This research has two objectives. The first objective is to analyze how former combatants of World War II now present the 'facts' of that struggle to their current student population. To accomplish this, eight secondary school history textbooks were selected with the assistance of the International Textbook Institute in Braunschweig, Federal Republic of Germany. The chosen texts are from The United States, England, Italy, West Germany, The Soviet Union, Poland, Hungary, and East Germany. The six non-English textbooks were literally translated into English. The second objective is to create comparative education research methodologies that are compatable with the incipient power of microcomputers. The 92,707 words in the bodies of the textbooks are submitted to six analytic techniques to assess the nature of the information within them. The first three techniques are 'time-centered', and the last three are 'event-oriented'. All of the six techniques are structured as ad interim algorithms that are imposed onto a generic 'electronic calculating sheet' software program for microcomputers. All appendices included in this study are data outputs from the computer program. This research suggests certain conclusions. First, that the specific affiliation of selected countries during World War II is not significant in the presentation of the 'facts' in their textbooks; whereas, the present affiliation (Nato/Warsaw Pact) is significant. Second, the communist texts are, relative to the Western texts, quite political; however, the Western texts are generally academically less rigorous. Third, all of the selected texts tend to be ethnocentric by selecting and avoiding 'facts', and ignoring some of their negative behaviors in the struggle.

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Mémoire numérisé par la Division de la gestion de documents et des archives de l'Université de Montréal.

Roman PAZDERSKÝ, The Goll's style. A study to the historical thinking of Jaroslav Goll, diploma thesis, FF UK, Prague 2013 This thesis seeks to expose the theme style of famous Czech historian Jaroslav Goll (1846- 1929). The methodological basis of this work is the concept of style analysis as one of the possible ways to understanding the Goll's historical thinking. Style, understood as the outward projection or reflection of deep contents of historian's historical thinking, leads the author this work to the detailed reflections of real nature of Goll's thought about the history and historiography, which often finds itself in evident collision with the stereotypical image of the Goll's rigid historiographical "positivism". The author wants, on the basis of precise analysis of the Goll's texts (including the surviving notes of his university lectures), to offer a qualified statement especially about non-positivist moments of the Goll's historical thinking, which are in his work represented firstly by the way of Goll's approach to historical themes and secondly by the so-called "symptomatic features of the Goll's historiographical style". All these problems open also a much broader issue on the adequacy of the concept "positivism" as a general designation for the intellectual orientation of the...

Autour de la carrière d'un couple d'historiens et d'intellectuels publics, cette thèse est une réflexion sur la pertinence contemporaine de la question des Lumières dans des débats où se mêlent encore des thématiques - nation, histoire, modernité - nées il y a plus d'un siècle. / Following the career of a couple of historians and public intellectuals, this thesis is a reflection on the contemporary consistency of the Enlightenment question in public debates where century old themes - nation, history, modernity - are still heavily disputed.

徐啓章. / 稿本 / 論文(碩士)--香港中文大學硏究院歷史學部,1992. / 附參考文獻 / Xu Qichang. / 前言 --- p.1 / Chapter 第一章 --- 邁涅克與德國社 / Chapter 1.1 --- 帝國的光榮˘Ưđ歲月 --- p.1-1 / Chapter 1.2 --- 從共和到極權 --- p.1-4 / Chapter 第二章 --- 世紀末德國的文化危機 / Chapter 2.1 --- 世紀末的吶喊 --- p.2-1 / Chapter 2.2 --- 危機與轉機 --- p.2-4 / Chapter 2.3 --- 思想涵義 --- p.2-9 / Chapter 2.4 --- 社會基礎 --- p.2-13 / Chapter 第三章 --- 自由主義中的國家與民族 / Chapter 3.1 --- 大同主義與民族國家 --- p.3-1 / Chapter 3.2 --- 從洪堡到俾斯麥 --- p.3-3 / Chapter 3.3 --- 自由主義與民族精神 --- p.3-5 / Chapter 3.4 --- 藏身的惡魔 --- p.3-8 / Chapter 第四章 --- 理想主義的權力觀 / Chapter 4.1 --- 近代史中的國家理性觀念 --- p.4-1 / Chapter 4.2 --- 強權與道德 --- p.4-3 / Chapter 4. 3 --- 理想主義與歷史主義 --- p.4-6 / Chapter 4.4 --- 惡魔現身 --- p.4-8 / Chapter 第五章 --- 文化價值與歷史 / Chapter 5.1 --- 因果與價值 --- p.5-1 / Chapter 5.2 --- 文化與文化史 --- p.5-3 / Chapter 第六章 --- 歷史主義的危機 / Chapter 6.1 --- 批判與危機 --- p.6-1 / Chapter 6.2 --- 世界觀的崩漬 --- p.6-3 / Chapter 6.3 --- 狂傲的惡魔 --- p.6-5 / Chapter 第七章 --- 文化的重生 / Chapter 7.1 --- 德國的災劫 --- p.7-1 / Chapter 7.2 --- 回歸十八世紀 --- p.7-2 / Chapter 7.3 --- 惡魔共生 --- p.7-3 / 結語

This thesis presents an alternative picture of Scottish historian William Robertson (172 1-1793). By examining Robertson's works and the contexts in which he wrote, I hope to show that the prevailing view of Robertson as a typically cosmopolitan eighteenth-centwy 'Enlightenment' figure, a devotee of post-Union 'British' values in histonography and outlook, and a practitioner of the progressive eighteenth-century type of historical writing, called conjectural or stadial histoiy, with its associated values, is misleading. These assumptions have given rise to the belief that Robertson was a wholehearted advocate of European expansion and the British Empire. This picture ignores evidence of Robertson's attachment to older Scottish Presbyterian Whig values such as militant Protestantism (generally seen as abandoned by the Moderate Presbyterian church party which Robertson led), defensive patriotism, martial virtue, and resistance to overbearing authority. These are present in his work and career although they are modified by Robertson's need to appeal to 'polite' English, or 'Enlightened' continental readerships in order to achieve distinction as well as by the Moderate political commitment to support govermnent in return for ecclesiastical autonomy. In many ways, these values are incompatible with those of a cosmopolitan figure influenced by French philosophes, or a confirmed advocate of 'British' values supposedly embraced by the Scots intelligentsia Particularly, the sense of defensiveness inherent in Scottish history makes it practically impossible for a Scot whose outlook remains rooted in the defensive patriotism of the Scottish past to be an unqualified supporter of empire. Robertson's work shows constant dubiety about conquest and empire, thus falling into a tradition of Scottish anti-empire writing as old as European expansion itself which is most noticeable in the work of Scots in whom defensive patriotism is highly developed, such as George Buchanan and Andrew fletcher. The Scottish experience of repeated attempted domination by foreign powers seems to cause a corresponding dislike for all such attempts at domination, and sympathy for their victims. The defensive traditions of Presbytei-iarnsm appear to add to this, the more so as attacks on Presbyterianism have historically had a strong foreign element. Most evidence for Robertson's position is found in his narrative history. As narrative makes up the greater part of Robertson's work, I believe that he must be considered primarily as a narrative, rather than a conjectural historian, practicing a form of historiography which Scots had been writing long before the eighteenth century. This thesis will illustrate its arguments by examining Robertson's narrative histories in chronological order, as well as correspondence and other contemporary evidence, and parallels will be drawn with earlier Scottish historians where relevant.

Scholars of migration, colonization, and cultural interaction in antiquity have increasingly turned towards a variety of concepts (such as hybridity, negotiations, and middle grounds) developed by postcolonial theorists to describe the dynamics of ancient civilizations beyond the major centers of Athens and Rome. Whereas older models of identity saw the ancient world as a series of geographically distinct cultural units with attendant language, religion, and practices--that is to say, a model of identity rooted in the modern concept of the nation state-- recently classicists have come to see ancient identities as abstractions of a series of individual choices that take place over long periods of time and that are always mediated by contact with different groups. Focusing on two authors from what I shall define as the `colonial worlds' of antiquity (Theocritus from Sicily and Lucian from Syria) this study will explore how representations of physical difference and cultural practice negotiate the presence of non-Greek peoples into Greek literary culture.

This thesis is a social and material history of the British naval ship during the late eighteenth and early nineteenth centuries, and analyses the nexus of masculine interactions with spaces and objects aboard. Previous naval historiography has tended to polarise the experience of seamen and officers as defined either by benevolent paternalism or revolutionary conflict, and has tended to avoid engagement with the analytical frameworks of gender, material culture and spatiality. Indeed, despite it acting as a temporary home for upwards of 500,000 men during the long eighteenth century, the naval ship during this period has often been understood as purely a platform for a series of hierarchical relationships, rather than a lived space, the everyday experience of which informed the masculine identities of all who lived aboard. Through an examination of records of courts martial, letters, logs, journals, memoirs, objects and ship plans, this thesis attempts to understand the ways in which a socially disparate group of men defined themselves in relation to each other, as well as the built environment and shifting material worlds they occupied. Regardless of their status within the naval hierarchy, the denizens of naval ships occupied a temporary home which was continually being made and remade. The material and social interactions which attended these processes can, this thesis argues, tell us much about masculine experience and expectation, both for the naval ship, and the eighteenth and nineteenth centuries more widely.

This dissertation submits as its project a history of dialogue in the classroom, from early recitation practices to the era of the teacher as a “sage on the stage,” the subsequent role of a participating observer or “guide on the side,” and more refined teacher roles as well as sharper definitions of discussion and dialogical practices (King, 1993, p. 30). For this research, I adopted a conceptual methodology, using Foucault’s critique and Deleuze and Guattari’s assemblages and rhizomic structures, to inform the mapping and dynamic of the historiography. In terms of practical methodology, I collected over 650 theoretical, empirical, and instructional works related to forms of classroom discourse. By mapping the territory of research on discourse in the English classroom, this work noted trends in the method, manner, and focus of research. Several critical shifts might be suggested regarding theory, research, and practice in relation to dialogue: in practice, first, a shift from quantitative, monological positions to more dialogical, polyphonic stances; and second, from research examining teacher questioning and evaluation to that focused on student responsiveness. In theory and research, this review suggested several noticeable trends in research methods: first, that classroom practice lags behind the theoretical imagining of the dialogical; second, that scholars have increasingly relied on Mikhail Bakhtin’s theories in the pedagogical frames of their research on discourse in the classroom; and third, that scholarship has shown a greater interest in international sites of study. Overall, although scholars have made strides in conceptualizing the dialogical classroom, greater interventionist studies and instructional works are needed to bridge the gap between theory and practice.