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The ‘compact city’ implies a return to the urban morphology of the nineteenth-century city, one in which most people walked, predominantly for utilitarian purposes. This article, however, details a leisure practice—the bourgeois promenade—as it unfolded in Stockholm. Employing a diverse set of texts and visual sources the article seeks to understand how this genteel urban practice was enabled and performed in the midst of a growing working-class population with which they shared the streets. It suggests that new street lighting and smoother pavements redirected vision from the ground to the people around, opening up for walking practices that foregrounded the visual over other senses—one being the bourgeois promenade. It further highlights the multiple rhythms of the promenade and the upper middle class’ efforts to create hierarchies of walking on city pavements and in urban parks. In sum, the article shows that leisure mobility was central to the very idea of nineteenth century urban life. Meanwhile, its exclusive character cautions against the one-sided imaginaries of strolling and consumption in today’s endeavours to recreate the compact city., QC 20230614, Techno-politics of walking

El presente estudio describe las innovaciones realizadas en los procesos de enseñanza en Historia, Historia del Arte y Didáctica de la Historia. Los objetivos específicos se orientan a identificar las herramientas virtuales empleadas al desarrollar los procesos del método histórico e iconográfico, así como las aplicadas en los procedimientos para enseñar a través de mapas históricos y líneas de tiempo y describir herramientas virtuales para desarrollar aprendizaje colaborativo. A través de una investigación cualitativa descriptiva, se analizó con la técnica del focus group la innovación en la enseñanza y la percepción en el aprendizaje de los estudiantes, aplicada a 90 participantes de la Carrera de Pedagogía de la Historia y Ciencias Sociales. Los resultados reflejan que los métodos y estrategias se lograron por medio de herramientas virtuales específicas propias de la enseñanza de las asignaturas mencionadas. Concluimos que su aplicación permite ejecutar pasos secuenciales, sistemáticos y organizados lo que contribuye a superar las limitaciones didácticas, con una gestión interdisciplinaria entre la Historia, Didáctica de la Historia y la Tecnología de la Información y Comunicación., The present study describes the innovations made in the teaching processes in History, Art History and Didactics of History. The specific objectives are oriented to identify the virtual tools used to develop the processes of the historical and iconographic method, to identify the virtual tools applied in the procedures to teach through historical maps and timelines, and to describe virtual tools to develop collaborative learning. Through a qualitative, descriptive research, the innovation in the learning of these subjects was analyzed with the focus group technique, considering the teaching experience applied to 90 students of the Pedagogy of History and Social Sciences career. The results reflect that the methods, procedures were achieved by means of specific virtual tools specific to the teaching of the mentioned subjects. Concluding that its application allows executing sequential, systematic and organized steps, contributing to overcome didactic limitations, with an interdisciplinary management between History, History Didactics and Information and Communication Technology.

In questa riflessione ci si chiederà come il tempo dell’onlife e dei nuovi consumi mediali interroghi l’insegnamento della storia, tematizzando in questa prospettiva alcuni nodi problematici collegati all’affermazione del web sociale, come le nuove forme di autorialità, il sovraccarico informativo, la postverità e la banalizzazione dei contenuti. Infine, si individueranno nella didattica di questa disciplina – e in particolare nel metodo storico – alcune strategie di risposta a tali questioni.

The words of the incantations are considered as the object of both linguistic and cultural research, as either of them complete each other while doing the following investigation. Regarding to this point, phonetic, morphological, lexical features of the words of incantations have been described and analyzed in this article. The use of the comparative historical method, the methods of structural- morphological, contextual and historical-etymological analyses contribute to the achievement of the objective of the research. It has been revealed that at the phonetic and grammatical levels, the features inherent in the ancient Turkic literary tradition are preserved. Thematic groups of words, figurative and expressive means, historical and genetic layers of the lexicon of Uzbek incantations have also been determined.

Penelitian ini bertujuan mengungkap pola hunian manusia prasejarah di Goa Putri, Padang Bindu, Kabupaten Ogan Komering Ulu. Metode penelitian yang digunakan yaitu mix research dengan menggabungkan metode arkeologi dan metode sejarah. Adapun langkan metode arkeologi yang dilakukan yaitu observasi, deskriptif, dan contextual analysis, sedangkan langkah-langkah metodologi sejarah yang digunakan yaitu kritik sumber, eksplanasi, dan historiografi. Goa Putri sangat luas dengan kondisi bertingkat-tingkat layaknya sebuah rumah besar dengan berbagai ruang di dalamnya. Temuan arkeologis berupa alat serpih, cangkang moluska, tulang primata, kapak perimbas, dan tembikar serta alat untuk membuat tembikar menunjukkan bahwa manusia prasejarah telah tinggal di goa ini sejak zaman paleolitikum hingga zaman neolitikum. Goa Putri dan lingkungannya memang cocok sebagai tempat hunian karena ruangnya tertutup dan dalam, tetapi terdapat fasilitas pendukung seperti celah-celah cahaya sebagai penerang, dan sumber air dari Sungai Simuhun yang mengalir di dalam goa.

This paper analyzes Jaime Jaramillo Uribe’s work in the context of the transformation of history as a scientific discipline with the addition of different mid-twentieth-century work paradigms and interpretations of history. This paper also analyzes his path as professor and university official to comprehend his work and, thus, establish some references that he had in hand to facilitate the institutionalization of History as a scientific discipline, the foundation of the History Department and Anuario, and the publication of Manual de Historia de Colombia. Hence, this paper offers an analytical perspective of Jaime Jaramillo Uribe’s intellectual work and institutional management, and how they weren’t the result of only his initiative but they were also connected to History’s transformation in mid-twentieth century, to the possibilities his professional journey gave him and all the professionals that were formed by his side and who helped him to carry out these initiatives., O trabalho analisa a obra de Jaime Jaramillo Uribe no contexto de transformação da disciplina histórica com a implementação de diferentes paradigmas de trabalho e interpretação na disciplina histórica em meados do século XX. O texto também presta atenção à sua formação e ao seu trabalho como professor e funcionário da universidade para entender seu trabalho e, com isso, estabelecer algumas referências que ele tinha à mão para facilitar a institucionalização da história como uma disciplina científica na esfera colombiana com a criação do Departamento de História, a fundação do Anuário, a preparação e publicação do Manual de Historia de Colombia. Dessa forma, o artigo oferece uma perspectiva de análise do trabalho intelectual e da gestão institucional de Jaime Jaramillo Uribe, e como estas não foram apenas o resultado da iniciativa pessoal, mas também estavam ligadas às transformações sofridas pela disciplina histórica em meados do século XX, às possibilidades oferecidas por sua carreira profissional e ao grupo de profissionais treinados, ao lado dele e o ajudou a realizar essas iniciativas., El trabajo analiza la obra de Jaime Jaramillo Uribe en el contexto de la transformación de la disciplina histórica con la implementación de diferentes paradigmas de trabajo y de interpretación en la disciplina histórica a mediados del siglo XX. El texto también presta atención a su formación y a su labor como profesor y funcionario universitario para comprender su obra y, con ello, establecer algunas referencias que tuvo a mano al gestionar las condiciones para facilitar la institucionalización de la historia como una disciplina científica en el ámbito colombiano, con la creación del Departamento de Historia, la fundación del Anuario, la elaboración y publicación del Manual de Historia de Colombia. De esta forma, el artículo ofrece una perspectiva de análisis de la obra intelectual y gestión institucional de Jaime Jaramillo Uribe, y de cómo estas labores no solo fueron el resultado de la iniciativa personal, sino que también estaban vinculadas a las transformaciones que sufría la disciplina histórica a mediados del siglo XX, a las posibilidades que le brindó su trayectoria profesional y al conjunto de profesionales que se formaron a su lado y le ayudaron en la realización de estas iniciativas.

La Literatura como fuente histórica, es uno de los métodos de análisis que tienen como objeto la investigación de una determinada sociedad, trazando un panorama de la realidad de la época estudiada, a través de las mentalidades que pueda plasmar el autor en los diferentes personajes de la obra literaria analizada. La narrativa de ficción puede contener elementos que otras fuentes documentales de dicha época, como cartas, fotografías, anuncios o, la misma prensa, no pueden mostranos. No obstante, para la obtención de los datos históricos, debemos utilizar una metodología apropiada.

The aim of this study is to compare the subject syllabuses for history education in uppersecondary school of Finland, Norway and Sweden. Three syllabuses from Norway, two from Finland and one from Sweden for courses that are compulsory for higher education preparatory programmes in the three countries have been analysed and compared. Qualitative content analysis has been used to find similarities and differences for what the countries find important with and in the history subject. A deductive analysis has been used for the part of the syllabus where the aim and the goals are written. An inductive analysis has been used for the part of the course content. By using a deductive content analysis with a coding scheme based on common historical didactic terms, the result of this study shows that every country finds that historical consciousness, narration, historical empathy, historical method and the uses of history are important parts of the history subject and education. However, the countries differ when it comes to if they see these parts as the aim or as a goal with the subject or the education. The inductive content analysis shows that all countries find sources and work with sources, uses of history, time periods, global historical events and processes and development of state and societies as important parts of the education. A difference between the countries is that Finland and Norway have more specific national history content in the syllabuses than Sweden has. Therewith does this result show that both Norway and Sweden find it important to problematize the time periods and to have different historical questions, aspects and explanations in the content of history education.

In this article I revisit nineteenth‐century debates over historical objectivity and the political functions of historiography. I focus on two influential contributors to these debates: Leopold von Ranke and Johann Gustav Droysen. In their takes on objectivity and subjectivity, impartiality and political engagement, I reveal diametrically opposed solutions to shared concerns: how can historians reveal history to be meaningful without resorting to speculative philosophy? And how can they produce a knowledge that is relevant to the present when the project of “exemplary” history has been abandoned? I focus especially on the relativist themes in Ranke's and Droysen's answers to these questions. Ranke's demand for impartiality leads him to think of all historical epochs as equally valid, whereas Droysen's emphasis on subjectivity relativizes historical truth. In order to explain why Ranke and Droysen nevertheless remained unfazed by the problem of historical relativism, I analyze their normative conceptions of the historian's disciplinary ethos. I show that Ranke and Droysen think of objective impartiality and subjective partiality not only in methodological terms but also in terms of justice and ethical duty. By way of this normative element, their historical methodologies secure for the professional study of history an ethical‐political relevance for the present.

Jayapura City is located at the eastern end of Indonesia and directly borders with neighboring countries, Papua New Guinea (PNG). Geographical conditions vary from Jayapura City is dominated by hills lead to the formation of urban areas are separated. Currently there are two major parts of the city area known as Jayapura and Abepura. The existence of two parts of the city in Jayapura City became one of the interesting things to be studied to determine its relevance to historical factors. Through the historical method approach, the division of developmental stages into some phases was carried out to understand how the pattern of historical development of Jayapura City is. From the discussion by using the historical methods is known that the two parts of the city has existed since the founding of Jayapura City and persisted until today.

ResumenEl presente artículo constituye una propuesta metodológica para realizar estudios históricos basados en documentos primarios y la oralidad. Se tiene como objetivo explicar el método histórico crítico aplicado al estudio de movimientos estudiantil en México. El artículo se deriva de un trabajo de investigación más amplio que estudia la influencia ideológica de la Revolución Cubana en los movimientos estudiantiles normalistas de Chihuahua, durante la década de 1960. Se realizó a partir del estudio de diferentes tipos de fuentes utilizadas para la investigación: historiográficas, de archivo, hemerográficas y orales. Para la elaboración del trabajo fue indispensable la estancia de investigación en el Instituto Nacional de Antropología e Historia (INAH) de la Ciudad de México, donde, a partir de las orientaciones del Dr. Gerardo Necoechea, se hizo una amplia revisión sobre la historia oral, a partir de la cual se recogen los principales resultados en el presente artículo. Para entender los movimientos sociales desde una perspectiva histórica puede resultar interesante el trabajo con este método para, desde la oralidad y la documentación, esclarecer eventos que pueden en la actualidad ser retomados por nuestros estudiantes. Como una de las conclusiones más relevantes del artículo, se evidencia que, el método histórico crítico permite a partir de la crítica analítica y sintética de las fuentes escritas y orales, localizar y seleccionar las que sean válidas e interrelacionarlas para lograr hacer cuestionamientos básicos que permitan la reconstrucción de los hechos históricos a tratar y vincularlos con los procesos de la sociedad actual.AbstractThis article constitutes a methodological proposal for historical studies based on primary documents and orality. The objective is to explain the critical historical method applied to the study of student movements in Mexico. The article derived from a larger research paper that studies the ideological influence of the Cuban Re

Розглянуто звернення українського художника польського походження Вільгельма Котарбінського до давньоєгипетських й античних візій впродовж кінця XIX — початку XX століть. На прикладі згаданих тем окреслено сутність стилістичних трансформацій творчості художника в період поширення мистецьких віянь, пов’язаних із салонним академізмом, декадансом і символізмом. Зазначено, що класичні твори «на антик» та дотичні до них елементи давньоєгипетського мистецтва доби еллінізму, які увійшли до скарбниці світового мистецтва в період ампіру, склали основу художної мови доби історизму, коли були вдруге пережиті та переосмислені митцями, що пройшли академічну фахову освіту. Ці ж добре розучені першоелементи надалі стали художнім матеріалом, крізь призму якого митці «проживали» новітні філософсько-естетичні враження й вкладали у них нові нашарування смислів, Ancient Egyptian and antique visions in the art of the Ukrainian artist of Polish origin Wilhelm Kotarbinski during the late 19th – the early 20th century were reviewed in this paper. The example of the aforementioned subjects was used to outline the essence ofstylistic transformations of the artist’s works in the period of the spreading of artistic trends related to salon academism, decadence, and symbolism. It has been stated that the classical works “a la antique” and the elements of ancient Egyptian art of Hellenistic period, included into the treasury of world art during the Empire period, formed the basis of the artistic language of the historicism era when they were re-experienced and rethought by the artists who got the academic education by specialty. The same well-studied primary elements became the art material through which the artists “lived through” the latest philosophical and aesthetic impressions and put new layers of meanings into them.

The experience called "Arcevia during the First World War" was a way of practicing the part of the local history curriculum, which is essential for promoting education in active citizenship and democratic coexistence in pupils. In fact, it is precisely through the study of the territory and the education in the historical and artistic heritage, that one becomes active and aware citizens, capable of acting on the territory through courageous and responsible choices. To carry out the research, we resorted to the use of written and visual sources, the reading of informative and historical texts, surfing the internet and watching videos. The work carried out in the municipal historical archive and the municipal registry office was very significant. The most significant documents were analyzed by the children through the compilation of guide cards for the collection of information useful for historical reconstruction. The work of is carried out in an interdisciplinary way, making use of the skills of the various disciplines such as geography, mathematics, art and music.

Although Voltaire's expression "philosophy of history" was nothing more than a critical approach to the study of history, it is well known that his work as a historian - and, first of all, in his Essai sur les murs - was intended to be an attempt to provide a new object. historical inquiry: the "history of the human spirit." This conception of history, by the very nature of its object, can only aspire to universality, but, on the other hand, it requires that history be constructed and structured in accordance with a logic and criteria of coherence that bend the mere Empirical contingency of becoming historical to a rational order: in this contradictory need lie the originality and limitations of the historical Voltaian method.

This is a translation into English of the Dizionario gramsciano entry “Philology” by Ludovico De Lutiis. Philology, the “methodological expression of the importance of particular facts”, underlies Gramsci’s writings in the Notebooks and lies at the centre of various reflections; it is indispensable for reconstructing an author’s thought and, indeed, the past. Gramsci drew inspiration for his own anti-positivist approach, con-trasted to that of Bukharin, in part from Ernst Bernheim’s outline of historical method . Reading a text or situation, and knowing how not to read too much into it (a refusal to “importune” [sollecitare] the text), is essential to objective, dispassionate understanding. In these terms the interpretation of the present is “living philology”, where “human nature is the totality of historically determined social relations”. This “philology of history and politics” form part of Gramsci’s critique of determinist Marxism. Through the interpretation of a situation by a “collective organism”, i.e. through “living philology”, the essential link is formed “between great mass, party and leading group” in order to “move together as ‘collective-man’”.

Questo articolo ricostruisce il ruolo della filologia nel pensiero di Antonio Gramsci e la sua importanza. A tal fine, indaga sui dibattiti filologici che si sono svolti nella penisola dopo la formazione del nuovo stato nazionale; presenta il percorso di formazione dell’autore presso la Facoltà di Lettere e Filosofia dell’Università di Torino, con particolare attenzione ai suoi studi in glottologia e filologia; e, infine, si concentra su due momenti della produzione intellettuale di Gramsci: un primo momento, prima del carcere, in cui la filologia è stata un’arma di combattimento nelle polemiche culturali, principalmente contro esponenti del nazionalismo italiano, e un secondo momento, in carcere, quando questa disciplina diventa costitutiva di un metodo storico di ricerca e della stessa filosofia della prassi. This contribution reconstructs the role and importance played by philology in the thought of Antonio Gramsci. With this in view it goes into the philological debates that were taking place in Italy after the formation of the new national state. The article reconstructs Gramsci’s intellectual formation at the Faculty of Letters and Philosophy at the University of Turin, particular attention being paid to his studies in glottology and philology. After this, the article concentrates its attention on two aspects of Gramsci’s intellectual production: there is a first moment, before his imprisonment, in which philology is a weapon for cultural polemics, mainly against the supporters of Italian nationalism; and a second moment, in prison, when philology becomes the constitutive element of a historical method of research and of the philosophy of praxis itself.

This article aims to explore how informal security system works in East Java, and becomes an integral part of the Indonesian post-colonial history. This article uses historical methods consisting of heuristics, criticism, interpretation and historiography. The writing about the self-supporting security system has actually been alluded to by several researchers, however, discussions that more specifically explore events in East Java are lacking. This article shows that the swakarsa security system is proof that the Indonesian people impose a system that normatively does not only depend on positive and detailed State law, but also informal agreements between the people and the State apparatus to make the situation more conducive. Throughout this period, some East Javanese people believed that an independent security system that was almost never written clearly was an important capital for the formation of order in the community. The dynamics of the implementation of this system indicate that many groups of people who have interests, whether politically or not, facilitate the government to hold influence. The swakarsa security system in turn inspired the formation of Pamswakarsa which had a more militaristic tendency. This paper shows that the topic of historiography about community security systems needs to be reviewed more deeply.

The idea of this article is to hinge an interpretation of the revolution of historiography during the 1960s to the end of the 1980s on the possibility of grading the plausibility and the fruitfulness of the historian's inferences to the best explanation of available evidence. The arguments brought about by C. Behan McCullagh on plausbility and by Peter Liption on likeliness and loveliness of hypotheses are used as a key of understanding what the revolution of historiography was about.

Local history is a branch of history studies practised in Chile and worldwide. However, it seems that there is not common understanding of what local history is with respect to the methodology. Regarding such subdiscipline, this work is a reflection of the local history produced in Chile by taking into account the experiences of The United States of America and England. The results of the research show that local history can be understood in both ways, as questioning general historical narratives and by raising the profile of specific historical cases. Moreover, it can also be used as an educational resource to teach something that could seem distant and abstract to young people. The problem is the presence of methodological and theoretical misunderstandings that can impinge on the real working capacities of the mentioned historiographical approach, especially in the Chilean case. In this context, the experience known from the Anglo-Saxon countries suggests understanding local history in its educational and research capacity from its interdisciplinary potential., La historia local es una forma de hacer historia practicada en Chile y en diferentes puntos del globo. Sin embargo, parece no haber consenso en torno a lo que ella implica respecto a su metodología. Este trabajo es una reflexión de la historia local producida en Chile a partir de las experiencias de los Estados Unidos de América e Inglaterra. Los resultados de la investigación muestran que la historia local suele ser entendida como un medio para cuestionar narrativas generales de la historia, como una herramienta para ensalzar lo particular ante lo universal y como un recurso educativo para enseñar aquello que parece lejano y abstracto al estudiante. El problema está en la evidencia de malentendidos metodológicos y teóricos que pueden atentar con las reales capacidades de trabajo de dicho enfoque historiográfico, especialmente en el caso chileno. Con ello, la experiencia conocida por los países anglosajones, recomienda comprender a la historia local en su capacidad investigativa y educativa desde su potencial interdisciplinario., A história local é uma forma de fazer história praticada no Chile e em diferentes pontos do globo. Contudo, parece não haver consenso em torno a o que ela implica no que se refere a sua metodologia. Este trabalho é uma reflexão da história local produzida no Chile a partir das experiências dos Estados Unidos da América e Inglaterra. Os resultados da pesquisa mostram que a história local com frequência é entendida como um meio para questionar narrativas gerais da história, como uma ferramenta para enaltecer o particular ante o universal e como um recurso educativo para ensinar aquilo que parece distante e abstrato para o estudante. O problema está na evidência de mal-entendidos metodológicos e teóricos que podem atentar contra as reais capacidades de trabalho do mencionado enfoque historiográfico, especialmente no caso chileno. Com isto, a experiência conhecida pelos países anglo-saxônicos recomenda compreender à história local em sua capacidade investigativa e educativa desde seu potencial interdisciplinar.

Local history is a branch of history studies practised in Chile and worldwide. However, it seems that there is not common understanding of what local history is with respect to the methodology. Regarding such subdiscipline, this work is a reflection of the local history produced in Chile by taking into account the experiences of The United States of America and England. The results of the research show that local history can be understood in both ways, as questioning general historical narratives and by raising the profile of specific historical cases. Moreover, it can also be used as an educational resource to teach something that could seem distant and abstract to young people. The problem is the presence of methodological and theoretical misunderstandings that can impinge on the real working capacities of the mentioned historiographical approach, especially in the Chilean case. In this context, the experience known from the Anglo-Saxon countries suggests understanding local history in its educational and research capacity from its interdisciplinary potential., A história local é uma forma de fazer história praticada no Chile e em diferentes pontos do globo. Contudo, parece não haver consenso em torno a o que ela implica no que se refere a sua metodologia. Este trabalho é uma reflexão da história local produzida no Chile a partir das experiências dos Estados Unidos da América e Inglaterra. Os resultados da pesquisa mostram que a história local com frequência é entendida como um meio para questionar narrativas gerais da história, como uma ferramenta para enaltecer o particular ante o universal e como um recurso educativo para ensinar aquilo que parece distante e abstrato para o estudante. O problema está na evidência de mal-entendidos metodológicos e teóricos que podem atentar contra as reais capacidades de trabalho do mencionado enfoque historiográfico, especialmente no caso chileno. Com isto, a experiência conhecida pelos países anglo-saxônicos recomenda compreender à história local em sua capacidade investigativa e educativa desde seu potencial interdisciplinar., La historia local es una forma de hacer historia practicada en Chile y en diferentes puntos del globo. Sin embargo, parece no haber consenso en torno a lo que ella implica respecto a su metodología. Este trabajo es una reflexión de la historia local producida en Chile a partir de las experiencias de los Estados Unidos de América e Inglaterra. Los resultados de la investigación muestran que la historia local suele ser entendida como un medio para cuestionar narrativas generales de la historia, como una herramienta para ensalzar lo particular ante lo universal y como un recurso educativo para enseñar aquello que parece lejano y abstracto al estudiante. El problema está en la evidencia de malentendidos metodológicos y teóricos que pueden atentar con las reales capacidades de trabajo de dicho enfoque historiográfico, especialmente en el caso chileno. Con ello, la experiencia conocida por los países anglosajones, recomienda comprender a la historia local en su capacidad investigativa y educativa desde su potencial interdisciplinario.

The History Ministerial Task Team Report (MTT), published in February 2018, has been awaited by educators of History in South Africa for them to be informed on thoughts, trends and statuses of compulsory History Education in schools globally. Educators also hoped to be informed about other important aspects of History education, such as educators’ impressions of the 2011 Curriculum and Assessment Policy Statement (CAPS) for History and possibilities for revision. Other concerns on the table included the field of teacher training, as well as the financial and logistical implications of transforming History teaching into a compulsory subject. The major purpose of this paper is to reflect on the History MTT’s discussion of the status of, specifically, compulsory History in Africa and further afield, and to establish whether the MTT’s report can in this regard serve as a reliable indicator for making any informed decision on whether History Education in South African schools should indeed be compulsory up to the Grade 12 level. The authors contest the quality of the research conducted by the History MTT pertaining to compulsory History in other countries, which in turn questions the reliability of the Report in its entirety, but which unfortunately cannot be afforded attention in this paper due to lack of space. Given this contestation on quality pertaining to the first section of the History MTT report, the authors make some observations and propose recommendations to the Department of Basic Education, who commissioned the History MTT. The essence thereof is to strongly suggest that much more thorough research should be conducted than that received by the DBE in this Report, to ensure more responsible considerations and points of departure than those currently unfolding.

This essay attempts to outline a historical method developed from the late writings of Walter Benjamin. Arlette Farge argues that in Passagenwerk, the work about Leskov and in On the Concept of History, the German philosopher succeeded in portraying a new way of thinking about history. This was an approach that offered the historian access not only to facts but also to particular experiences, felt emotions, desires or dreams. As Farge posits, Michel Foucault and Michel de Certeau, among others, conducted their studies using a similar method., Esej stanowi próbę naszkicowania metody historycznej budowanej w oparciu o późne pisma Waltera Benjamina. Arlette Farge przekonuje, że w Pasażach, pracy o Leskowie i w O pojęciu historii niemieckiemu filozofowi udało się przedstawić nowy sposób myślenia o historii, dający szanse na dotarcie nie tylko do suchych faktów, ale do konkretnych doświadczeń, przeżywanych emocji, pragnień, snutych marzeń. Jak przekonuje Farge, przy użyciu podobnej metody swoje badania mieli prowadzić między innymi Michel Foucault oraz Michel de Certeau.

Den schweiziske musikern och pedagogen Emile Jaques-Dalcroze utvecklade under sin livstid den rörelsebaserade musikpedagogiska metod som i dag går under namnet rytmik. Syftet med denna magisteruppsats är att undersöka uppkomsten och den tidiga utvecklingen av Jaques-Dalcrozes ursprungliga rytmik och framför allt solfège – rörelsebaserad gehörsträning – som är ett av dess huvudmoment. För att finna svar på frågan om hur Jaques-Dalcrozes egen historia påverkade hans val av pedagogisk inriktning för hans gehörsundervisning och på frågan om på vilket sätt samtiden påverkade framväxten och mottagandet av solfègen, undersöks Jaques-Dalcrozes liv fram till 1906 samt kulturella, pedagogiska och andra samhälleliga strömningar under 1800-talet. Utgångspunkten är i historisk metod och med ett hermeneutiskt perspektiv och resultatet presenteras i en delvis biografisk form. Undersökningen visar att Jaques-Dalcroze tveklöst influerades av samtiden och påverkades av människor som kom i hans närhet, framför allt hans pianolärare de Senger, Prosnitz och Lussy, violinisten Ysaÿe, psykologen Claparède och Jaques-Dalcrozes kollegor Gorter, Boepple och Chassevant. Pestalozzi, Nägeli och Fröbel var pedagoger vars idéer återspeglas i Jaques-Dalcrozes metod. De olika influenserna i synergi med hans egen personliga historia och förutsättningar var det som ledde fram till utvecklingen av rytmiken., During his lifetime the Swiss musician and pedagogue Emile Jaques-Dalcroze developed Dalcroze-Eurhythmics, a movement-based methodology in music education. The purpose of the present study is to explore the early development of Jaques-Dalcroze’s original Eurhythmics and especially solfège – movement based aural training – which is one of its main fields. This study aims to fathom Jaques-Dalcrozes life up to the year 1906, as well as the cultural, pedagogical and other societal tendencies during the 19th century to investigate how Jaques-Dalcroze’s personal history influenced his choice of pedagogical emphasis for his aural training, and how contemporary society in his time influenced the development and reception of Eurhythmics and solfège. The methodological basis of the study is historical with a hermeneutic perspective. The result is partly presented in a biographical form. The study shows that Jaques-Dalcroze was without doubt influenced by the world of his time, and was affected by people in his milieu, particularly his piano teachers de Senger, Prosnitz and Lussy, the virtuoso violinist Ysaÿe, the psychologist Claparède and the colleges of Jaques-Dalcroze Gorter, Boepple and Chassevant. Pestalozzi, Nägeli and Fröbel were pedagogues whose ideas were mirrored in the method of Jaques-Dalcroze. These different influences, in synergy with his own personal history and preconditions, led to the development of Dalcroze-Eurhythmics.

Concurrences

Future teachers must be competent in creating educational settings, which provide tools to their students future they can develop a conscious mind, able to interpret their experiences, to make decisions and imagine innovative solutions to help you participate autonomously and responsible in society. This requires an educational system that allows them to integrate the subjective into a broader spatial and temporal context. La patrimonializatión of “Cultural artefacts” and oral history, the basis of which, are found in the active mind and links both the personal and the group experience, don’t only serve as a catalyst to achieving this goal, but rather, they facilitate the implementation of established practice in infant education. To gain this experience we offer the opportunity for students of their degree in Infant Education in the Public University of Navarre, training within the framework of social didactics, allowing students to learn about established practice from iconic, materials and oral sources in the Archive of Intangible Cultural Heritage of Navarra. The vidences points to their effectiveness and presented in a work in progress., Los futuros docentes de Educación Infantil, deben ser competentes en la creación de escenarios educativos que aporten a la infancia herramientas cognitivas adecuadas, para que pueda desarrollar una mente consciente capaz de interpretar sus experiencias, de tomar decisiones e imaginar soluciones novedosas que le ayuden a participar de forma autónoma y responsable en la sociedad. Esto exige una pedagogía sistémica, que permita integrar lo subjetivo en contextos espaciotemporales más amplios. La patrimonialización de los “artefactos culturales” y el empleo de la historia oral, cuyo soporte está en la mente consciente y vincula la memoria autobiográfica con la colectiva, no sólo sirven como mediadores para conseguir este propósito, sino que facilitan el empleo del método histórico en el aula desde etapas muy tempranas. Se presenta una experiencia formativa iniciada en el año 2012 en el grado de Maestro de Educación Infantil de la Universidad Pública de Navarra, enmarcada en la asignatura de Didáctica del Medio Social, con la intención de capacitar al fututo profesorado en el empleo del método histórico, a partir de fuentes del Archivo del Patrimonio Inmaterial Cultural de Navarra. Las evidencias recuperadas apuntan a su eficacia, y los resultados finales se presentarán próximamente en un trabajo en curso.

The idea that empathy has a place in historical method is rarely met with indifference. Most prominently, the concept has arisen in discussion of the ways that school history students should be inducted into the history discipline. In the early 1970s, history educationalists seeking to establish a conceptual basis for the subject applied the term to R.G. Collingwood’s concept of re-enactment, but failed to observe that empathy belonged to a philosophy of history that Collingwood rejected. This thesis takes that confusion as a starting point for an historical investigation of the link between empathy, the history discipline, the philosophy of history and history education. It examines the traditions of historical thought from which empathy emerged and explains how it was central to history defining itself as an autonomous academic discipline in the nineteenth century. It suggests that the rise of psychology, as well as the shift from metaphysics to epistemology in philosophical reflection upon history, created a space for empathy to offer itself to historical method. History relied on an empathy-dependent theory of interpretation that, as a product of the nineteenth century’s psychologistic epistemology, promised the historian access to the past in its own terms. In the twentieth century, this empathy-dependent theory of interpretation became viewed as methodologically inadequate. In formulating the theory of re-enactment, Collingwood emphasised that thinking historically is not visceral and immediate, but critical and inferential. Through the twin theories of question-and-answer and absolute presuppositions, he shifted attention from epistemology to metaphysics. The German hermeneutical philosopher, Hans-Georg Gadamer, credited the service that this aspect of Collingwood’s thought provided in the development of his hermeneutics. The conjunction of Collingwood and Gadamer on the importance of the logic of question and answer is considered in this thesis as illuminati

El artículo de Hélène Jannière, publicado en 2009 en Cahiers de la Recherche architecturale et urbaine (en un número especial codirigido por la misma autora, junto a Kenneth Frampton), presenta un panorama sobre las hipótesis, la literatura crítica y los corpus que han alimentado —y delimitado— los debates efectuados en torno a, y desde la crítica arquitectónica durante el último medio siglo; al analizarla como un objeto de investigación en sí, Jannière interroga desde diversas perspectivas los principales aspectos relacionados con los orígenes, las transformaciones e incluso las contradicciones que han moldeado la crítica arquitectónica y sus discursos. Apoyada en textos de autores como Venturi, Zevi, Collins, Bonta, Pawley o Montaner, entre otros, la autora plantea finalmente una serie de pistas que pueden direccionar la comprensión del rol y el significado de la crítica arquitectónica, más allá de las controversias acerca de su especificidad disciplinar, de las polémicas sobre la crisis de su autonomía, o de la volatilidad que ha caracterizado aquellas tipologías establecidas para entenderla., The article by Hélène Jannière, published in 2009 in Cahiers de la Recherche architecturale et urbaine (in a special issue co-directed by the same author, together with Kenneth Frampton), presents an overview of the hypotheses, critical literature, and corpus that have nurtured—and delimited—the debates about and from architectural criticism during the last half-century. By analyzing it as an object of research itself, Jannière questions, from various perspectives, the main aspects related to the origins, transformations, and even contradictions that have shaped architectural criticism and its discourses. Drawing on texts by authors such as Venturi, Zevi, Collins, Bonta, Pawley, and Montaner, among others, the author finally proposes a series of clues that can help to understand the role and meaning of architectural criticism beyond the controversies and polemics about its disciplinary specificity, the crisis of its autonomy, or the volatility that has characterized the typologies established to understand it.

Review of: Joaquín Varela Suanzes-Carpegna (ed.), Historia e historiografía constitucionales, Trotta, Madrid, 2015., Recensión de: Joaquín Varela Suanzes-Carpegna (ed.), Historia e historiografía constitucionales, Trotta, Madrid, 2015.

Considered from a strictly formal point of view, the concision of Voltaire’s narrative style could be compared with the indifference, and even despise, that Voltaire as historian always showed toward details. On the contrary, the paper argues that such analogy is just apparent in so far as the reasons of Voltaire’s refusal of detail in his historical works are mainly methodological: they concern the criteria of historical relevance of past events rather than the stylistic or rhetorical features of his prose writing. Voltaire criticizes the use of detail in ancient historians and memorialists because he contests the traditional historical method and pleads for a «new historiographical world» where the «spirit of the age» is the main character, and not princes, conquerors or heroes.

This article discusses the so-called verb-oriented method and its role in the research project Gender and Work in early modern Sweden (GaW), which is based at Uppsala University. It provides a presentation of the GaW-database, which has been designed to allow analysis according to the verb-method. Finally, the article points out that this method can be combined with a number of different theoretical approaches as long as the focus is on practices. It is therefore compatible with the approaches of e.g., Judith Butler, Michel de Certeau, and Amartya Sen. Work is defined as "time-use with the purpose of making a living" and the article discusses why data on time-use, or actual work activities, are better suited for research into early modern Swedish working life than other types of data. It shows that activities are usually described in the sources by verb-phrases, and explains how and from what sources verb-phrases are collected and analyzed within the project. In order to allow for generalizations the verb-method presupposes large amounts of data. This is the rationale for the GaW-database, which at present includes around 5000 verb-phrases and 75000 data posts., Gender and work

This article provides a brief outline of Swedish historiography since the 1950s, and makes the case for a change of focus in the future. It is argued that Swedish historians have been relatively absent from significant roles as public intellectuals, and that they have not been much in demand as experts by government, public agencies or institutions, or social movements. This has been compounded by a cautious self-understanding that emphasizes methodological rigor and professional virtues, and a swing towards cliometrics and attempts to apply social-science theory between the 1960s and the 1980s. Since the 1980s there has been a marked change in the public role of historians who have increasingly appeared as writers of popular non-fiction; however, historians are still not much used for public advice or as experts. The main thrust of the article is a critical, constructive discussion of how the unnecessary shortcomings of Swedish historiography might be remedied. Starting from the idea that history is 'useful because of its eclectic use of multiple sources of information, the author argues that historians have a unique capacity to take a `deprivileging' view of the relevant circumstances to explain and analyse current issues. Thus history could, and should, enhance its societal use and value significantly. Reference is made to Harry Collins and Robert Evans's, Reconsidering Expertise (2007), sociologists of science who distinguish between contributory expertise those at home in a community of primary knowledge producers and a wider community of interactional expertise. In the present article, it is argued that in future, Swedish historiography should put far greater emphasis on the latter. The forms and quality of interactional expertise should be cultivated, making history more relevant to society and citizens and addressing major societal challenges. Finally, the author identifies the desirable characteristics that will make this change materialize, not only in ter, QC 20140613

How can novels and short stories be used in historical research? There seems to be three different approaches to the relationship between fiction and so- ciety among Swedish historians today: Fiction as reflection of society, fiction as action that influences society and fiction as dialogue between text and society. The main advantage of using literary sources is that they can contribute to a deeper understanding of social phenomena. This is because novels and short stories are often biased, subjective and fictitious. Although the selec- tion of appropriate novels and short stories for use in historical research raises questions of representativeness, similar methodological problems are part of all historical research. In general, it probably seems more proper to historians to choose realistic fiction that describes the contemporary society of the novelist, but this is not an absolute rule. Historians should not view the research methods employed to analyze fiction as particularly unique. Common historical approaches such as comparisons, argument analysis, discourse analysis of ideas, constructions and representations etc. can be ap- plied to novels and short stories as well as to other types of written sources. In three readings of the same short story, ‘Tvifvel’ by Anne Charlotte Lef- fler, we provide three examples, based on different research interests, of how historians can analyze a fictional text. These examples also demonstrate dif- ferent methodological approaches. One reading takes individual words and their meanings and connotations as a starting point. Another emphasizes dialogue in order to scrutinize the fictional characters’ views and positions. A third reading focuses on key episodes in the story. As these readings show, fiction can be valuable in historical research by complicating, refining, and qualifying our understanding of the past., I denna uppsats diskuteras metodiska möjligheter och utmaningar med att arbeta med romaner och noveller i historisk forskning. Skönlitterära författare har ofta utforskat sin samtid på ett kreativt och originellt sätt och därför kan fiktionen tillföra den historiska forskningen nya perspektiv och komplicera bilden av det förflutna. Genom tre läsningar av Anne Charlotte Lefflers novell ”Tvifvel” ger uppsatsförfattarna exempel på olika metodiska angreppssätt och visar hur en och samma novell kan befrukta vitt skilda forskningsfält.

This paper presents an overview of fifty-one articles from the Journal of Competitive Intelligence and Management (JCIM) posted on the Strategic and Competitive Intelligence Professionals´ webpage. It also looks at sixty-tree randomly selected articles out of about 250 from the Competitive Intelligence Review (CIR), published between 1996 and 2001. The first analysis is based on a comparison with eleven different variables that have been picked out from each of the articles. Findings: The most common country where the authors’ come from is the United States of America. Sixty-one of the eighty-three authors have a higher degree, first of all MBA and/or Ph.D. North American authors have a higher degree than authors from Europe. Authors from North America have contributed with fifty-seven percent of the proposals for further research of a total of twenty-one proposals. Fourteen articles have a professional author. The rest are academic contributions. The main topic in these articles is how to develop Competitive Intelligence (CI) but also how to define CI. The articles have different methodological approaches, qualitative and quantitative. Seventy tree percent have a qualitative approach and of those there are thirty-seven percent that also have a qualitative approach. For the second analysis dedicated to CIR one clear conclusion points to the large number of articles which resulted from the introduction of the Economic Espionage Act of 1997. Most contributions at CIR come from practitioners.

This article discusses the role of language skills, mainly with regard to foreign languages, in historical research. Three principal functions of language as a historical method are identified: 1) language skills as a tool for acquiring knowledge of the international state-of-the-art; 2) language skills as a tool for communicating research; and 3) language skills as a tool for interpreting historical sources (written and oral). Based on a Google Scholar search for publications in the field of history in ten major languages, it is concluded that the dominance of English-language publications is smaller than generally assumed and that the three languages next to English – French, German and Chinese – together account for twice as many publications as English. The article also shows that the knowledge of other foreign languages than English among younger Swedish historians (below the age of 40) is significantly smaller than among their older colleagues, and few younger historians are able to read more than one foreign language apart from English. The knowledge of non-European languages, moreover, is particularly small among all generations of Swedish historians, which hampers the efforts to promote research in global history in Sweden.

Describes a historiography aimed at addressing the question of how computing shaped and transformed Swedish society between 1950 and 1980 Presents a user-centered perspective on the history of computing Examines the documentation of users, describing novel and innovative documentation methods In order to understand the role of computers in society, it is important to consider the complex relationship between the design and use of computers from the perspective of the user. Computers in Swedish Society reviews this shift in the historiography of computing from inventors and innovations to a user-perspective, and examines how the relevant sources can be created, collected, preserved, and disseminated. The text describes and evaluates a collaborative project in Sweden that documented the stories of around 700 people, and obtained extensive donations of archival records and artifacts. The book also provides a critical discussion on the interpretation of oral evidence, presenting three case studies on how this evidence can inform us about the interaction of computing with large-scale transformations in economies, cultures, and societies. Topics and features: Describes a historiography aimed at addressing the question of how computing shaped and transformed Swedish society between 1950 and 1980 Presents a user-centered perspective on the history of computing, after explaining the benefits of such an approach Examines the documentation of users, describing novel and innovative documentation methods such as witness seminars and Internet-based collections of memories Discusses the pros and cons of collaborative projects between academia and industry Provides case studies on the interpretation of oral evidence, dealing with social networks and flows of knowledge, users and uses of technology, and the materiality and geography of computing The methods and documentation of users described in this unique text/reference will not only be of great interest to historians of computin

No século XX, a história abordou de múltiplas maneiras a imagem como documento, mas foram omitidas as condições epistemológicas que esta oferecia em sua complexidade e que fizeram parte central da reflexão científica. Um dos aspectos que a determinam é justamente o que mais deveria estar envolvido na reflexão histórica: o tempo. A partir do pensamento de Walter Benjamin, Gilles Deleuze e Aby Warburg, é possível sustentar no anacronismo da imagem novas pistas na compreensão do passado. Como conceber uma história das imagens que envolva a atemporalidade como condição epistemológica da disciplina?, En el siglo XX la historia abordó de múltiples maneras la imagen como documento, pero fueron omitidas las condiciones epistemológicas que ésta ofrecía en su complejidad y que hicieron parte central de la reflexión científica. Uno de los aspectos que la determinan es justamente el que más debería estar involucrado en la reflexión histórica: el tiempo. Desde el pensamiento de Walter Benjamin, Gilles Deleuze y Aby Warburg, es posible sustentar en el anacronismo de la imagen nuevas pistas en la comprensión del pasado. ¿Cómo plantear una historia de las imágenes que involucre la atemporalidad como condición epistemológica de la disciplina?, During the twentieth century, history approached images as documents in many ways, but omitted the epistemological conditions images offered in their complexity and which became a central part of scientific reflection. One of the aspects which determine an image is, in fact, the one that should be more involved in historical reflection: time. Based on the thoughts of Walter Benjamin, Gilles Deleuze and Aby Warburg, it is possible to find, through the anachronism of images, new clues to understand the past. How can we propose a history of images that involves timelessness as an epistemological condition of the discipline?

The article contains a short presentation of the treatise entitled How to write history. The hand which wrote it was Lucian of Samosata’s, a Greek rhetor and sophist (2nd cent.). It is the sole treatise concerning methodology of history that the antiquity left us. Knowledge of the text is also transparent in the writings of authors who created on the territory of the Polish “Republic of the Gentry” in the 16th and 17th cent., and who were keen on historiographic reflection, such as Stanisław Iłowski, Jan Firlej of Dąbrowica, Bartłomiej Keckermann and Szymon Starowolski.

Since the end of the 1970s, those wishing to consult newspaper archives in research libraries are referred to copies on microfilm. Despite the fact that microfilm is in many respects a problematic source-medium, there has been no academic discussion of this fact in Sweden. A series of official government inquiries (in 1949, 1972, 1975, and 1976) acknowledged that the substitution of microfilmed copies for the originals could have a detrimental effect on research, yet the switch to microfilm went ahead nevertheless. The decision to microfilm contemporaneous newspapers and to retroactively microfilm older material was justified on financial and conservation grounds: microfilm was thought cheaper to handle than bulky originals, and newsprint would be destroyed if handled too much or would disintegrate because of the poor quality of the paper. In normal circumstances, reading a newspaper involves holding it, feeling the paper in one’s hand, turning the pages, viewing double-spreads that are never definitively in black and white, glancing through in a non-linear fashion, and then folding the paper and putting it down. Reading newspapers on microfilm involves pressing buttons, scrolling queasily down a stream of single pages, the black and white images blurring into one. The substitution of microfilm for newsprint hampers the semiotic analysis of the older daily press, and the striking difference between microfilm-reading and the type of newspaper-reading described in the major theories of the emergency of modern society, for example Benedict Anderson’s Imagined Communities, are two aspects that illustrate the deficiencies of microfilmed newspapers as a source. The digitalization of older newspapers from their microfilm copies serves merely to cement the disadvantages of the latter medium. Recently, however, microfilm producers have embarked on a constructive discussion that promises to address some of the problems.

Bogen er forankret i den dansk-nordiske metodetradition, men belyser samtidig, hvordan de klassiske opfattelser af, hvad videnskabelig erkendelse er - empirisme, positivisme og hermeneutik - må revideres i lyset af den naturvidenskabelige og filosofiske udvikling i det 20. århundrede. Bogens udgangspunktet er, at historisk forskning bliver til i et samspil mellem historikerens forhåndsteorier om virkeligheden og metodisk analyse af historiske kilder. De vigtigste metodiske principper - kildebegrebet, kildeidentifikation, fortolkning, slutning fra frembringelse, slutning fra beretning, hypotese- og teoridannelsen - bliver gennemgået og forklaret med konkrete eksempler, og forskellige opfattelser bliver taget op til diskussion. Bogen slutter med en oversigt over tendenser og perspektiver i metodebegrebets udvikling efter den "sproglige vending"

This paper applies Paul Grobstein's theory of science as story telling and story revising to history. The purpose of drawing such links is to show that in our current age when disciplinary borders are becoming increasingly blurred, what may be effective research practice for one discipline, may have some useful insights for another. It argues that what Grobstein advocates for science makes just as much sense for history and that historians have long recognised in their own discipline many of the points Grobstein raises. It examines the changing role of stories dependant upon their cultural context and the emergence of global stories due to advances in technology. Such advances also challenge traditional methods of telling the story. It suggests that we may be entering a period which demands a new discourse on the relationship between human knowledge, understanding, and culture.

This paper focuses on the allegations of malpractice launched against Australian historians by Keith Windschuttle in The Fabrication of Aboriginal History. The paper explores in particular Windschuttle's interpretation of the practices and protocols of historical scholarship. It argues that this issue is crucial to assessing the validity of the claims advanced in The Fabrication. The paper's immediate objective is twofold: to determine what scholarly standards Windschuttle is applying to the works he subjects to close scrutiny; and to ask whether the standards he applies are up-to-date, appropriate, and widely shared by the international community of practising historians.

Margarite Yourcenar is shown as a fiction writer who uses methods of historical research in the construction of all of her work. She poses historical problems andshapes working hypoteses about her topics through study of present day historiographyas well as the study of primary sources. She knows the advances and inadequacies of both, taking them as her starting point for a thorough search of new primary sourcesin the best manner of contemporary historians, i.e., sources other than the writtentraces—sculpture, for example. Time and setting have the same transcendence for heras for the historian. In addition, the paper shows Yourcenar ́s mastery of the advancesof historical method in the variegated construction of her novels and short stories,going from the phonological stratum to the polyphonic structure, El artículo presenta a Margarite Yourcenar como una literata que utiliza métodos de la investigación histórica en la edificación de toda su obra: la autora se plantea problemas históricos y elabora hipótesis de trabajo sobre sus temas a través del estudio de la historiografía existente y del estudio de las fuentes primarias. Reconoce los avances y vacíos en ambos géneros y parte de ahí para realizar una búsqueda exhaustiva de nuevas fuentes primarias en el mejor ejemplo de los historiadores contemporáneos. Es decir, fuentes más allá de las huellas escritas: la escultura, por ejemplo. El tiempo y el contexto tienen para ella la misma trascendencia que para el historiador. Se demuestra además en el artículo el dominio que posee Yourcenar en la construcción variopinta de sus novelas y cuentos que van delo fonológico a lo polifónico, en lo que avanza el método histórico.

Terence Hutchison's 193 8 essay has been variously interpreted as introducing positivism, ultra-empiricism, and Popperian falsificationism into economics. Given Popper's well known anti-positivist stance, this state of affairs may seem puzzling. It might be presumed either that contradictions of some kind are involved in Hutchison's position, or that Popper's stance is not so far removed from logical positivism after all. In this thesis the latter option is adopted and Popper and logical positivism is viewed as part of a wider 'logical reconstructionist' pre-Quinean philosophy of science. Yet this move may not, and should not, resolve all disquietude on the part of the reader. For, to the extent that Hutchison adopted those aspects of Popper which clashed with logical positivism, there is an inherent contradiction between the view that Hutchison introduced positivism and the view that he introduced Popper into economics. This provides us with the springboard we need for our thesis. For the contradiction is resolved once these views are recognised as turning Hutchison into a straw man. In the weak version of our thesis we argue that there has been· an overemphasis on the positivist and Popperian elements in Hutchison's essay and a neglect of the extent to which it is concerned with economic methodology. In the strong version of our thesis we argue that Hutchison's essay is best viewed as a modem restatement of the inductivist-empirical-historical, as opposed to the deductivist-apriorist-formalist, approach in the long-standing methodenstreit in economics. In this restatement Hutchison draws on various elements of positivism and Popper to support a position that arises out of, and is specific to, the concerns of economic methodology, rather than to promote any particular philosophy of science in economics. Survey chapters on the philosophy of science with special emphasis on logical positivism, and on aspects of the history of economic methodology, enable us to evalua

This is a study of how industries develop in regions that are industrially weak, exemplified by Norrbotten, the northernmost province of Sweden. Developing industries are represented by three companies manufacturing prefabricated wooden houses, situated in the municipalities Övertorneå, Kalix (Morjärv) and Älvsbyn in the interior of Norrbotten.For the period ending in 1918, the economy of Norrbotten is analysed in terms of staple theory. Thereafter, an analysis in dependency theoretic terms is judged to be more relevant. The communities in which the house factories are located are described similarly.Övertorneåand Mor j ärv are in the periphery of a peripheral region. There has never been any locally generated economic life of any importance. The house factory in the community first mentioned was established there in 1970 by AMS (The Swedish Labour Market Board). The other one was started by a local entrepreneur in the 1930's. It has changed hands several times, being incorporated into ever larger conglomerates. The third company studied was started by a local carpenter who still controls it. The factory is located in Älvsbyn, near Piteå, which has to be considered the center of the periphery.The integration of these three companies with other local firms, and their economic importance was studied in terms of their buying behavior. The method of investigation was a study of the internal records of the firms.All three of the companies showed that a decrease in the local and regional shares of their total purchases took place between the sample years studied. A comparison of the companies showed the Älvsby factory, the one locally initiated and controlled, to have by far more solid local and regional foundations than the other two. This could partly be explained by firm-related theories but the most important factor seemed to be the industrial tradition in the communities. Industrial tradition is a factor mostly determined by the position of a community in a dependenc, digitalisering@umu

Se enumeran una serie de observaciones que ocurren al teólogo al examinar con detención las interpretaciones que dan no pocos críticos e historiadores de la doctrina de la gracia de San Agustín. Sobre la doctrina de San Agustín sobre la gracia se proyectan las sombras de una interpretación pesimista en extremo. Hay dos hechos que son, sin duda, la raíz inmediata de la crisis: Bayo y Jansenio (el jansenismo). No se trata en este tiempo de torcer la interpretación a otro extremo o sacarla de los carriles del método histórico; todo lo contrario, se trata de reconducirla por el recto camino del cual se ha desviado por deficiencias palpables del verdadero método histórico. Las pretendidas contradicciones son frecuentemente problemas lexicográficos. Un meritísimo investigador de San Agustín, el P. Portalié, hablaba de la necesidad de un léxico agustiniano.

Uneven changes occurred in different levels of one linguistic structure and throughout some representatives of language family, archaisms and innovations available are a diachronic linguistics axiom. A procedure of linguistic reconstruction plays a rather significant role in the practice of modern comparatively genetic studies. For sure, the reconstruction is the most essential part of the comparative-historical method. Three kinds of linguistic reconstruction are distinguished in scientific literature: external, internal and the philological method