When first reading Carr’s point of view upon history, I was surprised that he did not immediately spring into the discussion regarding the definition of history, rather choosing to discuss differing perspectives upon how history is written and remembered over a recent period of time. Although earlier historians believed a point of “ultimate” history would trump all others in significance (exemplified by Acton’s reports to the Cambridge University Press), more contemporary historians consider a book of history to be a book without a back cover, containing an infinite amount of blank pages waiting to record events that have not yet occurred. Carr then chooses to reveal his definition of history: events with a significant amount of attention upon …show more content…
All significant events, regardless of contemporary attention, is important, because they their directly or indirectly influence modern society and the human experience. Many events that fall under Tuchman’s definition of history have yet to be discovered, and Tuchman agrees with Carr later in her essay by noting that history may exist as a partial illusion; historians inject emotion and partially distort facts (whether intentional or not), and historians must consider it paramount when possible to preserve authenticity in their …show more content…
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 conclusion, it is through these contradictions between history and memory that we learn not to completely rely on either form of representation, due to the vexing nature of the relationship and the deliberate selection and emphasis. It is then an understanding that through a combination of history and memory we can begin to comprehend representation. ‘The Fiftieth Gate’ demonstrates Baker’s conclusive realisation that both history and memory have reliability and usefulness. ‘Schindler’s List’ reveals how the context of a medium impacts on the selection and emphasis of details. ‘The Send-Off’ then explains how the contradiction between memory and history can show differing perspectives and motives.
Joshua Foer’s “The End of Remembering” and Kathryn Schulz’s “Evidence” are two essays that have more in common than one might think. Although on two totally different topics, they revolve around the central point of the complexities of the human mind. However, there are some key elements both writers have contemplated on in differing ways.
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.
For centuries, views of the world and its inhabitants have been expressed through various ways of art or philosophy. These views can often be related to the seeking of truth to the creation of life, politics, or the problems of the world from before, now, and after. Accordingly, it is by paintings, books, or music, that words or images have an abundant effect on people. Society indicates that knowledge is power, so then why are we sometimes burdened with the errors of generations before? The quote, “writing in English is the most ingenious torture ever devised for sins committed in previous lives. The English reading public explains the reason why,” by James Joyce; points out that any novelist, historian, or author writing about our previous failures as humans in history affects any reader in a way that brings up painful memories and leaves the reader with past knowledge. To be honest, I had to grab a chair and think for what seemed like hours before I could actually comprehend what the quote was saying. I thought to myself, “How can writing about the past bring pain to the reader? I understood how writing can bring knowledge to a person, but how can it affect anything in the present?” As Vladimir Nabokov said, “In reading, one should notice and fondle details.” So, I opened up my mind and started to analyze the quote. Then, suddenly it clicked! In The Prince by Niccolò Machiavelli, Machiavelli has a similar style to this quote in which he explains that any prince should not select anything else for study but the art of war. He declares through studying the histories of the art of war, “A prince will learn of many illustrious men’s causes for victory or defeat; therefore, avoiding the latter and imitating the former.”(Machiavell...
Ferguson, M. (1994). A lot f memory an interview with Jamaica Kincaid. Kenyon Review, 163-188.
“Why study history at all?” asks Sam Wineburg in his essay, “Historical Thinking and Other Unnatural Acts” (5). This is the all-encompassing question that we have been trying to understand in this English 101 class. We are trying to find out how history as a knowledge domain, provides much needed perspective in our ever-changing world.
Man must not only remember his past, but also choose to remember it as it really happened—for, to again quote Eliot, “What might have been is an abstraction" (175). Fantasizing about an abstract, idealized past will never give success i...
Unfortunately, American history does have a habit of covering up its history for the sake of offering its younger generations a progress model. In a book titled Lies My Teacher Told Me, James Loewen shows how the progress model mode of history telling has covered up many important events in American history to the point that children in public education are graduating high school with extremely warped views of history.
Each author demonstrates the toughness of the spirit, and provide no solution, as history never does. It is up to the individual to decide whether history will repeat itself, or whether or not a scapegoat will be found. However, Griffin, Rodriguez, and Ellison all did their part in providing possible solutions.…for history.
... 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.
An event is made historically significant by the impact it has on people, environments, and actions following it. Documentation of such an event is also a part of its historical significance- for instance, millions of simple actions have occurred in the past which we do not recall, because no one saw their effects and thought it important to record them. Even if, however, an event had an impact one deemed significant enough to record, their account of the event is plagued by bias. Each time an individual makes note of any particular occurrence, it is from their own point of view, and their own sense of interpretation. This consistent bias created a challenge in conducting this investigation, as one must look at various accounts of the same
ABSTRACT: Historical research was one of Jean-Paul Sartre's major concerns. Sartre's biographical studies and thought indicate that history is not only a field in which you gather facts, events, and processes, but it is a worthy challenge which includes a grave personal responsibility: my responsibility to the dead lives that preceded me. Sartre's writings suggest that accepting this responsibility can be a source of wisdom. Few historians, however, view history as transcending the orderly presenting and elucidating of facts, events, and processes. I contend that Sartre's writings suggest a personally enhancing commitment. A lucid and honest response to the challenges and demands of history and the dead lives that preceded my own existence is an engagement that requires courage, wisdom, and thought. The consequences of this commitment for teaching history is discussed.
"I once asked myself, how history was written. I said, "I have to invent it." When I wish as now to tell of critical incidents, persons, and events that have influenced my life and work, the true answer is all of the incidents were critical, all of the people influenced me, everything that happened and that is still happening influences me."
As Berger says, “the art of the past is being mystified because a privileged minority is striving to invent a history which can retrospectively justify the role of the ruling classes, and such a justification can no longer make sense in modern terms” (157). The upper class mystifies us to stay in control; without being able to see things in our own way, we are being deprived from our right to understanding ourselves and placing ourselves in a role of society.
“Those who do not remember the past are condemned to repeat it” is a famous quote by George Santayana. Although the r...