Engaging the Past

Engaging the Past
Author: Alison Landsberg
Publisher: Columbia University Press
Total Pages: 228
Release: 2015-06-02
Genre: History
ISBN: 0231539460

Reading films, television dramas, reality shows, and virtual exhibits, among other popular texts, Engaging the Past examines the making and meaning of history for everyday viewers. Contemporary media can encourage complex interactions with the past that have far-reaching consequences for history and politics. Viewers experience these representations personally, cognitively, and bodily, but, as this book reveals, not just by identifying with the characters portrayed. Some of the works considered in this volume include the films Hotel Rwanda (2004), Good Night and Good Luck (2005), and Milk (2008); the television dramas Deadwood, Mad Men, and Rome; the reality shows Frontier House, Colonial House, and Texas Ranch House; and The Secret Annex Online, accessed through the Anne Frank House website, and the Kristallnacht exhibit, accessed through the Unites States Holocaust Museum website. These mass cultural texts cultivate what Alison Landsberg calls an "affective engagement" with the past, tying the viewer to an event or person and fostering a sense of intimacy that does more than transport the viewer back in time. Affect, she suggests, can also work to disorient the viewer, forcibly pushing him or her out of the narrative and back into his or her own body. By analyzing these specific popular history formats, Landsberg shows the unique way they provoke historical thinking and produce historical knowledge, prompting a reconsideration of what constitutes history and an understanding of how history works in the contemporary mediated public sphere.

Dialogue with the Past

Dialogue with the Past
Author: Glenn Whitman
Publisher: Rowman Altamira
Total Pages: 190
Release: 2004
Genre: Oral history
ISBN: 9780759106499

Oral history is a marvelous force for empowering young people with a love of history. But educators today may wonder how they might use it to inspire their students while still teaching the necessary curriculum and meeting standards. In Dialogue with the Past Glenn Whitman addresses these concerns from his own rich experience and that of many other teachers and students. He helps readers understand the background and methodology of oral history, guides them in creating and conducting an oral history project in the classroom, and directly addresses the issue of meeting standards. Peppered with useful tips, examples from students and teachers, and reproducible forms, along with a comprehensive bibliography, this book will be a vital and inspirational tool for anyone working with secondary students. Visit the authors' web page

Engaging with the Past

Engaging with the Past
Author: Erich Matthes
Publisher:
Total Pages: 0
Release: 2013
Genre:
ISBN:

We value many things for their historical significance--for instance, the Parthenon, Gettysburg, the redwood forests, and the tea ceremony. While they may also be beautiful, educational, or useful, we often value them simply in virtue of their historical properties. This mode of valuation carries with it a suite of common assumptions: what we value for its history is irreplaceable, it demands preservation, and we should value it only if we have a personal stake in its history. My dissertation interrogates these seemingly intuitive commitments, and explores the moral, evaluative, and political consequences of rethinking them. I develop an account of the norms governing our interactions with historically valuable objects and places, yielding an improved understanding of the values latent in such diverse examples as heirlooms, relationships, artworks, artifacts, and historic sites. It also, I argue, sheds light on other important sources of value, including persons and the natural environment. It is often thought that things worth valuing for their historical properties are necessarily irreplaceable, and that this fact makes a defining contribution to their distinctive value. For example, no candidate substitute can be valuable in the same way as my father's ring. Against this widespread view, I argue that a plausible understanding of historical significance entails that many things we value for their histories are not irreplaceable after all. What makes historically significant things worth valuing is not their irreplaceability, but rather the connection with the past that they afford. This raises the difficult question of how we can best realize a connection with the past. I argue that historical value, like value in general, fundamentally involves reasons to engage appropriately with valuable things: that is, to respond to them in a manner sensitive to the specific ways in which they are valuable, for instance, by viewing a painting, playing a sport, or savoring a fine meal. This contrasts with the views of many philosophers, who believe that the value of objects fundamentally involves reasons to preserve them. As I argue, reasons for preservation are subordinate to and explained by reasons for engagement--there is no reason to preserve even the Mona Lisa if no one can have the opportunity to engage with it. Recognizing the centrality of engagement in evaluative theory and practice has extensive implications, both in historical cases and beyond. Consider the distinction between personal and impersonal value. It is natural to think that some objects (such as family heirlooms) have merely personal value, whereas others (such as the pyramids or the Grand Canyon) have value for anyone. But how exactly are we to understand this distinction? Traditional accounts suggest that things are impersonally valuable if they would be valued from a suitably "detached" perspective. But I show that this criterion does not reliably identify things of impersonal value. On the alternative framework I propose, an object's value is impersonal if and only if it is appropriate (and therefore evaluatively permissible) for anyone to engage with it. Only a few people have reason to engage with a family heirloom, whereas the pyramids are candidates for universal engagement. Moreover, this account leaves open the possibility that the reasons that each individual has to value the pyramids can vary with that individual's particular history, interests, and capacities, unlike the shapeless "agent-neutral" reasons of the traditional view. Finally, I argue that the historical mode of valuation is often properly understood as a kind of aesthetic valuing. While many twentieth century philosophers have acknowledged the importance of art historical properties to aesthetic evaluation, I distinguish between art historical properties and the more general historically significant properties that are found both within and beyond the artworld. I then argue that these historical properties can be accommodated on a number of influential accounts of aesthetic value, and indeed, that they comprise an important dimension in aesthetic experience. This helps cement the extension of aesthetic inquiry beyond the artworld, and articulates a familiar yet surprising way in which we engage with the past.

Introduction to Public History

Introduction to Public History
Author: Cherstin M. Lyon
Publisher: Rowman & Littlefield
Total Pages: 201
Release: 2017-03-06
Genre: Business & Economics
ISBN: 1442272236

Introduction to Public History: Interpreting the Past, Engaging Audiences is a brief foundational textbook for public history. It is organized around the questions and ethical dilemmas that drive public history in a variety of settings, from local community-based projects to international case studies. This book is designed for use in undergraduate and graduate classrooms with future public historians, teachers, and consumers of history in mind. The authors are practicing public historians who teach history and public history to a mix of undergraduate and graduate students at universities across the United States and in international contexts. This book is based on original research and the authors’ first-hand experiences, offering a fresh perspective on the dynamic field of public history based on a decade of consultation with public history educators about what they needed in an introductory textbook. Each chapter introduces a concept or common practice to students, highlighting key terms for student review and for instructor assessment of student learning. The body of each chapter introduces theories, and basic conceptual building blocks intermixed with case studies to illustrate these points. Footnotes credit sources but also serve as breadcrumbs for instructors who might like to assign more in-depth reading for more advanced students or for the purposes of lecture development. Each chapter ends with suggestions for activities that the authors have tried with their own students and suggested readings, books, and websites that can deepen student exposure to the topic.

Engaging with the Past and Present

Engaging with the Past and Present
Author: Paul M. Dover
Publisher: Taylor & Francis
Total Pages: 334
Release: 2023-06-05
Genre: History
ISBN: 1000892875

This collection brings together fifteen essays from practitioners of a variety of disciplines that concern themselves with the past, not only historians, but scholars from other branches of the humanities and social sciences (including theology, art history, public history, and archival science) and natural sciences (including geology, paleontology, astronomy, and paleoanthropology). What is the relationship between the past and the present? This essential and seemingly straightforward question, of central importance to many fields of study, in fact yields a variety of answers, with significant repercussions for methodology, epistemology, and pedagogy. This volume’s contributors describe how they relate phenomena in the past and their observations of the present, revealing intellectual resonances and opportunities for dialogue across subjects that are too often walled off from one another. By engaging scholars in a conversation about a first principle of their work, this book offers a genuinely interdisciplinary consideration of a timeless question, with implications for knowledge about both past and present. Engaging with the Past and Present is full of insights and ideas for anyone seeking to understand the past or employ it as evidence for understanding present realities.

History, Trauma and Shame

History, Trauma and Shame
Author: Pumla Gobodo-Madikizela
Publisher: Routledge
Total Pages: 224
Release: 2019-10-07
Genre: Children of Holocaust survivors
ISBN: 9781138307834

History, Trauma and Shame provides an in-depth examination of the sustained dialogue about the past between children of Holocaust survivors and descendants of families whose parents were either directly or indirectly involved in Nazi crimes. Taking an autobiographical narrative perspective, the chapters in the book explore the intersection of history, trauma and shame, and how change and transformation unfolds over time. The analyses of the encounters described in the book provides a close examination of the process of dialogue among members of PAKH (Psychotherapeutic Study Group of Persons Affected by the Holocaust), exploring how Holocaust trauma lives in the 'everyday' lives of descendants of survivors. It goes to the heart of the issues at the forefront of contemporary transnational debates about building relationships of trust and reconciliation in societies with a history of genocide and mass political violence. This book will be great interest for academics, researchers and postgraduate students engaged in the study of social psychology, Holocaust or genocide studies, cultural studies, reconciliation studies, historical trauma and peacebuilding. It will also appeal to clinical psychologists, psychiatrists and psychoanalysts, as well as upper-level undergraduate students interested in the above areas.

Historical Thinking for History Teachers

Historical Thinking for History Teachers
Author: Tim Allender
Publisher: Routledge
Total Pages: 306
Release: 2020-07-16
Genre: Education
ISBN: 1000257428

Effective Australian history education has never been more important for the development of critically aware and thoughtful young people. History fosters important skills in reasoning, historical consciousness and empathy; and an appreciation of history is crucial to the development of students' understanding of the very nature of our society. This edited collection comprises contributions from leading historians, educators and practising teachers, and surveys Australian history teaching today, from the development of the national curriculum to fostering historical thinking and promoting effective engagement in the history classroom. The book begins with an analysis of the principles underlying the drafting of the national curriculum and features insights from the writers of the curriculum themselves. It focuses on the curriculum from primary- and secondary-school teaching perspectives. Part 2 examines the teaching of historical expertise including historical thinking and value formation, as well as productive assessment and the important role social history can play in the classroom. Part 3 concentrates on specific approaches to history teaching including teacher talk; the use of historical fiction and film; digital technology and the internet; as well as museums as a teaching medium. Part 4 analyses key aspects of Australian history teaching including Indigenous perspectives, teaching citizenship and assisting the pre-service teacher in their transition to becoming a professional. Rich with insights into historical skills, historical concepts and critical thinking, as well as practical guidance on translating principles into engaging classroom approaches, this is an essential reference for both pre-service and in-service history teachers and educators.

Whose History?

Whose History?
Author: Grant Rodwell
Publisher: University of Adelaide Press
Total Pages: 280
Release: 2013
Genre: Education
ISBN: 1922064505

Somebody once quipped that any work of Australian historical fiction is a 'burning fuse', travelling over decades through Australian culture and society. In some manner, every newly published Australian historical novel is connected to what it has preceded. Each work belongs to a proud history. Through multiple examples, Grant Rodwell encourages readers to see how a work of historical fiction has evolved. Thus, under various themes, WHOSE HISTORY? examines the traditions in Australian historical fiction, and ponders how Australian historical novels can engage teachers and student teachers. WHOSE HISTORY? aims to illustrate how historical novels and their related genres may be used as an engaging teacher/learning strategy for student teachers in pre-service teacher education courses. It does not argue all teaching of History curriculum in pre-service units should be based on the use of historical novels as a stimulus, nor does it argue for a particular percentage of the use of historical novels in such courses. It simply seeks to argue the case for this particular approach, leaving the extent of the use of historical novels used in History curriculum units to the professional expertise of the lecturers responsible for the units.

The Interactive Past

The Interactive Past
Author: Angus A. A. Mol
Publisher:
Total Pages: 0
Release: 2017
Genre: Archaeology
ISBN: 9789088904363

Video games, even though they are one of the present's quintessential media and cultural forms, also have a surprising and many-sided relation with the past. From seminal series like Sid Meier's Civilization or Assassin's Creed to innovative indies like Never Alone and Herald, games have integrated heritages and histories as key components of their design, narrative, and play. This has allowed hundreds of millions of people to experience humanity's diverse heritage through the thrill of interactive and playful discovery, exploration, and (re-)creation. Just as video games have embraced the past, games themselves are also emerging as an exciting new field of inquiry in disciplines that study the past. Games and other interactive media are not only becoming more and more important as tools for knowledge dissemination and heritage communication, but they also provide a creative space for theoretical and methodological innovations. The Interactive Past brings together a diverse group of thinkers -- including archaeologists, heritage scholars, game creators, conservators and more -- who explore the interface of video games and the past in a series of unique and engaging writings. They address such topics as how thinking about and creating games can inform on archaeological method and theory, how to leverage games for the communication of powerful and positive narratives, how games can be studied archaeologically and the challenges they present in terms of conservation, and why the deaths of virtual Romans and the treatment of video game chickens matters. The book also includes a crowd-sourced chapter in the form of a question-chain-game, written by the Kickstarter backers whose donations made this book possible. Together, these exciting and enlightening examples provide a convincing case for how interactive play can power the experience of the past and vice versa.

Communicating the Past in the Digital Age

Communicating the Past in the Digital Age
Author: Sebastian Hageneuer
Publisher: Ubiquity Press
Total Pages: 223
Release: 2020-02-06
Genre: Social Science
ISBN: 1911529862

Recent developments in the field of archaeology are not only progressing archaeological fieldwork but also changing the way we practise and present archaeology today. As these digital technologies are being used more and more every day on excavations or in museums, this also means that we must change the way we approach teaching and communicating archaeology as a discipline. The communication of archaeology is an often neglected but ever more important part of the profession. Instead of traditional lectures and museum displays, we can interact with the past in various ways. Students of archaeology today need to learn and understand these technologies, but can on the other hand also profit from them in creative ways of teaching and learning. The same holds true for visitors to a museum. This volume presents the outcome of a two-day international symposium on digital methods in teaching and learning in archaeology held at the University of Cologne in October 2018 addressing exactly this topic. Specialists from around the world share their views on the newest developments in the field of archaeology and the way we teach these with the help of archaeogaming, augmented and virtual reality, 3D reconstruction and many more. Thirteen chapters cover different approaches to teaching and learning archaeology in universities and museums and offer insights into modern-day ways to communicate the past in a digital age.