Trends, Debates, Historians II (HIST 512)

2020 Spring
Faculty of Arts and Social Sciences
Ayşe Ozil,
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Doctoral, Master
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The second semester of the required HIST 511-512 sequence in Historiography pursues the same "complete readings" approach into major works concentrating on first the Early Modern and then the Modern era. Once more, historians are studied individually, and trends or schools are for the most part introduced through the historians that embody their distinctive approaches. Authors dealt with over the second semester may be as diverse as Febvre, Braudel, Le Roy Ladurie, Christopher Hill, Keith Thomas, E. P. Thompson, Charles Tilly, Simon Schama and Carlo Ginzburg, as well as Hobsbawm, Blackbourn, Landes, Eugen Weber, Peter Gay or François Furet. Crucial debates, for example on "the transition from feudalism to capitalism" and its Brenner follow-up, or on "the military revolution and the genesis of the modern state", are introduced as separate files or appendices. The last quarter of the course is devoted to a closing survey of the current proliferation of outlooks and approaches, including discussions of microhistory, cultural history, history of mentalities, the return of the narrative, the return of the state, as well as modernist vs post-modernist positions on the question of "historical truth", "myth-making", or the relationship between literature and history.


Refer to the course content


Upon completion of this course, students should be able to:

? decide on how to place each historian and school against a larger historical background, intellectual climate and dominant paradigm.
? articulate precisely what is the originality of the contribution of a particular historian or school in the professionalization and diversification of the historical discipline.
? examine the factors that make theoretical paradigms prevail and wane and how these influence and force historians to revise current predominant interpretations.
? define complex concepts and methodologies to pursue further more specialized study in the field of national or comparative historiography.
? develop a greater capacity to engage at the same time and with equal precision in historical, theoretical and philosophical debate over outstanding intellectual matters.