Many disciplines in the social sciences and humanities can offer profound insights into what it means to be human. History, however, encompasses the totality of human experience: economics, politics, philosophy, art, ethics, sociology, science - all of it becomes part of history eventually. Therefore, the opportunities for incorporating service-learning (carefully integrating community service with academic inquiry and reflecting on insights derived from such integration) into history courses abound. Many historians have taken advantage of this opportunity. Few historians have undertaken a scholarly investigation of the learning taking place in their service-learning courses, however. Indeed, despite the fact that the reflective process so central to service-learning lends itself remarkably well to the scholarship of teaching and learning (it generates very rich data on both the affective and content-based learning students are experiencing), there has been little published SoTL research from any discipline about service-learning. Drawing on qualitative evidence from an honours course comprised of 16 students at a private liberal arts college in the northeastern United States, I argue that not only does service-learning in history lead to more active citizenship, but that it also leads to deeper appreciation of an historical perspective as a key ingredient for being an engaged citizen.
Service-learning and studying the past
Ageeth Sluis and Elise Edwards
Many opportunities for more integrated teaching that better capture the interdisciplinary nature of contemporary scholars' work and better achieve the aims of liberal arts education still remain untapped, particularly at smaller schools where combined departments are often necessary. The disciplinary boundaries between history and sociocultural anthropology have become increasingly blurred in recent decades, a trend reflected in scholarly work that engages with both fields, as well as dual-degree graduate programmes at top U.S. research universities. For many scholars, this interdisciplinarity makes sense, with the two disciplines offering critical theoretical tools and methods that must be used in combination to tackle effectively the questions they pursue. This article asks why this interdisciplinarity, so central to professional pursuits of both historians and anthropologists, is significantly less present in the undergraduate classroom. Housed in one of the only joint History and Anthropology departments in the U.S., we detail our own efforts to make the chance joining of our disciplines pedagogically meaningful.
Temporal Topology in the Post-Ottoman World
In this article I explore the poetics of history in the post-Ottoman world by examining how people configure the connections between events past, present, and future. Mental maps of time exist everywhere ( Zerubavel 2003 ), and they do not come in
Pinker’s (Mis)Representation of the Enlightenment and Violence
Enlightenment, the world was rational and more peaceful. In doing so, he reduces violence to a fairly simplistic concept; all violence can be equated with irrationality, unreason, and ignorance. History is never as straightforward as Pinker would have his
Responsibilities with Regard to the Future in Arthur Miller's The Crucible
Aamir Aziz and Frans Willem Korsten
we saw previously, in the context of censorship. Since the play is aimed at altering the course of history, hence leading to another future, we can ask how this relates to the allegorical form Miller chose. This implies having a closer look at the
In contrast to the "official history" of the Conseil d'État that presents it as a prestigious and neutral institution, new work ought to reflect on how the grand corps of the Conseil d'État has been implicated in the major issues and crises of French political history, especially in the twentieth century. Drawing on recent historiography, this article focuses in particular on the Conseil d'État during World War II and the Algerian War. It also analyzes the variety of everyday practices of the Conseil d'État and its role in the development of administrative law. Finally, this article examines the professional careers of the members of the grand corps that have staffed this institution. It thus seeks to chart, through the study of a single institution, a path for writing the political history of the state administration that engages with the work of legal scholars as well as political scientists.
A Hi-Tech Version of an Old History Textbook
Russia My History is a growing network of large-scale multimedia exhibition and educational complexes, officially called “historical parks.” The network runs parks in twenty-one different Russian cities, from Saint Petersburg to Yakutsk, making it
The present article argues that Hélène Berr's Journal goes well beyond mere testimony to provide an astute analysis not only of the persecutory measures, arrests, camps, and deportations but also of the various attempts to camouflage the violence and even of the wider implications of what she ultimately recognized to be a systematic extermination. Hélène Berr thus presents an extraordinary case of a young French Jewish student at the Sorbonne who, steeped in literature but untrained in history, nevertheless achieved a degree of historical lucidity that, in view of the confused, limited, and often unreliable information available to her in Nazi-occupied Paris, we can only consider as remarkable. Above all, Hélène Berr's very personal confrontation with history, as it unfolded in all the sinister complexity of what we now know as the Holocaust, enables us to better understand these events in the human terms in which they were experienced and with the ethical dimensions that they take on for us today.
Perspectives et prospectives
This article describes the results developed in the recently published La Civilisation du journal, histoire culturelle et littéraire de la presse (ed. Dominique Kalifa, Philippe Régnier, Marie-Ève Thérenty, and Alain Vaillant), a collaboration between historians and literary scholars working together for eight years to write a synthesis about the history of the French press during the nineteenth century. It offers a comprehensive encyclopedia of journalism, the genres and forms of the periodical press, the principal figures of nineteenth-century French journalism, and the modern culture of the press. The article describes the different projects between history and literature that could be developed after this project. This kind of methodology should be extended to the relations between press and literature during the twentieth century, to women's journalism and to the globalization of the media during the nineteenth century. These projects could be developed with the help of the website Médias19.
Challenges and Prospects
Alp Eren Topal and Einar Wigen
Why Do Ottoman Conceptual History? Introducing a Field In this article, we argue for using conceptual history to reevaluate Ottoman intellectual history and its relationship with social and political history. We discuss the various benefits