In my initial academic encounters with Germany in the late 1980s and early 1990s, one of the things that impressed me was the availability of handbooks as well as specialized encyclopedias such as Geschichtliche Grundbegriffe. The textbook series Oldenbourg Grundriss der Geschichte was a new experience for me. Each volume offered a concise, chronologically organized survey (with key terms in the margins for rapid orientation), followed by a substantial historiographical discussion and bibliography. At the time, I did not appreciate the massive effort behind such compilation and systematization efforts. I just found these tools were quite practical for orienting myself in a given historical subject. Why didn’t we have such useful tools in the United States? Continue reading “Organizing and Communicating Historical Knowledge: Some Personal Observations”
…The iterative practice of regular blogging has its own set of joys. For me, writing begets writing. The blog doesn’t distract from my formal academic or scholarly work. It feeds it. It becomes a form of discipline, like doing sit-ups every morning, a practice I long ago abandoned. My abdominal muscles are flabby, but when I sit down to write, whatever the context, I feel strong.
– David Perry, “3 Rules of Academic Blogging,” The Chronicle of Higher Education, November 11, 2015
With any luck at all, the best teachers . . . are the ones who aren’t done learning how to teach.
– Elizabeth Lehfeldt, “What’s in a Name?,” Tales Told out of School, February 13, 2017
Interesting comment today by Cameron Blevins:
History and its Limits under Trump
Being a historian right now feels like being kept awake through brain surgery.
– Elizabeth Catte on Twitter, January 28, 2017
My initial personal takeaway from tonight’s lecture on digital mapping: It looks useful as an analytical tool, and for presentation, but in the end we still have to write narratives. Historians have to make choices, not present facts that merely speak for themselves.
During the question and answer period, the story-telling aspect of such enterprises became clearer. Apparently a kind of directed narrative is the idea. Unfortunately, that got lost in the presentation of tools aimed at the already initiated. An inordinate amount of space was given to talking about digital mapping per se and not enough about the history that he was mapping.
I would have liked to hear more about the insights that a given mapping project offers. If digital mapping were a product for sale, I would be the consumer who needs to be convinced why that category of product is desirable in the first place. The issues involved in getting value out of a specific iteration of that product are secondary.
I think many members of the profession are at this stage, which is one reason why gaining professional recognition (tenure) for output other than the monograph is an ongoing struggle. We need to gain a better understanding of the value of these projects.
But this public event was a keynote lecture for a conference. Part of the audience included people who, like me, are interested in but not initiated in the assumptions and concerns of digital mapping projects. The other part of the audience, however, comprised conference participants deeply immersed in the tools discussed and the reasons behind their creation and use. Trying to bridge that gap is never an easy task for a speaker.
In any case, I look forward to the conference presentations tomorrow, optimistic that they will help me learn more about the historiographical motivations behind this kind of work. I just hope the history, not the tools used to do it, predominates in the discussions.
In most of today’s university disciplines, professional training serves to distance an individual from the public, to refine them into an ‘expert’ whose speech and writing are marked by incomprehensible formulae and keywords. But history-telling came out of an age before the era of experts, and its form is inherently democratic.
— Jo Guldi and David Armitage, The History Manifesto (2014; Cambridge UP, 2015), 56.
At the end of his English-language review of Anne Sudrow’s long book (in German) about the shoe in National Socialism, Neil Gregor has some choice remarks about German academic publishing, particularly dissertations and the second advanced dissertation (Habilitation) that would-be professors in Germany have to write. Of course, he does not mean all or even most scholarly books in Germany, but as an editor and historian, I do have to deal with the tendency he describes rather a lot. I’m sure translators will feel Gregor’s pain too.
Inevitably, there are sections in an 800-page book where the reader’s spirits flag, and where one wonders whether some editing down might not have improved the readability of the book at little cost to the comprehensiveness of its argument. No self-respecting German Ph.D. monograph would spare its reader a fifty-page discussion of the state of research, Fragestellung, and methodology; a suitably earnest discussion of the definition of a shoe is also, of course, a must. Yet life is short, and the half-hour I devoted to mastering the different kinds of shoe polish available to consumers in the 1920s is a half-hour of my life that I will not get back.
On the other hand, scholarly monographs, like shoes, have their own product history—they can no more be seen as isolated objects, standing outside of time and space, than the things with laces that we wear on our feet. In that sense, any such critical remarks are as much a comment on the academic habitus that consistently produces such books as it is on the book itself. The culture of subsidy which permeates German scholarly publishing, combined with a scholarly environment which places such emphasis on thoroughness, can all too easily permit indulgence. Rather like the German manufacturers this book describes—ambivalent about their customers, and irritated by their habits—one often feels that German academic authors ought to take their readers a bit less for granted. Who knows, they might then, like those shoe manufacturers this book brings to life so superbly, even produce objects that can compete without subsidy in the marketplace.
Keep in mind, Gregor begins the review by stating that Sudrow’s book “is one of the most interesting things I can remember reading,” and the bulk of his piece shows he means this. He is not criticizing Sudrow in the above comments, but rather particular weaknesses in an otherwise excellent academic system. I’m quoting him here because he made me laugh, recognizing, as I did, Gregor’s pain, but cognizant that the production of such pain is not a monopoly of German academia.