Doing historical research and thinking about history is an essential part of my personality. During my life, many things changed: the language I speak most of the time, the country where I live, people closest to me, my views, tastes, and habits. Ancient history and its research remain my vocation, job, and place of safety from early youth till nowadays. I am grateful to all people, long dead and living, whose insights on the study of the human past have taught me not only how to do research, but first and foremost how to live.
A Passion for History is a conversation between Natalie Zemon Davis, a prominent historian and an extraordinary woman, with Denis Crouzet, also a historian and a sharp observer. Above all, they discuss how to do research, write, and teach history. In addition, Natalie Zemon Davis shares her memories of being an ambitious Jewish girl in America of the 40s and her way to combine academic aspirations with family life, and her views on other subjects, such as politics, feminism, cinema, and freedom. This lively dialogue of two remarkable intellectuals is a thrilling read.
The pathbreaking work of renowned historian Natalie Zemon Davis has added profoundly to our understanding of early modern society and culture. She rescues men and women from oblivion using her unique combination of rich imagination, keen intelligence, and archival sleuthing to uncover the past. Davis brings to life a dazzling cast of extraordinary people, revealing their thoughts, emotions, and choices in the world in which they lived. Thanks to Davis we can meet the impostor Arnaud du Tilh in her classic, The Return of Martin Guerre, follow three remarkable lives in Women on the Margins, and journey alongside a traveler…
In a biography of a person whose occupation was to think, the most exciting part is how their thought evolved. Robin G. Collingwood is a prominent philosopher and a historian of Roman Britain. His autobiography is precious because it is an earnest reflection on how his perception of history and the approaches to its study developed over his lifetime - a door open into the mind of a philosopher of history.
Apology of History, or the Historian’s Craft is the exact translation of the French title of this book, written in 1941-42 by Marc Bloch, a great historian who was executed in 1944 as a member of the French Resistance. In his testament, Marc Block wished two words to be incised on his tombstone: dilexit veritatem (‘he loved the truth). The book is about the technique of understanding the present by means of studying the past. The fact that Apology of History, or the Historian’s Craft was written in the midst of the war explains the original title. The ultimate defense of history is that proper research allows comprehension of complex human situations, such as wars, therefore every detail of the historian’s craft is of profound importance.
This work, by the co-founder of the "Annales School" deals with the uses and methods of history. It is useful for students of history, teachers of historiography and all those interested in the writings of the Annales school.
This book is a classic, for more than half a century, and remains the starting point in the current discussion of the historian’s craft. Edward H. Carr underscores the importance of dialogue in the study of history. History is a process of interaction between the historian and their facts, or between the past and the present. In this dialogue, the historian is not an objective reporter or analyst, but an individual whose world view and scientific approach are shaped by society.
'Not only our most distinguished historian but also one of the most valuable contributors to historical theory' Spectator
In answering the question, 'what is history?', E. H. Carr's acclaimed and influential bestseller shows that the facts of history are simply those which the historian selects for scrutiny. His fluent and hugely wide-ranging account of the nature of history and the role of the historian argues that all history is to some degree subjective, written by individuals who are above all people of their own time.
'Lively and controversial, full of wit and humour, E. H. Carr's What Is History? played…
This book is a reflection on the nature of historical research and the perils of history in the postmodern age. An influential current in the study of history has abandoned the aspiration of getting close to the truth and accepts ideologically motivated accounts of the past as equally valuable narratives. The repercussions of the controversy on ‘post-truth’ reach far beyond the limits of the academic world and are ubiquitous in contemporary Western society. Richard J. Evans knows that from his own experience, having served as an expert witness in Irwing v Penguin Books and Lipstadt libel case, relating to Holocaust denial. The book offers a lucid analysis of the conflicting trends in the theory and practice of historical research. It links between the study of the past and the possibility of attaining certainty on present-day issues.
E. H. Carr's What Is History?, a classic introduction to the field, may now give way to a worthy successor. In his compact, intriguing survey, Richard J. Evans shows us how historians manage to extract meaning from the recalcitrant past. To materials that are frustratingly meager, or overwhelmingly profuse, they bring an array of tools that range from agreed-upon rules of documentation and powerful computer models to the skilled investigator's sudden insight, all employed with the aim of reconstructing a verifiable, usable past. Evans defends this commitment to historical knowledge from the attacks of postmodernist critics who see all judgments…
Ancient Greek mania presents a fascinating array of diverse conditions. Any deviation from ordinary state of consciousness, voluntary or involuntary, intense or mild, could be labelled mania. Diverse altered states of consciousness were commonly known: initiates underwent alteration of consciousness during mystery rites; sacred officials and inquirers experienced them in oracular centres; possession by various deities was recognized; finally, some sages and philosophers practiced manipulation of consciousness.
Greece was unique in its attitude to these phenomena. From the perspective of individual and public freedom, the importance of mania in the Greek society reflects its openness and acceptance of the human proclivity to experience alterations of consciousness, which were interpreted as god-sent. These mental states were treated with cautious respect; they could be harnessed to a certain extent, but never suppressed or pushed to the cultural and social periphery, in contrast to the majority of other complex societies, ancient and modern.
I have spent my entire professional life quietly patrolling the frontiers of understanding human consciousness. I was an early adopter in the burgeoning field of biofeedback, then neurofeedback and neuroscience, plus theory and practices of humanistic and transpersonal psychology, plus steeping myself in systems theory as a context for all these other fields of focus. I hold a MS in psychology from San Francisco State University and a PhD from Saybrook Institute. I live in Mount Shasta CA with Molly, my life partner for over 60 years. We have two sons and two grandchildren.
In this thoroughly researched and exquisitely crafted treatise, Jim Brown synthesizes the newest understandings in neuroscience, developmental psychology, and dynamical systems theory for educators and others committed to nurturing human development.
He explains complex concepts in down-to-earth terms, suggesting how these understandings can transform education to engender optimal learning and intelligence. He explores the nature of consciousness, intelligence, and mind.
Brown then offers a model of optimal human learning through lifelong brain development within a supportive culture--drawing on the work of Piaget, Erickson, Maslow, Kohlberg, and Steiner--and how that work is being vastly expanded by neuroscience and dynamical systems thinking.
Mindleap: A Fresh View of Education Empowered by Neuroscience and Systems Thinking
In this thoroughly-researched and exquisitely crafted treatise, Jim Brown synthesizes the newest understandings in neuroscience, developmental psychology, and dynamical systems theory for educators and others committed to nurturing human development. He explains complex concepts in down-to-earth terms, suggesting how these understandings can transform education to truly engender optimal learning and intelligence. He explores the nature of consciousness, intelligence, and mind. Brown then offers a model of optimal human learning through life-long brain development within a supportive culture--drawing on the work of Piaget, Erickson, Maslow, Kohlberg, and Steiner--and how that work is being vastly expanded by neuroscience and dynamical systems thinking.
