Provocative excerpts from primary and secondary sources (some with audio glosses). Read the rationale behind these sound bites for more information.
91-100 of 734 Sound Bites. [show all]
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91) First, you cannot fully understand or appreciate the work of the historian unless you have first grasped the standpoint from which he himself approached it; secondly, that that standpoint is itself rooted in a social and historical background. Do not forget that, as Marx once said, the educator himself has to be educated. . . . The historian, before he begins to write history, is the product of history. (Edward Hallett Carr 34) [SoundBite #91]
92) In reenacting the past, the Hollywood historical film employs a variety of techniques to produce a heightened sense of fidelity and verisimilitude, creating a powerfully immersive experience for the spectator. Many of the characteristic features of the historical film directly function to reinforce the experiential core of the genre, its impression of "witnessing again." (Robert Burgoyne 8) [SoundBite #1367]
93) It may, therefore, be worthwhile to examine the arguments for "disinterested, neutral, scientific, objective" scholarship. If there is to be a revolution in the uses of knowledge to correspond to the revolution in society, it will have to begin by challenging the rules which sustain the wasting of knowledge. Let me cite a number of them, and argue briefly for new approaches. . . . Rule 3. Stick to your discipline. Specialization has become as absurdly extreme in the educational world as in the medical world. . . . Specialization ensures that one cannot follow a problem through from start to finish. It ensures the functioning of the academy of the system's dictum: divide and rule. (Howard Zinn 8-9, 11) [SoundBite #93]
94) We get our ethics from our history and judge our history by our ethics. (Troeltsch, qtd. by Marwick 326) [SoundBite #94]
95) It is the historian's vocation to provide society with a discriminating memory. (Michael Kammen, "On Knowing" 57) [SoundBite #95]
96) Meaning arises because of the shared conceptual maps which groups share together. (Stuart Hall) [SoundBite #96]
97) National identification is clearly a matter of . . . something transmitted from the past and secured as a collective belonging, something reproduced in myriad imperceptible ways, grounded in everydayness and mundane experience. (Eley and Suny 22) [SoundBite #97]
98) To withhold traditional culture from the school curriculum, and therefore from students, in the name of progressive ideas is in fact an unprogressive action that helps preserve the political and economic status quo. (E. D. Hirsch, Jr. 23-24) [SoundBite #98]
99) While states throughout the nation have been able to forge at least a grudging consensus on what students should know in the various disciplines, when it comes to history there has been one public squabble after another. (Gary Nash et. al. 263) [SoundBite #99]
100) The historical fiction [Richard Slotkin argues] provides an outlet for the historian's understandings of the period or event in question that cannot be proven according to the rigorous evidential standards demanded by the academic discipline. (Mike Chopra-Gant 57) [SoundBite #1244]
