experiential core to even his most far-flung theological and messianic conceptions: the experience of remembering past suffering is enough to caution against conceiving past suffering as completed in every
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.
Heidegger, the founder of the hermeneutic paradigm, rejected the traditional account of cultural activity as a search for universally valid foundations for human action and knowledge. His main work, Sein und Zeit (1927), develops a holistic epistemology according to which all meaning is context-dependent and permanently anticipated from a particular horizon, perspective or background of intelligibility. The result is a powerful critique directed against the ideal of objectivity. Gadamer shares with Heidegger the hermeneutic reflections developed in Sein und Zeit and the critique of objectivity, describing the cultural activity as an endless process of "fusions of horizons." On the one hand, this is an echo of the Heideggerian holism, namely, of the thesis that all meaning depends on a particular interpretative context. On the other hand, however, this concept is an attempt to cope with the relativity of human existence and to avoid the dangers of a radical relativism. In fact, through an endless, free and unpredictable process of fusions of horizons, our personal horizon is gradually expanded and deprived of its distorting prejudices in such a way that the educative process (Bildung) consists in this multiplication of hermeneutic experiences. Gadamer succeeds therefore in presenting a non-foundationalist and non-teleological theory of culture.
We are all taught essentially the same things in school. We learn of the presidents and what they did and when they did it. But we know, as adults, that we did not get all the facts or even a portion of the correct facts in regards to history. In the essay, "The Historian and His Facts," Edward Hallett Carr shares a bit of insight into the people who record history and write about it. We are given a deeper understanding of historians and just what it is they do and what they know. By doing so Carr gives the reader an opportunity to question much of the history that we are exposed to and taught. The historian Barbara Tuchman says that the most common question asked of historians by the public is whether history serves a purpose and whether we can learn from the lessons of history (Tuchman 608).
History is a story told over time. It is a way of recreating the past so it can be studied in the present and re-interpreted for future generations. Since humans are the sole beneficiaries of history, it is important for us to know what the purpose of history is and how historians include their own perspective concerning historical events. The purpose and perspective of history is vital in order for individuals to realise how it would be almost impossible for us to live out our lives effectively if we had no knowledge of the past. Also, in order to gain a sound knowledge of the past, we have to understand the political, social and cultural aspects of the times we are studying.
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.
The study of history depends heavily on the way it is written. Events in history have been conveyed in many different forms, some being more factual, while others contain a story within the facts in order to spark an interest for the reader. The different styles of writing and the way you retain the information can facilitate or debilitate the quality of the information remembered and the quantity of information remembered.