Carr and the Thesis Essay Example for Free

Carr and the Thesis Essay Edward Carr begins What is History? By saying what he thinks history is not†¦by being negative. In Carr’s words, what history is not, or should not be, is a way of constructing historical accounts that are obsessed with both the facts and the documents which are said to contain them. Carr believes that by doing this the profoundly important shaping power of the historian will surely be downplayed. Carr goes on to argue – in his first chapter- that this downgrading of historiography arose because mainstream historians combined three things: first, a simple but very strong assertion that the proper function of the historian was to show the past as ‘it really was’; second, a positivist stress on inductive method, where you first get the facts and then draw conclusions from them; and third – and this especially in Great Britain – a dominant empiricist rationale. Together, these constituted for Carr what still stood for the ‘commonsense’ view of history: The empirical theory of knowledge presupposes a complete separation between subject and object. Facts, like sense-impressions, impinge on the observer from outside and are independent of his consciousness. The process of reception is passive: having received the data, he then acts on them†¦This consists of a corpus of ascertained facts†¦First get your facts straight, then plunge at your peril into the shifting sands of interpretation – that is the ultimate wisdom of the empirical, commonsense school of history. 2 Clearly, however, commonsense doesn’t work for Mr.Carr. For he sees this as precisely the view one has to reject. Unfortunately things begin to get a little complicated when Carr tries to show the light, since while it seems he has three philosophical ways of going about his studies one being epistemological and two ideological his prioritizing of the epistemological over the ideological makes history a science too complex for comprehension to anyone other than himself. Carr’s epistemological argument states that not all the ‘facts of the past’ are actually ‘historical facts. Furthermore, there are vital distinctions to be drawn between the ‘events’ of the past, the ‘facts’ of the past and the ‘historical’ facts. That ‘historical facts’ only become this way is by being branded so by recognized historians. Carr develops this argument as follows: What is a historical fact? †¦According to the commonsense view, there are certain basic facts which are the same for all historians and which form, so to speak, the backbone of history the fact, for example, that the battle of Hastings was fought in 1066. But this view calls for two observations. In the first place, it is not with facts like these that the historian is primarily concerned. It is no doubt important to know that the great battle was fought in 1066 and not 1065 or 1067†¦The historian must not get these things wrong. But when points of this kind are raised, I am reminded of Housman’s remark that ‘accuracy is a duty, not a virtue’. To praise a historian for his accuracy is like praising an architect for using well-seasoned timber. It is a necessary condition of his work, but not his essential function. It is precisely for matters of this kind that the historian is entitled to rely on what have been called the ‘auxiliary sciences’ of history archaeology, epigraphy, numismatics, chronology, and so-forth. 3 Carr thinks that the insertion of such facts into a historical account, and the significance which they will have relative to other selected facts, depends not on any quality intrinsic to the facts ‘in and for themselves,’ but on the reading of events the historian chooses to give: It used to be said that facts speak for themselves. This is, of course, untrue. The facts speak only when the historian calls on them: it is he who decides to which facts to give the floor, and in what order or context†¦The only reason why we are interested to know that the battle was fought at Hastings in 1066 is that historians regard it as a major historical event. It is the historian who has decided for his own reasons that Caesar’s crossing of that petty stream, the Rubicon, is a fact of history, whereas the crossings of the Rubicon by millions of other people†¦interests nobody at all†¦The historian is [therefore] necessarily selective. The belief in a hard core of historical facts existing objectively and independently of the historian is a preposterous fallacy, but one which it is very hard to eradicate. 4 Following on from this, Carr ends his argument with an illustration of the process by which a slight event from the past is transformed into a ‘historical fact’. At Stalybridge Wakes, in 1850, Carr tells us about a gingerbread seller being beaten to death by an angry mob; this is a well documented and authentic ‘fact from the past. But for it to become a ‘historical fact,’ Carr argues that it needed to be taken up by historians and inserted by them into their interpretations, thence becoming part of our historical memory. In other words concludes Carr: Its status as a historical fact will turn on a question of interpretation. This element of interpretation enters into every fact of history. 5 This is the substance of Carr’s first argument and the first ‘positionâ€⠄¢ that is easily taken away after a quick read his work. Thereby initially surmising that Carr thinks that all history is just interpretation and there are really no such things as facts. This could be an easily mislead conclusion if one ceases to read any further. If the interpretation of Carr stops at this point, then not only are we left with a strong impression that his whole argument about the nature of history, and the status of historical knowledge, is effectively epistemological and skeptical, but we are also not in a good position to see why. It’s not until a few pages past the Stalybridge example that Carr rejects that there was too skeptical a relativism of Collingwood, and begins a few pages after that to reinstate ‘the facts’ in a rather unproblematical way, which eventually leads him towards his own version of objectivity. Carr’s other two arguments are therefore crucial to follow, and not because they are explicitly ideological. The first of the two arguments is a perfectly reasonable one, in which Carr is opposed to the obsession of facts, because of the resulting common sense view of history that turns into an ideological expression of liberalism. Carr’s argument runs as follows. The classical, liberal idea of progress was that individuals would, in exercising their freedom in ways which took ‘account’ of the competing claims of others somehow and without too much intervention, move towards a harmony of interests resulting in a greater, freer harmony for all. Carr thinks that this idea was then extended into the argument for a sort of general intellectual laissez-faire, and then more particularly into history. For Carr, the fundamental idea supporting liberal historiography was that historians, all going about their work in different ways but mindful of the ways of others, would be able to collect the facts and allow the ‘free-play’ of such facts, thereby securing that they were in harmony with the events of the past which were now truthfully represented. As Carr puts this: The nineteenth century was, for the intellectuals of Western Europe, a comfortable period exuding confidence and optimism. The facts were on the whole satisfactory; and the inclination to ask and answer awkward questions about them correspondingly weak†¦The liberal†¦view of history had a close affinity with the economic doctrine of laissez-faire – also the product of a serene and self-confident outlook on the world. Let everyone get on with his particular job, and the hidden hand would take care of the universal harmony. The facts of history were themselves a demonstration of the supreme fact of a beneficent and apparently infinite progress towards higher things. 6 Carr’s second argument is therefore both straightforward and ideological. His point is that the idea of the freedom of the facts to speak for themselves arose from the happy coincidence that they just happened to speak liberal. But of course Carr did not. Thereby knowing that in the history he wrote the facts had to be made to speak in a way other than liberal (i. e. in a Marxist type of way) then his own experience of making ‘the facts’, his facts, is universalized to become everyone’s experience. Historians, including liberals, have to transform the ‘facts of the past’ into ‘historical facts’ by their positioned intervention. And so, Carr’s second argument against ‘commonsense’ history is ideological. For that matter, so is the third. But if the second of Carr’s arguments is easy to see, his third and final one is not. This argument needs a little ironing out. In the first two critiques of ‘commonsense’ history, Carr has effectively argued that the facts have no ‘intrinsic’ value, but that they’ve only gained their ‘relative’ value when historians put them into their accounts after all the other facts were under consideration. The conclusion Carr drew is that the facts only speak when the historian calls upon them to do so. However, it was part of Carr’s position that liberals had not recognized the shaping power of the historian because of the ‘cult of the fact’ and that, because of the dominance of liberal ideology, their view had become commonsense, not only for themselves, but for practically all historiography. It appeared to Carr that historians seemed to subscribe to the position that they ought to act as the channel through which ‘the facts of the past for their own sake’ were allowed self-expression. But Carr, not wanting to go the route of his fellow historians, nor wanting to succumb to the intellectual complaints about the demise of the experience of originality, says: In the following pages I shall try to distance myself from prevailing trends among Western intellectuals†¦to show how and why I think they have gone astray and to stake out a claim, if not for an optimistic, at any rate for a saner and more balanced outlook on the future. 7 It is therefore this very pointed position which stands behind and gives most, if not all, of the reason for Carr’s writing What is History? Carr himself seems to be quite clear that the real motive behind his text was the ideological necessity to re-think and re-articulate the idea of continued historical progress among the ‘conditions’ and the doubters of his own ‘skeptical days’. Carr’s ‘real’ concern was ‘the fact’ that he thought the future of the whole modern world was at stake. Carr’s own optimism cannot be supported by ‘the facts’, so that his own position is just his opinion, as equally without foundation as those held by optimistic liberals. Consequently, the only conclusion that can arguably be drawn is that ‘the past’ doesn’t actually enter into historiography, except rhetorically. In actuality there should be no nostalgia for the loss of a ‘real’ past, no sentimental memory of a more certain time, nor a panic that there are no foundations for knowledge other than rhetorical conversation.

Metaphysical Conceit Essay -- English Literature

Metaphysical Conceit Metaphysical Conceita highly ingenious kind of conceit widely used by the metaphysical poets, who explored all areas of knowledge to find, in the startlingly esoteric or the shockingly commonplace, telling and unusual analogies for their ideas. Metaphysical conceits often exploit verbal logic to the point of the grotesque and sometimes achieve such extravagant turns on meaning that they become absurd (e.g. Richard Crashaw's description of Mary Magdalene's eyes as "Two walking baths; two weeping motions,/Portable and compendious oceans"). These conceits work best when the reader is given a perception of a real but previously unsuspected similarity that is enlightening; then they may speak to our minds and emotions with force. Examples of potential metaphysical conceits->love is like an oil change; love is like a postage stamp; love is like a pair of compasses; the soul of a sinner is like a damaged pot. As you can see, the temptation to be merely clever must be hard to resist, while the difficulty in making such a conceit truly effective is quite considerable. The Flea 1. Background: Étienne Pasquier and Catherine Desroches, 1579. Pseudo-Ovidian flea poems in which the lover wishes to become a flea in order to gain enhanced access to the beloved's charms; theme is often bestialization of the lover by his own passion. 2. Plot is simple: a) speaker points to a flea that has jumped from him to the woman and bites both; b) she has hunted down and caught the flea; speaker tries to dissuade her from killing it; c) she disregards his pleas and kills it. N.B. all the action occurs between the stanzas. Elaboration: he has argued that their being bitten by the flea is tantamount to ha... ...en the most moronic of women-unless she were as desirous of being convinced as the speaker is of convincing her-and this one is far from moronic. She is clearly not bewildered or dazzled by these arguments. The whole poem has the air of a little intellectual game indulged in by these two, both of them knowing what the outcome will be even if they don't quite know how the conclusion will be reached, and both enjoying the game for its own sake, rather than that of a serious attempt to lead someone astray. If the poem is read this way, the fact that the argument is false, is pure sophistry, is at least beside the point and can even become a strength-it is the interaction between the participants that is central. Donne (also Spenser, see 28, 29, 75, 54) frequently uses argument as a form of love-play and posits a woman who is an intellectual match for the man.

Colleges and graduate schools

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Sports Culture s Influence On Rape And Violence - 1803 Words

Sport Culture s Influence on Rape and Violence Many cases of athletes committing sexual assault have been present in the media, especially throughout the past 5 years. For example, Steubenville High School football in 2012, Vanderbilt football in 2013, and a Florida State athlete in 2014. Sports team members make up less than two percent of most campus populations, but the comprise about 20.2 percent of the men involved in sexual assault or attempted sexual assault (Flood Dyson). These cases and statistics raise the question, Is sport culture negatively affecting athletes to commit acts of rape and violence? To discover the answer to that question it is important to analyze several sources that psychoanalyze both athletes and†¦show more content†¦Overall, the main factors that affect rape and violence are a person’s involvement in violent subculture, the acceptance of rape myths, beliefs about gender roles, and overall lifestyle. Other factors that have been identif ied are the percent of people residing in a standard metropolitan statistical area, economic inequality and the percent of the unemployment. One in five women and one in seventy-one men will experience rape at some point in their life (McMahon). Several studies suggest that college athletes, and the jock culture they are a part of, are not only involved in campus violence, but play a significant role in the genesis of rape and violence. College, professional, and high school sports can highly competitive. The environments athletes play in can be very aggressive and violent, especially in contact sports such as football, basketball, and hockey. Results from one study suggest that the participation in aggressive high school sports is one of the multiple developmental pathways leading to relationship violence (Forbes). Contact sports teach athletes physical aggression and dominance, extreme competitiveness, physical endurance and strength, insensitivity to others’ pain, and a to lerance for pain. Through sports athletes are taught to use force to settle conflicts. Many sports have become more violent due to advances in safety equipment. In some sports, after a violent play that helps the team gain an advantage in the

Desertion Of The Military And Soldiers Who Commit This Crime

Sergeant Bergdahl, Desertion By Marco Padilla Professor Lial SWRK 191 Section 2 18 October 2016 Desertion is one of the many serious offenses in the military and soldiers who commit this crime will receive the highest form of punishment. Sergeant Berghdal is guilty of desertion due to his actions of leaving his platoon, being captured and tortured by the Taliban for 5 years, and having other American soldiers lose their lives trying to rescue him. The rescue of Sergeant Bowe Bergdahl was all over the news as people were very frustrated and angry at him for his crime. In an article from Richard Oppel Jr. from the NY Times, on December 14, 2015, stated that â€Å"A top Army commander on Monday ordered that Sgt. Bowe Berghdal face a court-martial on charges of desertion and endangering troops stemming from his decision to leave his outpost in 2009† (nytimes). Berghdal’s crime of breaking the laws of the uniform code of military justice (UCMJ) from pertaining to desertion and absent without official leave (AWOL) due to his disappearance from his operating base in Afghanistan. The Sgt. may have already been punished severely from the Taliban but he did commit a serious crime in the United States and he must due the time. What is desertion? From dictionary.com it states desertion as â€Å"an act of leaving military service or duty without the intention of returning.† ( dictionary.com ). In the UCMJ Article 85, desertion is â€Å"Without authority, goes or remains absentShow MoreRelatedIncarceration Of The United States908 Words   |  4 PagesWhen the term corrections is mentioned, the thought of incarceration is the first to come to mind. This is the case for as of the end of 2013, there were 1,574,700 people serving time in state and federal penitentiaries (Carson, 2014, p.1). 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Revenge in the Great Expectations - 1745 Words

REVENEGE IN THE GREAT EXPECTATIONS NAME: TARYN LUU| DATE: NOVEMBER 13, 2012| COURSE: ENG4U9-A| TEACHER: K, VILCIUS Revenge is a primary theme in the novel Great Expectation by Charles Dickens. In this novel, many characters go out of their way to extract revenge, leading them to misfortunes such as death and imprisonment. Dickens makes it very clear that nothing positive can come from revenge through his characters and the results that come from their revenge. These acts range from petty resentment filled with passion, to long and drag out strife laced with malice, to lifelong vendettas driven by hatred. Revenge comes in many forms—and for Orlick, his was the sort of petty resentment filled with passion, rather than stone cold hatred.†¦show more content†¦Magwitch was then sentenced to imprisonment for the rest of his life—where upon if he ever escaped again, he’d face the death sentence. Magwitch is sent off to New South Wales, where he worked several jobs—and made a handsome amount of money all of which he sent to Pip through Jaggers anonymously. It isn†™t until later in the novel does Magwitch sneaks back to England as an escaped convict, under an alias and he reveals to Pip that he is Pip’s benefactor. Pip’s discovery makes him very discontent but later realizes the only way to get Magwitch out of his life is to help him escape England, on a boat. However again on his journey to fredoom Magwitch is faced with the same dilemma, when their steam boat is intercepted by another boat and Compeyson is on it. Magwitch is forced to choose between freedom and revenge; and he again chooses the latter, tackling Compeyson, they both sink into the water—only Magwitch comes up. As expected, Magwitch is sentenced to death—immediately, only his sentence is delayed when he is stricken by illness. At this point, Magwitch’s death is ascertained, either he was going to die of illness or he was going to die at his sentence. This was the result of Magwitch’s actions; by choosing revenge over all else— not just once, but twice. These results help emphasis that revenge is nothing more than a gateway to misfortunes, and in Magwitch’s case that gate way is to death. Miss Havisham faces a lifelongShow MoreRelatedGreat Expectations1707 Words   |  7 PagesGreat Expectations Human nature is the psychological and social qualities that characterize humankind. Human nature separates humans from the rest of the animal kingdom. The underlining theme of human nature is evident in Great Expectation by Charles Dickens use of his characters. A main characteristic that Dickens displays is friendship. The friendship between Pip and Herbert is strong. 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Ice Hockey and Lacrosse Essay Example For Students

Ice Hockey and Lacrosse Essay Ice Hockey and LacrosseBoth Lacrosse and Ice hockey are two sports that share similar aspects. One example would be that they both require plenty of athletic prowess, as well as countless hours of training and practice to master. The high amount of contact in both sports enables a player to become both physically and mentally tough. Lacrosse has grown to its highest level of popularity it has ever reached over the last ten years. Ice hockey has seen a steady climb in its popularity over the past 25 years making it one of the most popular sports in not only Long Island, but all across the U.S. However, there are many differences as well, and we should not overlook the fact that there are plenty of distinctions between the two great sports. Many of which are the main reasons that these are obviously two separate sports. The biggest similarity is the object of both games. To outscore the other team. The score is determined by points called goals. Ice hockey and lacrosse are contact sports. Opposing teams will try to check each other. This means that the teams are trying to literally knock the ball or puck out of possession of the other player. If a check becomes too violent, a penalty, which is another similarity between the two sports, will be called. Due to the aggressive nature of both sports, helmets and extensive padding are required to play without injury. Another thing they have in common is that the possession of the puck or ball is determined by a face-off. A face-off is when two opposing players battle for the puck or ball. Goalies are an essential part of both sports because the goalies are the last line of defense before the opposing team can score a goal. The goalie crease, in ice hockey as well as lacrosse, cannot be entered by any players because it gives the goalie an interference-free zone. Any goal scored by a team that is made from the goalie crease will not be counted. A final similarity would be that both sports have professional leagues. Ice hockeys league is bigger than lacrosse, but they are both just as competitive. The biggest difference between ice hockey and lacrosse is the playing field. In hockey its ice, in lacrosse its grass. In addition to this would be the field dimensions. A lacrosse field is rectangular, while a hockey rink is oval. Another difference would be the number of players present on the field at one time. In lacrosse, 10 players are allowed at one time to work together at scoring a goal. In hockey, only 6 players are allowed to grace the field during each shift. Which brings the topic to another distinction, the length of shifts. In hockey the shifts are only about two to three minutes long, allowing fresh players to take the ice more often than in lacrosse, where the shifts are about every 10 to 12 minutes. Another major difference is that usually hockey is played during the winter months, lacrosse in the springtime. I use the word usually because there are ice rinks that will operate and host leagues during the summer, but its is rare due to the expense of cooling the ice during the hot summer days. Lacrosse players use cleats, which are sneakers equipped with little studs on the bottom to increase traction. Hockey players use skates to glide along the ice. A last differentiation would be the origin of both sports. Hockey was invented by Canadians, and lacrosse was created by American Indians, who oddly enough, used to use squirrel skulls because an official lacrosse ball had not been invented yet. Ice hockey and lacrosse are two of the best sports out there, they share so much in common. .u3b5e698f17c8f9df6302f4a8326419a4 , .u3b5e698f17c8f9df6302f4a8326419a4 .postImageUrl , .u3b5e698f17c8f9df6302f4a8326419a4 .centered-text-area { min-height: 80px; position: relative; } .u3b5e698f17c8f9df6302f4a8326419a4 , .u3b5e698f17c8f9df6302f4a8326419a4:hover , .u3b5e698f17c8f9df6302f4a8326419a4:visited , .u3b5e698f17c8f9df6302f4a8326419a4:active { border:0!important; } .u3b5e698f17c8f9df6302f4a8326419a4 .clearfix:after { content: ""; display: table; clear: both; } .u3b5e698f17c8f9df6302f4a8326419a4 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u3b5e698f17c8f9df6302f4a8326419a4:active , .u3b5e698f17c8f9df6302f4a8326419a4:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u3b5e698f17c8f9df6302f4a8326419a4 .centered-text-area { width: 100%; position: relative ; } .u3b5e698f17c8f9df6302f4a8326419a4 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u3b5e698f17c8f9df6302f4a8326419a4 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u3b5e698f17c8f9df6302f4a8326419a4 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u3b5e698f17c8f9df6302f4a8326419a4:hover .ctaButton { background-color: #34495E!important; } .u3b5e698f17c8f9df6302f4a8326419a4 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u3b5e698f17c8f9df6302f4a8326419a4 .u3b5e698f17c8f9df6302f4a8326419a4-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u3b5e698f17c8f9df6302f4a8326419a4:after { content: ""; display: block; clear: both; } READ: Analyzing Search Engines Essay Because the two are so similar, someone who played one sport but not the other, could find it easy to switch over and learn the other sport. However, due to the many differences, it will take a smart player to make the proper adjustment. Another good example would be the fans of both sports. For example, a fan of ice hockey would probably enjoy a lacrosse game because the action is just as intense. All in all, they both make for two of the best sports today.