鲁滨逊史学跨学科思想述论

本文概述了美国新史学派创始人鲁滨逊在 2 0世纪初所提出的史学跨学科思想 ,即历史学并非一门孤立的学科 ,正是在自然科学和社会科学其它学科的影响和渗透下 ,历史研究领域不断拓展 ,历史研究日益深化 ;指出鲁滨逊所提出的史学跨学科思想符合现代科学精神。     

Social Media as Primary Source

This article explores and critiques the use of social media as a primary source in the writing of twenty-first-century history. Since the introduction of so-called social media in the early 2000s, social scientists, journalists, and users have hailed this media form as a revolutionary departure from the ‘old media’ that dominated the twentieth century. Part of the narrative of ‘new media’ is it provides greater amounts of user agency, removes structural impediments for social dialog, and promotes an egalitarian exchange within the global sphere. This article suggests that this account is a product of the narrative structure of classical liberalism, through which social media as an object of knowledge and effectivity is produced. It concludes that the use of social media as a primary source for social histories of popular protest will require substantive theoretical scrutiny by scholars writing about these processes of the twenty-first century.     

From myth to history and back again

References to the past have taken one or another of two general forms, which we call mythic and historical, or a mix of the two. We tend to think of mythic accounts of the past as belonging to oral cultures and historical forms to be one of the “consequences of literacy.” Mythic accounts have tended to refer to an original beginning whose events are seen to determine, rather directly, current conditions. The intervening events, represented in a causal sequence, and secured by rational inquiry, are generally seen as a product of the development of historical thinking. But the difference between the two is not so clear. Increasingly it is recognized that our imaginations play a constructive role in the kind of meaning we compose from past events. This leaves us with some discomfort, or at least challenges, in considering the kind of thinking we are encouraging in our pupils as we teach them history.     

中国史学和(西)德/西方史学:一种对话?--始于1980年代中国社会史转向

全文分三部分:第一部分讨论比较方法中的一些问题,并通过比较揭示中国和西方/德国的史学研究中的不平等关系及其后果。第二部分,作者把1980年代以来中国史学研究中出现的社会史研究潮流称为“社会史转向”(Soc ialH istory Turn),分析其特征并以其为例呈现中国史学研究在全球学术结构中的自我定位。第三部分,通过比较德国与中国社会史兴起过程中的异同来“构建他者”(to Construct the O ther)和“衡量差异”(toM easure the D ifference),从而指出占统治地位的线性发展和现代化模型是以统一的全球意识形态体系为基础的,并强调对其重新思考的必要性。     

“历史即复活”——试论米什莱的浪漫主义史学思想

朱理·米什莱是19世纪法国最杰出的浪漫主义史学家。"历史即复活"最集中地体现了他的浪漫主义史学思想。米什莱始终将个人生活与历史视为一体,他一生的主要经历与他独特的史观形成之间存在着紧密的内在联系,体现了浪漫主义史学强调主体性、富于同情心和想象力的主要特征。     

"新史学":徘徊于传统与现代之间--论晚清民初文明史学的理论构建之二

晚清民初的“新史学”的实质是文明史学。与传统史学不同,文明史学研究的对象是人类社会发展中的进步现象,其范围是民史、国史;文明史学研究的任务是探索历史的因果关系,其目的是激励人们创造历史、培育爱国热情;文明史学的性质是国民史学、民族史学。与西方文明史学相比,中国文明史学更多地承继了传统史学的鉴戒性质而忽视了文明史学的科学性。因此,文明史学没有能够完成由传统学术向现代学术转化的任务,“新史学”只能徘徊于传统史学与现代史学之间。     

浅议史学概论之社会功能教学

教师应充分重视史学社会功能的教学,增强教学的系统性;摆脱传统教材知识体系和思维模式的束缚,增强教学的时代性;正确地分析和把握教学对象及其所处阶段的特点,增强教学的针对性;将史学的社会功能与现实生活紧密联系起来,赋予传统内容以新面貌。     

《科学史学导论》研究

《科学史学导论》主要通过综合性地描述、批判和评论重要的科学史学观点和方法,介绍现代科学史中的方法论和理论问题,本文在介绍该书主要内容的基础上,探究其思想体系,说明它是连接一般史学与科学史学之间鸿沟的导论性著作,对我们理解科学史的发展很有帮助．     

Historiography of school architecture in the state of São Paulo: the nineteenth century amidst history and architecture

ABSTRACT

The present article aims to analyse academic production about the history of school architecture in the state of São Paulo, Brazil, concerning the development of research trajectories and dialogue between the areas of architecture and education, sources, analysis methodology and periodisation. The latter was based on research developed in Architecture and led to the depreciation of school architecture in the nineteenth century, especially the imperial period, through the assumed absence of specialised education facilities – a claim echoed by education historiography. However, education studies show us the importance of schools built between 1870 and 1889. The research concerning schools built in Campinas, a countryside city, will be specially featured; it showcases a common context between the builders inserted in the local society in the nineteenth century, who took part in the founding of schools and their public. The comparison of architectural approaches aimed at students of different social strata is central. They are part of national projects of emancipation, eradication of illiteracy and cultural development. Methodologies such as the ones developed by Escolano, Viñao Frago, and Bencostta are discussed as perspectives for the analysis of school facilities, considering that these buildings feature meaningful traits connected with their goals, public and idealiser's purposes.     

万斯同与地方史志

康熙十二年,以明朝遗民学人自居的万斯同一改从前不与清政府合作的态度,参修了《宁波府志》。本对其思想行为的变化略加考论,指出,史学精神的感召和哲学体认的改变,是万氏走出隐居隐世行为的主要动因。以关注家族和地方“忠义”史为发端,以这次参修地方史志为起点,不仅构成万氏史学的一大特征,而且也是他最终决定进入北京史馆、参加官修《明史》工作的必然结果。