6HUM1060 Thinking with history B
This is a workshop module, designed to encourage students to interrogate and examine uses of history in contemporary public policy and the media.
M044, Thursdays, semester B, 5-7pm
Programme:
1. 22 Jan - Introduction: learning from the past?
2. 29 Jan - historians' skills
3. 5 Feb - historical sensitivities
4. 12 Feb - case study one: controversy: debates on abortion (Dr Ciara Meehan)
5. 19 Feb - case study one: part two
6. 26 Feb - case study two: WWI and commemoration (Dr Sarah Lloyd)
7. 5 March - reading week - no seminar this week
8. 12 March - case study two: part two
9. 19 March - case study three: disability and medical history (Dr Caroline Nielsen)
10. 26 March - case study three: part two
11. 2 April - case study four: terrorism and history (Prof Tony Shaw)
12. 23 April - case study four: part two
13. 30 April - conclusions
KEY QUESTIONS WE WILL BE DISCUSSING:
The idea that lessons can be learnt from the past is commonplace in political, media, government, artistic, economic and academic contexts. But what exactly does it mean? Can lessons be learnt from the past, and what sort of lessons are they? How do we go about finding and applying historical insights to present-day situations? Is it always appropriate to do this, or are some situations too far removed from the reach of history? Is it possible to go beyond a simplistic search for historical parallels? And if we think that (in some circumstances) better decisions are made when they are historically informed, what are the crucial components: historical detail, general historical context or the historian’s skills in sifting and interpreting evidence?
This module explores questions such as these through a range of contemporary issues and controversies. It aims to equip students with the skills they need to contribute to debate on present-day concerns and to think historically in a range of contexts outside the academy; in this way we will model some of settings in which you might continue to use history once you have graduated. For students following the public history pathway, the module will expand
your knowledge of how history is used in the modern world, and complement a series of heritage skills gained in the Level 5 modules.
MODULE STRUCTURE:
The first three weeks of the module analyse the notion that history can be a ‘guide’ to the present. The aim here is to develop a more nuanced understanding of what is meant when talking about ‘lessons from history’. Questions, such as those in the previous section, will shape workshop discussions. By the end of week 3, we should have a clearer insight into the possibilities and limitations of using history to inform decision-making, as well as a sense of how we might go about doing this in practice.
The module then tests out and develops these ideas through four case studies(two weeks each). Each case study relates to a present-day issue, either in the UK or in another country. It will be taught by a member of the history group who has direct experience of connecting historical research with contemporary debate.
The case studies will be organised loosely as follows:
First week:
1.Establish the extent to which ‘lessons from the past’ are sought or refused in contemporary debate on this topic (and hazard some reasons why); explore how the past is used or invoked in this context.
2.Investigate the relevance of historical precedents and contexts – which ones might be relevant and why.
Second Week:
3.Articulate/model-through-practice the exact processes of applying historical insight. What sort of historical insight is it? Is it the historians’ skill of analysis for example, is it about finding similarities/differences in situations, is it about perspective ....?
4.Assess the validity of taking a historical view in this case, and precisely what it contributes (or not).
M044, Thursdays, semester B, 5-7pm
Programme:
1. 22 Jan - Introduction: learning from the past?
2. 29 Jan - historians' skills
3. 5 Feb - historical sensitivities
4. 12 Feb - case study one: controversy: debates on abortion (Dr Ciara Meehan)
5. 19 Feb - case study one: part two
6. 26 Feb - case study two: WWI and commemoration (Dr Sarah Lloyd)
7. 5 March - reading week - no seminar this week
8. 12 March - case study two: part two
9. 19 March - case study three: disability and medical history (Dr Caroline Nielsen)
10. 26 March - case study three: part two
11. 2 April - case study four: terrorism and history (Prof Tony Shaw)
12. 23 April - case study four: part two
13. 30 April - conclusions
KEY QUESTIONS WE WILL BE DISCUSSING:
The idea that lessons can be learnt from the past is commonplace in political, media, government, artistic, economic and academic contexts. But what exactly does it mean? Can lessons be learnt from the past, and what sort of lessons are they? How do we go about finding and applying historical insights to present-day situations? Is it always appropriate to do this, or are some situations too far removed from the reach of history? Is it possible to go beyond a simplistic search for historical parallels? And if we think that (in some circumstances) better decisions are made when they are historically informed, what are the crucial components: historical detail, general historical context or the historian’s skills in sifting and interpreting evidence?
This module explores questions such as these through a range of contemporary issues and controversies. It aims to equip students with the skills they need to contribute to debate on present-day concerns and to think historically in a range of contexts outside the academy; in this way we will model some of settings in which you might continue to use history once you have graduated. For students following the public history pathway, the module will expand
your knowledge of how history is used in the modern world, and complement a series of heritage skills gained in the Level 5 modules.
MODULE STRUCTURE:
The first three weeks of the module analyse the notion that history can be a ‘guide’ to the present. The aim here is to develop a more nuanced understanding of what is meant when talking about ‘lessons from history’. Questions, such as those in the previous section, will shape workshop discussions. By the end of week 3, we should have a clearer insight into the possibilities and limitations of using history to inform decision-making, as well as a sense of how we might go about doing this in practice.
The module then tests out and develops these ideas through four case studies(two weeks each). Each case study relates to a present-day issue, either in the UK or in another country. It will be taught by a member of the history group who has direct experience of connecting historical research with contemporary debate.
The case studies will be organised loosely as follows:
First week:
1.Establish the extent to which ‘lessons from the past’ are sought or refused in contemporary debate on this topic (and hazard some reasons why); explore how the past is used or invoked in this context.
2.Investigate the relevance of historical precedents and contexts – which ones might be relevant and why.
Second Week:
3.Articulate/model-through-practice the exact processes of applying historical insight. What sort of historical insight is it? Is it the historians’ skill of analysis for example, is it about finding similarities/differences in situations, is it about perspective ....?
4.Assess the validity of taking a historical view in this case, and precisely what it contributes (or not).
Key textbooks and reading:
Margaret MacMillan, The Uses and Abuses of History (2009)
John Tosh, Why History Matters (2008)
R. E. Neustadt & E. R. May, Thinking in Time: The uses of history for decision-makers (1986)
History and Policy website: http://www.historyandpolicy.org/
Margaret MacMillan, The Uses and Abuses of History (2009)
John Tosh, Why History Matters (2008)
R. E. Neustadt & E. R. May, Thinking in Time: The uses of history for decision-makers (1986)
History and Policy website: http://www.historyandpolicy.org/
Assignments:
There are three assignments:
1. TWO commentaries on two separate case studies. 1000 words each. Total 30% of the mark. Due: 5 March and 2 April 2015.
2. 'History and Policy' paper. 2500 words. Total 50% of the mark. Due: 23 April 2015.
3. Short reflective paper, 1000 words. Total 20% of the mark. 30 April 2015.
6hum1060_assignment_1_commentary.docx | |
File Size: | 13 kb |
File Type: | docx |
6hum1060_assignment_3_policy_paper.docx | |
File Size: | 14 kb |
File Type: | docx |
6hum1060_assignment_4_short_essay.docx | |
File Size: | 12 kb |
File Type: | docx |