Analyse the ways history and memory generate compelling and unexpected insights. In your response, make detailed reference to your prescribed text and at least ONE other related text of your own choosing. History and memory are both multifaceted ideas that are challenged continually. History is often perceived as fact, in the recount of an event or retelling of a story that did in fact, take place. Through study however, it becomes clear that history is a consequence of memory, which makes it unreliable and changed by circumstance.
The world is full of many secrets, some waiting to be discovered and some that might not even be found. Secrets that may be worth nothing to man, or secrets that can be worthwhile, and change the present and the future of this world in which we call home. Throughout history many things have been discovered, but are not allowed to be spoken of. These times were way back in history called the “unmentionable times”. The secrets that are found that occurred somewhere in history are because someone was searching or exploring their curiosity and intellectuality in order to find them.
By knowing the definition of these integration models, one can better understand how others approach integration. In doing so, the author also refers to two books of God, the Book of God's Word (the Bible) and the Book of God's Works (His creation). Enemies do not believe integration to be possible. Spies tend to "piece together" information from both psychology and theology to come up with something that they could believe in and helps others in the process. Colonialists place "...the book of God's Word over the book of God's Works, and theology over psychology."
They examine questions in regards to research such as individual actions, civilizations, social structures, and regions. Sometimes this causes debates among historians by giving different viewpoints on an event. It’s similar to a political debate, in a debate you have conservative and liberal viewpoints. Historians can have different viewpoints of how a historical event occurred. For instance Christopher Columbus has been portrayed as a great discover by some historians but by Zinn he is portrayed as a tyrant.
It is a defense of studying each historical period on its own terms, and not imposing one's own moral and social standards on figures and situations that existed with, perhaps, a different set of ethical and cultural concerns. Butterfield’s text described historians who project modern attitudes on to the past, pass moral judgments on historical figures, and regard history as significant only to the extent that it labored to create the modern world. Such judgments are viewed as problematic because they tempt historians not to understand the past on its own terms. Butterfield argues that historians should write aesthetically rather than polemically, exercising "imaginative sympathy" in appreciating the lost worlds of the dead rather than seeking, or expecting, the vindication of their own current positions (92). The "Whig interpretation," as Butterfield calls it, sees history as a struggle between a progression of good libertarian parties and evil reactionary forces, failing to do justice to history's true complexity.
Closed ended questions limit the user’s ability to provide detail in their answer as these are usually multiple choices, true or false, or function on a rating system. As an analyst working to develop a better system for Riordan, it is important to ask open ended questions as they “are usually used to probe for information when you cannot anticipate all possible responses or when you do not know the precise question to ask.” (University of Phoenix,
. Islam Course Project Chamberlain Cultural Diversity Islam Course Project For the course project I chose to research the Islamic faith. I am not familiar with it and I would like to get a better appreciation. A Muslim is a person who submits to the will of God, and is a follower of the Islam religion. Islam is important to study in a cultural diversity class since a common religion influences a culture; therefore it affects how they practice their religion.
Study of History: The Battle of Gettysburg The study of history is categorized as a social science. As such it cannot be regarded as an exact science in which hypotheses can be proven unequivocally with empirical evidence. Instead historians rely on as much evidence in the form of primary, and secondary when necessary, sources as possible in order to validate their hypotheses. Unfortunately, unlike empirical evidence, this historical evidence is vulnerable to the personal and cultural biases of both the original authors and the historians analyzing it. A prime example of a historical event subject to contradictory accounts is the Battle of Gettysburg.
The writer could rephrase the term ‘poor people’ as under privileged or poverty stricken. Also, rather than starting the sentence ‘and most notably’ they could have just stated ‘notably.’ The writer then goes on to express their own opinion by throwing in the question “And in fact, why would there be?” As a scholarly writer one must avoid expressing their own opinion so blatantly. As a scholarly writer one must express an original thought carefully, by synthesizing the information from multiple sources the writer can then express their opinion but constructively with supporting evidence. No one can win an argument without evidence to support it! While this may appeal to many different audiences including computer experts, people researching the ‘digital divide,’ teachers of high school students, or high school students, it’s intended audience is unclear.
synopsis (Included in word count) “The ability to stand outside your own political system and your own culture, to criticise your own society and to pursue the truth is something we today take so much for granted.” - Keith Windschuttle, 2010 The ways in which history is researched, perceived and recorded has changed dramatically over time to reflect the continuous historiographical problems associated with any attempt to uncover the ‘truth’ of the past. This essay will attempt to analyse and explore both sides central to the ‘History Wars’ and shed light on the problems of objectivity, prior political convictions, the role of the academic historian and the proper practice of scholarship