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History are usually classified as cultural heritage rather than the "disinterested investigation" needed by the discipline of history. Events of the past prior to written record are considered prehistory.
Amongst scholars, the fifth-century BC Greek historian Herodotus is considered to be the "father of history", and, along with his contemporary Thucydides, forms the foundations for the modern study of history. Their influence, along with other historical traditions in other parts of their world, have spawned many different interpretations of the nature of history which has evolved over the centuries and are continuing to change. The modern study of history has many different fields including those that focus on certain regions and those which focus on certain topical or thematical elements of historical investigation. Often history is taught as part of primary and secondary education, and the academic study of history is a major discipline in University studies.
A derivation from weid- "know" or "see" is attested as "the reconstructed etymon wid-tor a suffixed zero-grade form of the PIE root weid--'see' and so is related to Greek eidénai, to know ".
Ancient Greek ἱστορία means "inquiry","knowledge from inquiry", or "judge". It was in that sense that Aristotle used the word in his. The ancestor word is attested early on in Homeric Hymns, Heraclitus, the Athenian ephebes' oath, and in Boiotic inscriptions .
The word entered the English language in 1390 with the meaning of "relation of incidents, story". In Middle English, the meaning was "story" in general. The restriction to the meaning "record of past events" arises in the late 15th century. It was still in the Greek sense that Francis Bacon used the term in the late 16th century, when he wrote about "Natural History". For him, historia was "the knowledge of objects determined by space and time", that sort of knowledge provided by memory .
In an expression of the linguistic synthetic vs. analytic/isolating dichotomy, English like Chinese now designates separate words for human history and storytelling in general. In modern German, French, and most Germanic and Romance languages, which are solidly synthetic and highly inflected, the same word is still used to mean both "history" and "story".
The adjective historical is attested from 1661, and historic from 1669.
Historian in the sense of a "researcher of history" is attested from 1531. In all European languages, the substantive "history" is still used to mean both "what happened with men", and "the scholarly study of the happened", the latter sense sometimes distinguished with a capital letter, "History", or the word historiography. The modern discipline of history is dedicated to the institutional production of this discourse.
All events that are remembered and preserved in some authentic form constitute the historical record. The task of historical discourse is to identify the sources which can most usefully contribute to the production of accurate accounts of past. Therefore, the constitution of the historian's archive is a result of circumscribing a more general archive by invalidating the usage of certain texts and documents .
The study of history has sometimes been classified as part of the humanities and at other times as part of the social sciences. It can also be seen as a bridge between those two broad areas, incorporating methodologies from both. Some individual historians strongly support one or the other classification. In the 20th century, French historian Fernand Braudel revolutionized the study of history, by using such outside disciplines as economics, anthropology, and geography in the study of global history.
Traditionally, historians have recorded events of the past, either in writing or by passing on an oral tradition, and have attempted to answer historical questions through the study of written documents and oral accounts. For the beginning, historians have also used such sources as monuments, inscriptions, and pictures. In general, the sources of historical knowledge can be separated into three categories: what is written, what is said, and what is physically preserved, and historians often consult all three. But writing is the marker that separates history from what comes before.
Archaeology is a discipline that is especially helpful in dealing with buried sites and objects, which, once unearthed, contribute to the study of history. But archaeology rarely stands alone. It uses narrative sources to complement its discoveries. However, archaeology is constituted by a range of methodologies and approaches which are independent from history; that is to say, archaeology does not "fill the gaps" within textual sources. Indeed, Historical Archaeology is a specific branch of archaeology, often contrasting its conclusions against those of contemporary textual sources. For example, Mark Leone, the excavator and interpreter of historical Annapolis, Maryland, USA has sought to understand the contradiction between textual documents and the material record, demonstrating the possession of slaves and the inequalities of wealth apparent via the study of the total historical environment, despite the ideology of "liberty" inherent in written documents at this time.
There are varieties of ways in which history can be organized, including chronologically, culturally, territorially, and thematically. These divisions are not mutually exclusive, and significant overlaps are often present, as in "The International Women's Movement in an Age of Transition, 1830–1975." It is possible for historians to concern themselves with both the very specific and the very general, although the modern trend has been toward specialization. The area called Big History resists this specialization, and searches for universal patterns or trends. History has often been studied with some practical or theoretical aim, but also may be studied out of simple intellectual curiosity.
History and prehistory
The history of the world is the memory of the past experience of Homo sapiens sapiens around the world, as that experience has been preserved, largely in written records. By "prehistory", historians mean the recovery of knowledge of the past in an area where no written records exist, or where the writing of a culture is not understood. Human history is marked both by a gradual accretion of discoveries and inventions, as well as by quantum leaps—paradigm shifts, revolutions—that comprise epochs in the material and spiritual evolution of humankind. By studying painting, drawings, carvings, and other artifacts, some information can be recovered even in the absence of a written record. Since the 20th century, the study of prehistory is considered essential to avoid history's implicit exclusion of certain civilizations, such as those of Sub-Saharan Africa and pre-Columbian America. Historians in the West have been criticized for focusing disproportionately on the Western world. In 1961, British historian E. H. Carr wrote:
This definition includes within the scope of history the strong interests of peoples, such as Australian Aboriginals and New Zealand Māori in the past, and the oral records maintained and transmitted to succeeding generations, even before their contact with European civilization.
Historiography has a number of related meanings. Firstly, it can refer to how history has been produced: the story of the development of methodology and practices. Secondly, it can refer to what has been produced: a specific body of historical writing. Thirdly, it may refer to why history is produced: the Philosophy of history. As a meta-level analysis of descriptions of the past, this third conception can relate to the first two in that the analysis usually focuses on the narratives, interpretations, worldview, use of evidence, or method of presentation of other historians. Professional historians also debate the question of whether history can be taught as a single coherent narrative or a series of competing narratives.
Philosophy of history
Philosophy of history is a branch of philosophy concerning the eventual significance, if any, of human history. Furthermore, it speculates as to a possible teleological end to its development—that is, it asks if there is a design, purpose, directive principle, or finality in the processes of human history. Philosophy of history should not be confused with historiography, which is the study of history as an academic discipline, and thus concerns its methods and practices, and its development as a discipline over time. Nor should philosophy of history be confused with the history of philosophy, which is the study of the development of philosophical ideas through time.
Cultural history replaced social history as the dominant form in the 1980s and 1990s. It typically combines the approaches of anthropology and history to look at language, popular cultural traditions and cultural interpretations of historical experience. It examines the records and narrative descriptions of past knowledge, customs, and arts of a group of people. How peoples constructed their memory of the past is a major topic.
Diplomatic history, sometimes referred to as "Rankian History" in honor of Leopold von Ranke, focuses on politics, politicians and other high rulers and views them as being the driving force of continuity and change in history. This type of political history is the study of the conduct of international relations between states or across state boundaries over time. This is the most common form of history and is often the classical and popular belief of what history should be.
Although economic history has been well established since the late 19th century, in recent years academic studies have shifted more and more toward economics departments and away from traditional history departments.
Environmental history is a new field that emerged in the 1980s to look at the history of the environment, especially in the long run, and the impact of human activities upon it.
World history is primarily a teaching field, rather than a research field. It gained popularity in the United States, Japan and other countries after the 1980s with the realization that students need a broader exposure to the world as globalization proceeds.
The World History Association publishes the Journal of World History every quarter since 1990. The H-World discussion list serves as a network of communication among practitioners of world history, with discussions among scholars, announcements, syllabi, bibliographies and book reviews.
A people's history is a type of historical work which attempts to account for historical events from the perspective of common people. A people's history is the history of the world that is the story of mass movements and of the outsiders. Individuals or groups not included in the past in other type of writing about history are the primary focus, which includes the disenfranchised, the oppressed, the poor, the nonconformists, and the otherwise forgotten people. This history also usually focuses on events occurring in the fullness of time, or when an overwhelming wave of smaller events cause certain developments to occur.
Historiometry is a historical study of human progress or individual personal characteristics, by using statistics to analyze references to eminent persons, their statements, behavior and discoveries in relatively neutral texts.
Gender history is a sub-field of History and Gender studies, which looks at the past from the perspective of gender. It is in many ways, an outgrowth of women's history. Despite its relatively short life, Gender History has had a rather significant effect on the general study of history. Since the 1960s, when the initially small field first achieved a measure of acceptance, it has gone through a number of different phases, each with its own challenges and outcomes. Although some of the changes to the study of history have been quite obvious, such as increased numbers of books on famous women or simply the admission of greater numbers of women into the historical profession, other influences are more subtle.
Public history is a term that describes the broad range of activities undertaken by people with some training in the discipline of history who are generally working outside of specialized academic settings. Public history practice has quite deep roots in the areas of historic preservation, archival science, oral history, museum curatorship, and other related fields. The term itself began to be used in the U.S. and Canada in the late 1970s, and the field has become increasingly professionalized since that time. Some of the most common settings for public history are museums, historic homes and historic sites, parks, battlefields, archives, film and television companies, and all levels of government.
Pseudohistory is a term applied to texts which purport to be historical in nature but which depart from standard historiographical conventions in a way which undermines their conclusions.
Closely related to deceptive historical revisionsm, works which draw controversial conclusions from new, speculative, or disputed historical evidence, particularly in the fields of national, political, military, and religious affairs, are often rejected as pseudohistory.
From the origins of national school systems in the 19th century, the teaching of history to promote national sentiment has been a high priority. In the United States after World War I, a strong movement emerged at the university level to teach courses in Western Civilization, so as to give students a common heritage with Europe. In the U.S. after 1980 attention increasingly moved toward teaching world history or requiring students to take courses in non-western cultures, to prepare students for life in a globalized economy.
At the university level, historians debate the question of whether history belongs more to social science or to the humanities. Many view the field from both perspectives.
The teaching of history in French schools was influenced by the Nouvelle histoire as disseminated after the 1960s by Cahiers pédagogiques and Enseignement and other journals for teachers. Also influential was the Institut national de recherche et de documentation pédagogique. Joseph Leif, the Inspector-general of teacher training, said pupils children should learn about historians’ approaches as well as facts and dates. Louis François, Dean of the History/Geography group in the Inspectorate of National Education advised that teachers should provide historic documents and promote "active methods" which would give pupils "the immense happiness of discovery." Proponents said it was a reaction against the memorization of names and dates that characterized teaching and left the students bored. Traditionalists protested loudly it was a postmodern innovation that threatened to leave the youth ignorant of French patriotism and national identity.
In most countries history textbook are tools to foster nationalism and patriotism, and give students the official line about national enemies.
In many countries history textbooks are sponsored by the national government and are written to put the national heritage in the most favorable light. For example, in Japan, mention of the Nanking Massacre has been removed from textbooks and the entire World War II is given cursory treatment. Other countries have complained. It was standard policy in communist countries to present only a rigid Marxist historiography.
In the United States the history of the American Civil War was phrased to avoid giving offense to white Southerners and blacks.
Academic historians have often fought against the politicization of the textbooks, sometimes with success.
In 21st-century Germany, the history curriculum is controlled by the 16 states, and is characterized not by superpatriotism but rather by an "almost pacifistic and deliberately unpatriotic undertone" and reflects "principles formulated by international organizations such as UNESCO or the Council of Europe, thus oriented towards human rights, democracy and peace." The result is that "German textbooks usually downplay national pride and ambitions and aim to develop an understanding of citizenship centred on democracy, progress, human rights, peace, tolerance and Europeanness."
The American Historical Association's Guide to Historical Literature 2064 pages; annotated guide to 27,000 of the most important English language history books in all fields and topics
Benjamin, Jules R. A Student's Guide to History
Carr, E.H. with a new introduction by Richard J. Evans; What is History?; Basingstoke: Palgrave Macmillan, 2001, ISBN 0333977017.
Evans, Richard J.; In Defence of History; W. W. Norton, ISBN 0393319598.
Furay, Conal, and Michael J. Salevouris. The Methods and Skills of History: A Practical Guide
Kelleher, William. Writing History: A Guide for Students
Presnell, Jenny L. The Information-Literate Historian: A Guide to Research for History Students
Tosh, John; The Pursuit of History, ISBN 1405823518.
Woolf D. R. A Global Encyclopedia of Historical Writing
Williams, H. S.
Tilly, Chrles;, in Robert Goodin & Charles Tilly, eds. Oxford: Oxford University Press,
Auxiliary sciences of history
List of historians
List of history journals
Timeline of world history
– University of Oregon
See also Internet History Sourcebooks Project. Collections of public domain and copy-permitted historical texts for educational use
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