Search

The genre of biography, typically associate with elite individuals, may seem like an unlikely approach for writing feminist history. And yet, in writing about exceptional women, many of them women of color, I have found that their lives reveal how structures of power functioned and how the marginalized responded. This essay is part of a PHR forum on the theme of "Personal Reflections on Feminist Historical Methods," with additional essays by Y. Yvon Wang, Natalie Marine-Street, and Natalia Mehlman Petrzela. The forum is part of a larger PHR special issue, Feminist Histories. [ABSTRACT FROM AUTHOR]

How might we productively synthesize Marxist and postcolonial thought in order to bring questions of race and class, and imperialism and capitalism, into the same frame of analysis? In this short comment, I show how the Dar es Salam School of anti-colonial history, along with the New Indian Labour History inspired by the Dar School, can creatively bring together theoretical frameworks of different epistemes for a productive synthesis. [ABSTRACT FROM AUTHOR]

Source criticism has been used for various scholarly purposes since the late eighteenth century. History as a science has changed significantly since then and historians of the twenty-first century use different sources than previous generations. Looking at teaching materials for history studies, the method of analysing textual sources does not appear to have changed in the last 150 years. However, a critical assessment of source criticism for cultural history will reveal the implicit and explicit changes to the method as well as possible points of further development. The article begins with a brief overview of the steps of source criticism as a method of historical research (heuristic, source analysis, interpretation, presentation). Its application to early modern diplomatic correspondence as an example of textual sources leads to a reflection on source criticism as a method for cultural history. Although the formal analysis of a textual source may remain the same, today's cultural historians are interested in different questions than earlier generations, leading to different interpretations. The final step of the historical method – the presentation – remains largely unreflected, even by cultural historians; it needs to be rethought and redeveloped in the future in order to truly reflect the aims of cultural history. [ABSTRACT FROM AUTHOR]

Narrative is a fundamental form of historical thinking. As such, narrative is a representational framework through which real events can be ordered into simplified temporal sequences unfolding within historical settings, driven by the interaction of historical personages or collective entities such as nations or classes. These insights, however, are yet to be fully incorporated within the field of applied history, which could profit from a closer consideration of narrative as a concrete manifestation of what has been termed genealogical or processual history. Like the historical analogy, which has been the focus of much research, narrative has the potential to fruitfully make connections between past and present events, but also to misapply history for propagandistic purposes. To address these issues, this article presents a methodological model whose usefulness is demonstrated in two case studies, together with guidelines for how a narrative perspective could inspire future applied history research. [ABSTRACT FROM AUTHOR]

Copyright of Revista Latinoamericana de Ciencias Sociales, Niñez y Juventud is the property of Centro de Estudiso Avanzados en Ninez y Juventud alaianza Cinde, Universidad de Manizales and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In this text, Kapil Raj, a research professor in the history of science, shares his journey from studying mathematics to becoming a historian. He highlights the significance of intercultural encounters in the co-construction of scientific knowledge between the West and the Rest, challenging the idea that Western science was imposed on South Asia. Raj's research focuses on indigenous actors and their contributions to scientific knowledge. He also discusses his research process, which involves delving into archives and following traces in various sources. The text also explores the author's career trajectory and experiences in telecommunication engineering and physics, which have shaped their perspective as a historian of science. They emphasize the importance of asking specific questions and creating new sources to answer them. The author also discusses their views on subaltern studies and the history of knowledge versus the history of science, arguing that science is a form of knowledge with authority and power, and that studying the history of science involves understanding the changing hierarchies and relationships between different forms of knowledge. The text concludes with the author offering advice to aspiring historians, emphasizing the need for contextual reading of sources and the importance of asking questions and making sense of the past without oversimplifying its complexities. [Extracted from the article]

The aim of the article is to study the evolution of scientists’ views on the category of human capital and to reproduce the genesis of this scientific category. Human capital is considered in the article as a multifactorial intellectual system that explores the emergence, development, formation and improvement under the influence of objective and subjective factors. The article analyzes the history of the development of economic thought and the evolution of the theory of human capital. A study of the system of scientific tools of representatives of mercantilism, the school of physiocrats, classical political economy, marginalism, neoliberalism, neoclassical theory, Keynesianism, institutional school and neo-institutionalism is carried out and the possibilities of its application in the global context of human development are determined. The objective economic, organizational, historical, scientific-technical, social and institutional prerequisites for the formation of the conception of human capital are defined. The conception of human capital is a new socioeconomic paradigm, the basis for the formation of which was the transition from the traditional economic system of development to the modern or innovative system. Within the framework of the theory of human capital, a person is considered through the prism of economic processes: social production, reproduction, economic activity. This was the basis for the rapid formation and spread of the theory of human capital. Objective reality emphasizes the importance of the formation and effective use of human capital, and significant scientific achievements on this issue confirm the long process of evolutionary development and relevance regardless of time intervals. The directions for further research include the development of methods for assessing human capital, in particular on the basis of the Human Development Index, a powerful tool for analyzing global processes and transformations in society.

Resumen Este artículo examina las metáforas sobre la historia que utilizaron los fundadores de la escuela de Annales, Marc Bloch (1886-1944) y Lucien Febvre (1878-1956). El propósito es mostrar que ambos historiadores emplearon metáforas significativas que han configurado el oficio de los historiadores a principios del siglo XX. Para ello, se sigue el método de la lectura crítica de textos y como enfoque la teoría de la metáfora conceptual de George Lakoff y Mark Johnson. Se demostrará con ello que, los fundadores de Annales emplearon metáforas en las que se representa el conocimiento de la historia como un “edificio” en constante construcción, y que el historiador, además de “cazador”, es un “constructor” que crea teorías e interpretaciones. La importancia de este análisis radica en que las metáforas estructuran las formas de representación y el sentido de la disciplina histórica y son elementos de análisis fundamentales para las teorías de la historia. Abstract This article examines the metaphors used by the founders of the Annales School, Marc Bloch (1886-1944) and Lucien Febvre (1878-1956), regarding history. The purpose is to demonstrate that both historians employed significant metaphors that shaped the profession of historians in the early 20th century. The method used is critical reading of texts, with a focus on George Lakoff and Mark Johnson's theory of conceptual metaphor. It will be shown that the founders of Annales employed metaphors that portray historical knowledge as a “building” in constant construction and that the historian, in addition to being a “hunter”, is a “builder” who creates theories and interpretations. The importance of this analysis lies in the fact that metaphors structure the forms of representation and the meaning of the historical discipline and are fundamental elements for theories of history.

The main issue in the development of a knowledge system is logic, based on which the necessary relationships between the categories of a specific knowledge system are explained. John Stewart put forth a concept in his book System of Logic regarding the evolution of the social and moral sciences, which introduced distinctive methodological tools. Inspired by Newtonian physics and political economy, he sought to explain the development path of moral sciences or, in a more modern way, human sciences. In order to establish a novel framework for the study of moral sciences, he required an innovative logic to elucidate moral phenomena. Hence, his emphasis lies not on the logical aspects of gathering observational data, but rather on the formation of social categories and the necessary relationships between them. In this article, we analyze the books and articles related to the explanatory logic system in moral sciences from the perspective of John Stuart Mill using analytical-descriptive method. In pursuit of this purpose, the textual material from the book Logic System has been utilized as the primary source. To attain a more comprehensive analysis of the text's substance and uncover its concealed strata, preliminary references to Mil's other works and his intellectual framework were made, followed by articles and books that pertain to his logic system. Written along with macro principles, we have used empiricism. An analysis of the substance of John Stuart Mill's writings, with particular emphasis on the book System of Logic, reveals that although moral science uses the general rules of empiricism, it has a special logic in terms of content, which includes a special way of History develops. [ABSTRACT FROM AUTHOR]

This research aims to explain the concept of the historical text of the Qur’anic stories, its characteristics and its relationship to historical research, reveal the shortcomings of contemporary historical reading, break down how it was made to backstab the Qur’an, and shed light on the idea of “myth” for Qur’anic stories, its tools, its origin, and its danger, while illustrating the foundations and methodological ways for wise reading of the Quranic stories; Relying on the descriptive-analytical approach by describing the correct concept of the Qur’anic story and its objectives, then analyzing the studies of contemporary readers, and criticizing the concept (myth) that they used to backstab the Qur’anic stories, and the most important results: That the Qur'an takes the story out of the historical narration circle to the circle of interest in goals. And that the historical reading is one of the most dangerous contemporary readings violating the sanctity of the Qur’anic text, its conclusive connotations, and rendering it as a human linguistic literary text made by the circumstances of its surrounding environment. And that the historical reading in the contemporary Arab modern discourse is nothing but an imitation of Western philosophy and its various methods, on top of which is the historical method, and backing to a made orientalist thesis. Amin Al-Khouli made a claim that there are (myths) in the Qur’an, he and his student (Muhammad Ahmed Khalaf Allah), and this sin opened the door to the masters of contemporary readings. The research also showed that the wise reading of Qur’anic stories must take place in accordance with controls in semantics, taking into account the context, considering the purposes, and taking into account historical data, which ultimately results in a correct reading. [ABSTRACT FROM AUTHOR]

The formation of Liturgics as an autonomous theological discipline in Russian theological academies began in the first decades of the 19th century and was completed with the establishment of a special cathedra for Liturgics and Church Archeology during the spiritual and academic reform in 1869. This was followed by the notable successes of the so-called “historical Liturgics.” The establishment of the cathedra for Liturgics is a formal result of the independence of this theological discipline, which was further confirmed during the 1880s by significant achievements and studies of this cathedra’s professors and their students, such as I. D. Mansvetov, N. F. Krasnoselcev, A. A. Dmitrievsky, A. A. Almazov, etc. Their heritage has received a significant amount of attention recently, although a complete understanding of their scientific achievements still requires much effort. The basis for studying Orthodox worship in Russia was laid at the beginning of the 19th century at the St. Petersburg Theological Academy by Saint Philaret (Drozdov). Although he approved the systematic exposition of the “scholastic” theology, Saint Philaret has applied the historical-theological method to the study of Holy Sacraments. Saint Innocent (Borisov) proposed an alternative in the 1830s at the Kazan Theological Academy, bringing the study of worship into the theological system along with the symbolics (the study of the Christian faith), canonics (canon law), and hierarchics (the study of hierarchy), thus proposing a very complex systematical-hierarchical approach to the theological studies. Nevertheless, this model produced little results. Much better was the method of St. Petersburg Theological Academy’s professor V. I. Dolocky who attempted to combine dogmatical, historical, and symbolical methods in the study of worship. In this way, Dolocky enabled a more active application of the historical method and emphasized the importance of the liturgical texts. Among the most distinguished champions of the historical method in the pre-reform generation of professors of theology was A. L. Katansky who combined his teacher’s ideas with the historical trends of the Moscow Theological Academy. The potential of this theological-liturgical approach was actualized at the beginning of the 20th century. The study of liturgical manuscripts preserved in various libraries began at the end of the 19th and the beginning of the 20th century. The researchers have published many papers on ancient manuscripts, as well as many translations of liturgical services from Ancient Greek into the Church-Slavonic language. Due to the efforts of Russian theologians from this period, liturgical theology in Russia reached its peak by 1917.

This article contributes to a preliminary historical and decolonial analysis of teaching and research in the field of education and international development at the UCL Institute of Education. The preliminary analysis, published as ‘Education, decolonisation and international development at the Institute of Education (London): a historical analysis’ by Elaine Unterhalter and Laila Kadiwal, appeared in the Special 120th Anniversary Issue of London Review of Education. That article and our response to it focus on the work of the Centre for Education and International Development, and its preceding organisational forms from 1927 onwards. In a responsive critique, we consider the evidence, methods, analysis and conclusions offered by Unterhalter and Kadiwal and identify a wide range of additional material on curriculum, staff, students and international partnerships that will be of value to future historians. Contemporary decolonial analysis is important for interpreting the history and for the future positioning of the Centre for Education and International Development, and the wider field of study. We conclude by identifying challenges for ongoing work in this area. [ABSTRACT FROM AUTHOR]

This essay analyses Salvemini's major works on Fascism, namely The Fascist Dictatorship in Italy (1927), Mussolini Diplomate (1932) and Under the Axe of Fascism (1936). The focus of this analysis is twofold: to explore both Salvemini's methodology and the events leading to the publication of these works. In The Fascist Dictatorship in Italy , Salvemini examines the origins and the rise of Mussolini's movement, highlighting the complicity of the monarchy, the army, and industrial magnates. In Mussolini Diplomate , he analyses Fascist foreign policy from 1922 to 1932, in which Salvemini is unable to identify a consistent strategy, but only a propagandistic approach aiming to foster diplomatic relations. In Under the Axe of Fascism , Salvemini dissects Fascist economics, debunking the idea that the corporate state was an original and equitable compromise in the conflict between capital and labour, as was being portrayed abroad. An analysis of these three volumes brings into focus some noteworthy aspects of Salvemini's so-called 'historiographical workshop', which have hitherto been overlooked by historians (such as his adept use of sources and his endeavour to combine social sciences and economics), as well as underscoring his ability to forge cultural and intellectual networks, an essential element for undertaking such a complex task. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

This article contributes to a preliminary historical and decolonial analysis of teaching and research in the field of education and international development at the UCL Institute of Education. The preliminary analysis, published as ‘Education, decolonisation and international development at the Institute of Education (London): a historical analysis’ by Elaine Unterhalter and Laila Kadiwal, appeared in the Special 120th Anniversary Issue of London Review of Education. That article and our response to it focus on the work of the Centre for Education and International Development, and its preceding organisational forms from 1927 onwards. In a responsive critique, we consider the evidence, methods, analysis and conclusions offered by Unterhalter and Kadiwal and identify a wide range of additional material on curriculum, staff, students and international partnerships that will be of value to future historians. Contemporary decolonial analysis is important for interpreting the history and for the future positioning of the Centre for Education and International Development, and the wider field of study. We conclude by identifying challenges for ongoing work in this area.

Copyright of Historia y Sociedad (01218417) is the property of Universidad Nacional de Colombia, Facultad de Ciencias Humanas y Economicas and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Judith Shklar has been invoked by contemporary realists as an example of how history is a better source of political knowledge than abstract philosophy. This emphasis on history challenges the predominant understanding of her political theory that stresses the universality of fear of cruelty. This contrast between history and moral universalism invites a serious investigation of Shklar's historical method. This article takes up this task by reconstructing a Shklarian historical method based on a tripartite relation between historical memory, democratic citizenship, and historically minded political theory. This reconstructed historical method challenges the boundaries of Shklar's liberalism and broadens the possibilities that her political theory can offer. [ABSTRACT FROM AUTHOR]

Copyright of Cuestiones Políticas is the property of Revista Cuestiones Politicas and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Among other contributions, the patristic period left an invaluable legacy in the realm of preaching. The historical study of this period brings fruitful and lasting lessons to present-day preachers, providing them with a deeper understanding of their task and the resources available to them. This article seeks to underscore how some important documents and leaders of the ancient church approached the biblical text in terms of its interpretation, exposition, and application to the needs of the faithful. Special emphasis is given to the so-called Second Epistle of Clement, Melito of Sardis, Clement of Alexandria, Origen, Basil of Caesarea, and John Chrysostom. [ABSTRACT FROM AUTHOR]

Copyright of Historia y Sociedad (01218417) is the property of Universidad Nacional de Colombia, Facultad de Ciencias Humanas y Economicas and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Cuaderno de Pedagogia Universitaria is the property of Pontificia Universidad Catolica Madre y Maestra and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In the article the image of P. A. Stolypin is analyzed on the material of The Red Wheel, Diary R-17, memoires and essays by A. I. Solzhenitsyn. The authors trace the course the writer took while working on the artistic presentation of the image of one of the most prominent Russian state fi gures of the 20th century; they show Solzhenitsyn’s artistry in endeavoring to reveal to the reader all the “prominence”, “expressiveness” of this great person, as well as the signifi cance of Stolypin’s destiny for the future of Russia. The authors of the research observe how in The Red Wheel Stolypin’s destiny is linked to that of Russia, following Solzhenitsyn in comprehending Stolypin as a “doer” responsible to Russia. In the course of the research Stolypin’s chapter with reviews in August 1914, has been analyzed in detail. This enabled the authors to grasp Stolypin’s image as the focal one in The Red Wheel, on the one hand, and, on the other hand, as Solzhenitsyn’s favourite character, conveyed realistically, and, at the same time, personally, compassionately, through “the dialectic of the soul”. The reader perceives a straightforward, strong-willed, dynamic, determined and ethically wholesome politician. The storylines of Guchkov, Bogrov, Nikolas II are essential to understanding Stolypin’s image. Focusing on these characters, the authors of the article show Stolypin’s role in their destinies. In The Red Wheel the artistic image of Stolypin is created by complex forms of inner monologues, quotes, free indirect discourse, the alternation of scenes and reports (summaries of events), by the abundance of the author’s “insertions”, by the multiple functions of irony. In the process of research the texts of P. A. Stolypin’s speeches were drawn upon, his children’s reminiscences, his biography, historians’ opinions. The chosen historical context provided a valuable insight into Solzhenitsyn’s historical method and the writer’s historiosophic reasoning.

Background/purpose: During the Japanese colonial period, Taiwan had no dental school but had a medical school. This study explored the dental education and research activities in the medical school and special dentist qualification system in Taiwan during the Japanese colonial period. Materials and methods: This study analyzed the “related incidents and documents of dental education and research and dentist qualification system in Taiwan during the Japanese colonial period” and explored the dental education and research activities in the medical school and special dentist qualification system in Taiwan during the Japanese colonial period. Results: In 1914, Taiwan Government Medical School hired Dr. Kaname Ansawa, the earliest dental teacher in Taiwan, to teach dental courses in the medical school. In 1918, the “Theory of Dentistry” was considered to be the first independent “Dentistry” subject in the medical school. In 1936, the Faculty of Medicine of Taipei Imperial University listed “Dentistry & Oral Surgery” as an independent graduation examination subject. For dentist qualification system, a qualified physician who had finished dental courses and training could apply for a dental specialty license to work as a dentist. Taiwan Government Medical School (Dentistry) Research Department was the earliest department involved in the teaching and research of dentistry in the medical school and was also an educational institution for cultivating dental practitioners in Taiwan. Conclusion: In the Japanese colonial period, although no dental school was established in Taiwan, there were rich dental education and research activities in the medical school and a special dentist qualification system.

Background/purpose: During the Japanese colonial period, the Taipei Hospital had already provided complete dental services with a fixed price per treatment. This study tried to compare the differences in the prices of various dental treatments between the Japanese colonial period and today. Materials and methods: This study used the “Dental Treatment Fees in the 27th Annual Report of Taipei Hospital (Taisho 12)” as the study materials to compare the differences in the prices of various dental treatments between the Japanese colonial period and today using the monthly salary of a novice elementary school teacher as an income benchmark. Results: A hundred years ago, the Taipei Hospital had already provided the dental treatments such as scaling and endodontic, operative dentistry, prosthodontic, and orthodontic treatments. Of these treatment items, the prices for prosthodontic and orthodontic treatments were more expensive. After a century of development, the costs of scaling and operative dentistry treatments dropped, while the costs of endodontic, prosthodontic, and orthodontic treatments increased. Conclusion: During the Japanese colonial period, Taiwan's dental treatment technology had already had the forms of modern dentistry with several dental specialties. At that time, the costs of dental treatments are quite expensive. Today's dental treatment items are more detailed and diverse. The health insurance system provides Taiwanese people with convenient and cheap general dental treatments such as scaling and treatments related to operative dentistry, endodontics, periodontics, and oral surgery. However, the costs of prosthodontic and orthodontic treatments increase and have to be paid by the patients themselves.

Background/purpose: During the Japanese colonial period, Taiwan had a medical school education system for cultivating physicians, but did not have a dental school education system for cultivating “real” dentists. In this investigation, we collected and analyzed the historical documents related to dental education to study the development of dental education for medical students in Taiwan during the Japanese colonial period. Materials and methods: This study mainly analyzed the changes in the development of dental education for medical students in Taiwan during the Japanese colonial period through the collection and sorting of relevant historical materials. Results: During each stage of Taiwan's medical education system in the Japanese colonial period, the medical school offered compulsory dental courses for medical students, including theory and clinical practice of dentistry. Although there was no specific dental subject included in the graduation examination, evidence showed that the content of dentistry was covered by the subject of Surgery in the examination. Moreover, Taipei Imperial University established the Medical Faculty in 1936. Its curriculum increased the weight of dentistry and added the “Dentistry & Oral Surgery” as a graduation examination subject, indicating the importance of dental education for medical students in that period. Conclusion: In the Japanese colonial period, although there was no dental school for cultivating dentists in Taiwan, there was still dental education for medical students to let them understand the Dentistry and to enable them to become dental practitioners. This can be regarded as a workaround in the medical and healthcare policy.

Development of information and communication technology changed mail delivery services in various parts of the world in the twenty centuries. In Java, the increase in postal services as Dutch East Indies government infrastructure) grew along with the construction of the Postweg line (postal road) in 1809–1811. The road networks pass through Jakarta – Semarang, Surabaya, and another small-town facility and now the postal networks became a heritage. The networks of post building in Semarang are unique compared to other big cities in Java. The Dutch East Indies government anticipated the geography of Semarang when they developed the expansion of the town to the south and utilized it by postal services. The government has issued a cultural heritage regulation for buildings and areas, but has not touched the conservation network of heritage. Based on that problem, this paper aimed to reveal Semarang city pattern used post office and infrastructure as a tool for analysing city morphology and suggested to conserve the heritage network. The method used was urban design with the historical approach, the post office location, settlements, road networks, and geographic conditions. The research findings showed that the postal infrastructure formed the sustainability of Semarang city from local-Dutch Indies rule in triangle form. The city’s geographical factor also influenced the city’s layout. The local and colonial city character in this triangle area is still preserved, although some minor changes in the area postweg road. The sustainability city layout from the era of local government – the Dutch East Indies in Semarang by making the city centre of the local government (in the top of the triangle) as the centre of urban design should be input on the heritage regulation as areas conservation.

While Allison's book demonstrates that apologists and skeptics can neither prove nor disprove the resurrection on historical grounds, he also suggests that the evidence tips in favor of historicity. His anti-materialist and anti-reductive approach leads him to a fascinating exploration of other phenomena, including the rainbow body, which raise the question of the uniqueness of Jesus's resurrection. [ABSTRACT FROM AUTHOR]

Copyright of Djoussour El-maarefa is the property of Association of Arab Universities and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

How does one reverse engineer a technical artefact, let alone build a system of knowledge, use, and production around it? This article investigates Korean artisans and practitioners in the sixteenth and seventeenth centuries, and their efforts to understand and rebuild the Portuguese espingarda (matchlock musket). What emerges, first, is a hitherto untold story of how a global artefact became reconstituted in Korea – a process that generated new practices, practitioners, and unexpected innovations. In telling this story, a second, methodological contribution is made: the demonstration of a hands-on approach to historical research that investigates material objects and, in this case, does so through the very act of reverse engineering, defined here as mechanical dissection. [ABSTRACT FROM AUTHOR]

Keywords: archive of market and social research; archive research; business history; historical method; market research history Archive of market and social research, archive research, business history, historical method, market research history. [Extracted from the article]

Maurizio Torrini (Florence, 1942-2019), who joined in 1980 the Università di Napoli as professor of History of science, devoted several works to the methodology of this discipline and to its 19th century developments in Italy. In a series of contributions reprinted in a posthumous volume, which collects essays on Galileo’s thought and its modern and contemporary reception (hence the title, Galileo nel tempo, Florence 2020), we read more critical reflections on the methodological bases of some recent and questionable interpretative schemes applied to Galileo and, more in general, on the scientific revolution. [ABSTRACT FROM AUTHOR]

During the Japanese colonial period, Taiwan had no dental school but had a medical school. This study explored the dental education and research activities in the medical school and special dentist qualification system in Taiwan during the Japanese colonial period. This study analyzed the "related incidents and documents of dental education and research and dentist qualification system in Taiwan during the Japanese colonial period" and explored the dental education and research activities in the medical school and special dentist qualification system in Taiwan during the Japanese colonial period. In 1914, Taiwan Government Medical School hired Dr. Kaname Ansawa, the earliest dental teacher in Taiwan, to teach dental courses in the medical school. In 1918, the "Theory of Dentistry" was considered to be the first independent "Dentistry" subject in the medical school. In 1936, the Faculty of Medicine of Taipei Imperial University listed "Dentistry & Oral Surgery" as an independent graduation examination subject. For dentist qualification system, a qualified physician who had finished dental courses and training could apply for a dental specialty license to work as a dentist. Taiwan Government Medical School (Dentistry) Research Department was the earliest department involved in the teaching and research of dentistry in the medical school and was also an educational institution for cultivating dental practitioners in Taiwan. In the Japanese colonial period, although no dental school was established in Taiwan, there were rich dental education and research activities in the medical school and a special dentist qualification system. [ABSTRACT FROM AUTHOR]

During the Japanese colonial period, Taiwan had a medical school education system for cultivating physicians, but did not have a dental school education system for cultivating "real" dentists. In this investigation, we collected and analyzed the historical documents related to dental education to study the development of dental education for medical students in Taiwan during the Japanese colonial period. This study mainly analyzed the changes in the development of dental education for medical students in Taiwan during the Japanese colonial period through the collection and sorting of relevant historical materials. During each stage of Taiwan's medical education system in the Japanese colonial period, the medical school offered compulsory dental courses for medical students, including theory and clinical practice of dentistry. Although there was no specific dental subject included in the graduation examination, evidence showed that the content of dentistry was covered by the subject of Surgery in the examination. Moreover, Taipei Imperial University established the Medical Faculty in 1936. Its curriculum increased the weight of dentistry and added the "Dentistry & Oral Surgery" as a graduation examination subject, indicating the importance of dental education for medical students in that period. In the Japanese colonial period, although there was no dental school for cultivating dentists in Taiwan, there was still dental education for medical students to let them understand the Dentistry and to enable them to become dental practitioners. This can be regarded as a workaround in the medical and healthcare policy. [ABSTRACT FROM AUTHOR]

During the Japanese colonial period, the Taipei Hospital had already provided complete dental services with a fixed price per treatment. This study tried to compare the differences in the prices of various dental treatments between the Japanese colonial period and today. This study used the "Dental Treatment Fees in the 27th Annual Report of Taipei Hospital (Taisho 12)" as the study materials to compare the differences in the prices of various dental treatments between the Japanese colonial period and today using the monthly salary of a novice elementary school teacher as an income benchmark. A hundred years ago, the Taipei Hospital had already provided the dental treatments such as scaling and endodontic, operative dentistry, prosthodontic, and orthodontic treatments. Of these treatment items, the prices for prosthodontic and orthodontic treatments were more expensive. After a century of development, the costs of scaling and operative dentistry treatments dropped, while the costs of endodontic, prosthodontic, and orthodontic treatments increased. During the Japanese colonial period, Taiwan's dental treatment technology had already had the forms of modern dentistry with several dental specialties. At that time, the costs of dental treatments are quite expensive. Today's dental treatment items are more detailed and diverse. The health insurance system provides Taiwanese people with convenient and cheap general dental treatments such as scaling and treatments related to operative dentistry, endodontics, periodontics, and oral surgery. However, the costs of prosthodontic and orthodontic treatments increase and have to be paid by the patients themselves. [ABSTRACT FROM AUTHOR]

Development of information and communication technology changed mail delivery services in various parts of the world in the twenty centuries. In Java, the increase in postal services as Dutch East Indies government infrastructure) grew along with the construction of the Postweg line (postal road) in 1809-1811. The road networks pass through Jakarta - Semarang, Surabaya, and another small-town facility and now the postal networks became a heritage. The networks of post building in Semarang are unique compared to other big cities in Java. The Dutch East Indies government anticipated the geography of Semarang when they developed the expansion of the town to the south and utilized it by postal services. The government has issued a cultural heritage regulation for buildings and areas, but has not touched the conservation network of heritage. Based on that problem, this paper aimed to reveal Semarang city pattern used post office and infrastructure as a tool for analysing city morphology and suggested to conserve the heritage network. The method used was urban design with the historical approach, the post office location, settlements, road networks, and geographic conditions. The research findings showed that the postal infrastructure formed the sustainability of Semarang city from local-Dutch Indies rule in triangle form. The city's geographical factor also influenced the city's layout. The local and colonial city character in this triangle area is still preserved, although some minor changes in the area postweg road. The sustainability city layout from the era of local government - the Dutch East Indies in Semarang by making the city centre of the local government (in the top of the triangle) as the centre of urban design should be input on the heritage regulation as areas conservation. [ABSTRACT FROM AUTHOR]

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.

The Bewys van den waren Godsdienst and De veritate religionis Christianae originated against the background of Grotius's familiarity with classical literature. To understand the innovative impact of these writings, the historical method applied must be considered. Grotius did not rely on authorities, but was compiling historical witnesses for the three religions. The availability and visibility of the witness reports are regularly referred to in the text. Thus, history and classical historians enter the picture. Interestingly, this cannot be separated from the debate about the methods to be used in geography, a matter that gains importance as the difference between Bewys and De veritate is nowhere as visible as in the geographical references. The generous sprinkling of place names from different continents contributes to the poem's factual character. The place names in the Bewys derive from the Dutch sea trade and can be found in the travel reports of the time. This is elucidated by two examples: the island Waygat in the Artic, and the coast of Mina in the Gulf of Guinea. In De veritate , however, all such references are removed. In their stead appear examples from ancient topography, to be annotated in the 1640 edition with ample quotations from Pliny, Strabo, Josephus and others. [ABSTRACT FROM AUTHOR]

The article intends to provide an interesting bibliographic review of the most recent works of History of pedagogy and History of education published in recent years in Italy. The author, analyzing the individual works, presents the topics covered in each volume and puts the focus on some fundamental aspects of the Italian historical-educational culture. [ABSTRACT FROM AUTHOR]

Copyright of Reti Medievali is the property of Firenze University Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Reti Medievali is the property of Firenze University Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The paper proves that a historical method in Marxism is not identified to a dialectical method. The logic of history and the logic of its analysis in Marxism do not always coincide. The Logical coincides with the Historical only in eternity as it actually occurs in the works by G.V.F. Hegel. Eternity which has already witnessed everything does not know history any more. In the same way, history also begins there where the eternity comes to an end. Therefore, artificial identification of the Logical with the Historical in Marxism led sometimes to actual mistakes. It is no wonder that it has always caused discussions in Marxism. They are mainly explained by the fact that the deductive, abstract-to-concrete method in which the “General” appears before the “Concrete” is an anti-historical method in its Nature. In real human history the “General” which is generalization of many “Concrete” could not appear before the latter in any way. For this reason, the real historical materialism needs an inductive method of knowledge. Only in that case historical materialism will cease to remain the soviet “histmat” and becomes the real form of a new world outlook. The author is of the opinion that the Party spirit of the Soviet philosophy promoted preservation of the anomalies mentioned in Marxism. The open discussion could help to find valid but not inherited from Hegel relation of historical and logical methods in Marxism.

This contribution shifts the debate on ‘applied history’ from the archetypal question abouts terminology and definition (‘what’s in a name’) to its current context and potential (‘why it is here again, and why it is most probably here to stay’). Those advocating ‘applied history’ in the Netherlands and Flanders by and large agree on a shared endeavour to apply both historical skills and insights to contemporary societal debates. They thereby tend to promote long-term, comparative and out-of-the-box thinking to confront today’s (wicked) problems. In these endeavours they offer an alternative to writing commissioned histories and commercial joint ventures, as well as to the 'public history' initiatives co-created by heritage institutions, museums or media outlets. Changing constellations of ideas and incentives in education, science, and society have certainly helped to create an incubation period for the development of applied history. History curricula now allow students to experience their added value in the workplace, research programmes ask to reflect upon the impact and valorisation of historical research, and most of all, younger generations are eager to merge postmodern approaches with clear societal achievements and are trying to do so on safe ethical and methodological grounds. This contribution argues that applied and fundamental research in the field of history could be mutually beneficial, rather than antithetical or antipathetic, and that both approaches can reinforce each other in future. Deze bijdrage verschuift het debat over ‘toegepaste geschiedenis’ van de archetypische vragen over terminologie en definities (‘what’s in a name?’) naar zijn huidige context en potentieel (‘waarom is het opnieuw hier en waarom zal het hoogstwaarschijnlijk blijven?’). In Nederland en Vlaanderen zijn voorstanders van toegepaste geschiedenis het grotendeels eens over een gezamenlijk streven om zowel historische vaardigheden als inzichten toe te passen op maatschappelijke debatten. Daarbij hebben ze de neiging om langetermijn-, vergelijkend en ‘out-of-the-box’ denken te bevorderen bij de aanpak van hedendaagse complexe problemen. Zo bieden ze niet alleen een alternatief voor commerciële samenwerkingsverbanden of het schrijven van geschiedenisboeken in opdracht, maar ook voor publiekshistorische initiatieven die mede zijn opgezet door erfgoedinstellingen, musea of mediakanalen. Veranderende opvattingen in onderwijs, wetenschap en samenleving hebben bijgedragen aan deze ontwikkeling van toegepaste geschiedenis. Geschiedeniscurricula laten studenten tegenwoordig hun toegevoegde waarde direct op de werkplek ervaren via stages, terwijl onderzoeksprogramma’s vragen om na te denken over de impact en valorisatie van historisch onderzoek. Vooral jongere historici combineren al een postmoderne benadering met concrete maatschappelijke verwezenlijkingen en proberen dat te doen op een ethische en methodologisch verantwoorde manier. Deze bijdrage stelt dat toegepast en fundamenteel historisch onderzoek voor beide deelgebieden voordelig zou kunnen zijn, in plaats van antithetisch of antipathiek, en dat beide benaderingen elkaar in de toekomst kunnen versterken. Actualiteitsparagraaf Toegepaste geschiedenis Waarom historici steeds meer over ‘vandaag’ spreken Kun je iets uit het verleden leren? Het is een stokoude vraag die steeds meer historici in Nederland en België zich opnieuw stellen. Onder invloed van maatschappelijke vraagstukken zoals corona, klimaatverandering, diversiteit en (geo)politieke instabiliteit, maar ook door veranderende eisen van studenten en onderzoeksfinanciers, vinden historici het in toenemende mate belangrijk om na te denken over de ‘toegepaste waarde’ van historische kennis en expertise. In hun bijdrage voor BMGN 136:4 bespreken Violet Soen en Bram De Ridder hoe dergelijke ‘toegepaste geschiedenis’ aan een opmars bezig is en benadrukken ze het veelzijdige karakter daarvan. Ze beargumenteren dat toegepaste geschiedenis niet iets radicaal nieuw is maar eigenlijk al langer ingebed zit in de praktijk van veel historici. Tegelijk is het van groot belang om deze activiteiten een nieuwe methodologische en ethische basis te geven en om een constructieve dialoog te houden met historici die ‘vroeger’ vooral vroeger willen laten zijn. Kan je iets leren uit het verleden? Soen en De Ridder menen van wel, maar enkel als historici en hun maatschappelijke partners voldoende hard nadenken over het hoe en wat van toegepaste geschiedenis.

Copyright of Journal of International Business Studies is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Anuario Colombiano de Historia Social y de la Cultura is the property of Universidad Nacional de Colombia, Facultad de Ciencias Humanas, Departamento de Historia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Anuario Colombiano de Historia Social y de la Cultura is the property of Universidad Nacional de Colombia, Facultad de Ciencias Humanas, Departamento de Historia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article proposes an interesting bibliographic review of the most recent works of History of pedagogy and History of education published in recent years in Italy. The author, analyzing the individual works, presents the topics covered in each volume and puts the focus on some fundamental aspects of the Italian historical-educational culture. [ABSTRACT FROM AUTHOR]