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Preface<br/>1 Introduction: The Battle of Basic Assumptions<br/>1 Stating my Position <br/>2 Eight Battlegrounds<br/>Metaphysical, Nomothetic and Ontological Approaches<br/>Radical Politics - or just Nihilism?<br/>The Nature of Societies; Past, Present and Future<br/>The Cultural Construction of Knowledge - and Everything Else<br/>Language: History a Branch of Literature? Textuality - the Alleged Existence Thereof Disagreements Among Historians What Precisely is the Danger?<br/>2 History: Essential Knowledge about the Past<br/>1 The Past, History, and Sources<br/>The Past<br/>Primary and Secondary Sources Defining ’History’ and ’Historiography’<br/>2 The Necessity for History<br/>History: A Social Necessity Other Justifications for History<br/>3 The auteur Theory of History and the Question of<br/>Subjectivity<br/>The Historian as auteur<br/>Relativism: R. G. Collingwood<br/>The Subjectivity Question<br/>3 How the Discipline of History Evolved: From Thucydides to Langlois and Seignobos<br/>1 From Ancient Athens to the Enlightenment The Exemplar History of the Ancients<br/>The Medieval Chronicles<br/>Renaissance Histories and Ancillary Techniques<br/>The Enlightenment<br/>2 Ranke: His Disciples and his Critics<br/>Vico and Herder Ranke and Niebuhr Mommsen and Burckhardt<br/>Thierry, Michelet and de Tocqueville<br/>3 Positivism and Marxism Comte<br/>Marx<br/>Fustel de Coulanges<br/>4 Anglo-Saxon Attitudes<br/>Macaulay and the Whig Historians<br/>Bishop Stubbs<br/>From Freeman to Tout and Acton The United States<br/>5 The End of the Century<br/>Five Major Issues<br/>Scientific History? Langlois and Seignobos<br/>History as Literature<br/>4 How the Discipline of History Evolved: Through the<br/>Twentieth into the Twenty-First Century<br/>1 ’New’ History<br/>The Three ’New Histories’<br/>American ’New History’<br/>Founders of the Annales School; Febvre and Bloch<br/>Pirerme, Labrousse, Lefebvre<br/>Bloch’s The Historian’s Craft<br/>2 The Rise of the Sub-Histories<br/>Meinecke, Chabod and Ritter<br/>Early Labour and Economic Histories in Britain<br/>Mcllwain, Namier and Elton<br/>3 Latter-day Marxism and Past and Present<br/>British Marxist Historiographers: Tosh and Carr<br/>The Frankfurt School and Structuralism:<br/>TTie Cross-Fertilisation of Marxism<br/>’Western Marxism’ and the Study of the French Revolution<br/>The British Marxists The American Marxists<br/>Jurgen Kocka<br/>4 Annales: The Second and Third Generations<br/>Braudel<br/>Annales: The Third Generation<br/>5 New Economic History, New Social History, History of<br/>Science, New Cultural History New Economic History<br/>Historical Demography, Urban History, History of the Family, of Childhood and of Death Feminist History: History of Women The History of Science, Medicine and Technology<br/>New Social History<br/>The ’HistorikerstreW<br/>New Cultural History<br/>Natalie Zemon Davis<br/>The Cambridge Connection<br/>Microhistory: Menocchio the Miller<br/>Chartier<br/>6 The Start of a New Century: Nothing Ruled Out<br/>5 The Historian at Work: Forget ’Facts’, Foreground Sources<br/>1 ’Facts’<br/>2 Primary and Secondary Sources Vive la difference!<br/>The Hierarchy of Primary Sources; Bibliographies<br/>Relationship Between-Primary and Secondary Sources:<br/>Footnotes<br/>Integrating Primary and Secondary Sources: Strategy<br/>3 The Immense Variety of Primary Sources Strengths and Weaknesses of Different Types of Primary<br/>Sources<br/>A Taxonomy of Primary Sources <br/>4 Witting and Unwitting Testimony<br/>5 A Catechism for the Analysis, Evaluation and Use of<br/>Primary Sources<br/>The Catechism<br/>Practising on One Example<br/>6 The Arts as Sources Use and Abuse of the Arts Art as a Source<br/>6 The Historian at Work: The Communication of Historical<br/>Knowledge<br/>1 The Ftmdamentals of Good Writing<br/>Different Levels of Communication and the Basic Skill of<br/>Writing<br/>Writing a Paragraph<br/>Writing a Thesis or Book<br/>2 Explanation, Periodisation, and Structure<br/>Analysis<br/>Causes and Outcomes: The Elton Model<br/>Hierarchy of Explanatory Factors<br/>Structure<br/>Two Examples of Structures<br/>3 Comparative History<br/>4 Concepts and Cliches<br/>Cliches<br/>Concepts<br/>’Gender’, ’Patriarchy’, ’Moral Panics’, and so on<br/>’Culture’ and ’Cultural’<br/>’Class’ and ’State’<br/>Revisionism<br/>5 Quotations and Scholarly Apparatus<br/>Use of Quotation<br/>Identifying Quotations: Footnotes Bibliographies<br/>6 Types of Historical Communication: From Scholarly<br/>Monograph to Museums, Films and Television<br/>Levels of Historical Communication: ’Public History’<br/>The PhD Thesis or Dissertation<br/>Monographs and Learned Articles<br/>The Scholarly Synthesis<br/>Textbooks<br/>Pop History<br/>Some Examples of Public History<br/>Television History<br/>Feature Films<br/>7 Theory, the Sciences, the Humanities<br/>1 History, Theory, the Sciences<br/>Sokal and Bricmont<br/>The Nature of Scientific Theory<br/>History and the Sciences<br/>History as an Autonomous Discipline<br/>Postmodernist Metaphysics<br/>Foucault<br/>Compromising with Postmodernism<br/>2 History, Sociobiology, Social Sciences and Humanities<br/>Evolutionary Psychology<br/>Economics, Political Science, Social Psychology<br/>History’s Place in the University<br/>8 Conclusion: Crisis, What Crisis?<br/>Appendix A: An Example of Learning Outcomes for a<br/>History Degree<br/>1 Knowledge and Understanding<br/>2 Key Skills <br/>3 Cognitive Skills<br/>4 Professional and Practical Skills<br/>Appendix B: Examples of Aims and Objectives<br/>1 Aims of the Open University Course Total War and Social<br/>Change: Europe 1914r-1955<br/>2 Objectives for Unit 13, ’Challenges to Central Government,<br/>1660s to 1714’, from the Open University Course Princes<br/>and Peoples: The British Isles and France c. 1630-1714<br/>Appendix C: Writing History <br/>1 Planning a History Essay<br/>2 Guidance on Writing an Essay<br/>3 A Brief Guide to Referencing for Historians (by Armika<br/>Mombauer) |
