The Challenge Of History

In The Challenge of American History, Louis Masur brings together a sampling of recent scholarship to determine the key issues preoccupying historians of American history and to contemplate the discipline's direction for the future. The fifteen summary essays included in this volume allow professional historians, history teachers, and students to grasp in a convenient and accessible form what historians have been writing about.

"In this wide-ranging and masterly work, Ahmad Dallal examines the significance of scientific knowledge and situates the culture of science in relation to other cultural forces in Muslim societies. He traces the ways the realms of scientific knowledge and religious authority were delineated historically. For example, the emergence of new mathematical methods revealed that many mosques built in the early period of Islamic expansion were misaligned relative to the Ka'ba in Mecca; this misalignment was critical because Muslims must face Mecca during their five daily prayers. The realization of a discrepancy between tradition and science often led to demolition and rebuilding and, most important, to questioning whether scientific knowledge should take precedence over religious authority in a matter where their realms clearly overlapped"--Page 2 of cover.

Every few years in the United States, history teachers go through what some believe is an embarrassing national ritual. A representative group of students sit down to take a standardized U.S. history test, and the results show varied success. Sizable percentages of students score at or below a "basic" understanding of the country’s history. Pundits seize on these results to argue that not only are students woefully ignorant about history, but history teachers are simply not doing an adequate job teaching historical facts. The overly common practice of teaching history as a series of dates, memorizing the textbook, and taking notes on teachers’ lectures ensues. In stark contrast, social studies educators like Bruce A. VanSledright argue instead for a more inquiry-oriented approach to history teaching and learning that fosters a sense of citizenship through the critical skills of historical investigation. Detailed case studies of exemplar teachers are included in this timely book to make visible, in an easily comprehensible way, the thought processes of skilled teachers. Each case is then unpacked further to clearly address the question of what history teachers need to know to teach in an investigative way. The Challenge of Rethinking History Education is a must read for anyone looking for a guide to both the theory and practice of what it means to teach historical thinking, to engage in investigative practice with students, and to increase students’ capacity to critically read and assess the nature of the complex culture in which they live.

The advent of the modern, historical, and critical methods of reading Scripture is one of the most significant events in the last five hundred years of Christian history and theology. New questions arose in the course of that history that led to new, sometimes troubling answers. New ways of considering Scripture were articulated. The crisis in which academic Christian theology has found itself for approximately two hundred years is directly related to the emergence of new ways of studying--and criticizing--the Bible. The Challenge of History traces the trajectory of these developments, presenting key readings from over thirty-five theologians--from Erasmus to Pannenberg--whose writings relate to the birth of modern historical and critical exegesis and, more broadly, to the emergence, among theologians and biblical scholars, of a certain historical consciousness that characterizes vast segments of modernity. How did the historical and critical methods arise? How did they impact the study of Scripture? What are their implications for Christian theology? Scripture is read--and needs to be read--differently in a parish, in a monastery, and in an academic setting. But the various ways of approaching Scripture should not be cordoned off from one another. This volume is an ideal textbook for in-depth study of one of the most important topics in modern theology.

This important new book argues that Jacques Derrida’s work can be treated as the basis for a distinctive historiography. The possibility of seeing Derrida not as a philosopher of language but as a philosopher of history has become more apparent with the recent publication of Derrida’s 1964-1965 seminar Heidegger: The Question of Being and History. We now know that the problem of history was at the heart of Derrida’s writing in the mid-1960s, prior to the publication of his best-known work, Of Grammatology (1967). Arguing that Derrida's scholarship in the 1960s and early 1970s on historicism, historicity and the problem of history can be treated as the basis for a philosophy of history, Sean Gaston focuses on Derrida's work from the mid-1970s to the mid-1990s and his relentless questioning of context, memory and narrative as the delineation of a deconstructive historiography. The book raises a challenge for historians to think about both deconstruction and historiography, arguing that contemporary philosophy can provide a basis for thinking about history in the name of a deconstructive historiography that is not incompatible with rigorous historical scholarship.

The economic, social, political, military, and intellectual aspects of the Muslims' concern for history reveal the general structure of their perception of reality.

More than a century after Guido Adler's appointment to the first chair in musicology at the University of Vienna, Music, Criticism, and the Challenge of History provides a first look at the discipline in this earliest period, and at the ideological dilemmas and methodological anxieties that characterized it upon its institutionalization. Author Kevin Karnes contends that some of the most vital questions surrounding musicology's disciplinary identities today-the relationship between musicology and criticism, the role of the subject in analysis and the narration of history, and the responsibilities of the scholar to the listening public-originate in these conflicted and largely forgotten beginnings. Karnes lays bare the nature of music study in the late nineteenth century through insightful readings of long-overlooked contributions by three of musicology's foremost pioneers-Adler, Eduard Hanslick, and Heinrich Schenker. Shaped as much by the skeptical pronouncements of the likes of Nietzsche and Wagner as it was by progressivist ideologies of scientific positivism, the new discipline comprised an array of oft-contested and intensely personal visions of music study, its value, and its future. Karnes introduces readers to a Hanslick who rejected the call of positivist scholarship and dedicated himself to penning an avowedly subjective history of Viennese musical life. He argues that Schenker's analytical experiments had roots in a Wagner-inspired search for a critical alternative to Adler's style-obsessed scholarship. And he illuminates Adler's determined response to Nietzsche's warnings about the vitality of artistic and cultural life in an increasingly scientific age. Through sophisticated and meticulous presentation, Music, Criticism, and the Challenge of History demonstrates that the new discipline of musicology was inextricably tied in with the cultural discourse of its time.

In a rich blend of intellectual history and philosophy, the authors present the major themes and personages that figure in both the theory of and history of history. They survey the questions and problems, concerns and motivations that have been the lot of the historian from the beginning. --