The History Manifesto: A Reply to Deborah Cohen and Peter Mandlerстатья из журнала
Аннотация: IT IS IN THE NATURE OF MANIFESTOS to be hopeful, forward-looking, and somewhat provocative.As the name suggests, manifestos strive to be open, to make evident what might otherwise be obscure.Ever since Marx and Engels irreversibly reconfigured the genre's authoritative, sovereign form in the mid-nineteenth century, manifestos have been both rhetorical and practical, diagnostic as well as reformative: they discern problems and offer sometimes utopian solutions.They generally try to rise above perceived divisions to mobilize a community or conjure one where it had not existed before.Because they are not meant to sustain the status quo but rather to imagine new possibilities, they are generally exhortatory in tone. 1 Often short, punchy, and direct, such manifestations can be unsettling.Any manifesto worth its salt will likely invigorate many readers only at the cost of disturbing others.That has not deterred revolutionaries or artists from writing manifestos; when the time is ripe, even historians have been known to produce them. 2 The History Manifesto deliberately adopts many of the features of the genre.The book is literally open, in the sense that it is available through open access for free download-a first for its publisher, Cambridge University Press-with the aim of reaching the widest possible readership, both academic and non-academic. 3It diagnoses a crisis of the humanities in general, and for history in particular.It then proposes one set of solutions that draws upon new possibilities for researching, writing, and disseminating history, not least by using digital methods and data.The book concentrates on what joins all historians together-what our shared and distinctive practices are and how they might be extended-rather than on the distinctions be-Many thanks to Gary Bass,
Год издания: 2015
Авторы: David Armitage, Jo Guldi
Издательство: Oxford University Press
Источник: The American Historical Review
Ключевые слова: Educator Training and Historical Pedagogy, Philosophy, History, and Historiography
Открытый доступ: bronze
Том: 120
Выпуск: 2
Страницы: 543–554