What Happens in the Historian's Head?”

Over two hundred years ago Rousseau commented, “The facts described in history never give an exact picture of what actually happened. They change form in the historian's head. They get molded by his interests and take on the hue of his prejudices.” This insight—that history is a human creation molded by the interests and prejudices of the historian—is one that is easy to forget, particularly in times enamored by the claims of empirical science. But in the past three decades, historians, like other scholars across the humanities and social sciences, have faced a number of theoretical challenges to the empiricism that had been in ascendency since the late nineteenth century. Both established academic disciplines such as anthropology, literary studies, and philosophy and emerging disciplines such as cultural studies and film studies have been profoundly affected by these critiques. The “cultural turn,” with its emphasis on the inherently artificial nature of scholarly narratives, has challenged traditional historians' unquestioning reliance on documentary evidence, scientific methodology, and empirical claims to truth. Numerous historians have debated these theoretical challenges to the discipline, but historians of education have been largely silent. The absence of this debate in the history of education is striking, given the engagement of other scholars with these concerns and the fact that these ideas appeared over three decades ago: both Hayden White's Metahistory and Clifford Geertz's The Interpretation of Cultures were published in 1973, while Foucault's Discipline and Punish appeared in English translation in 1977

Aesthetics · Art · Discipline · Empiricism · Epistemology · Interpretation (philosophy · Literature · Narrative · Social science · Sociology · Educator Training and Historical Pedagogy · Philosophy · Philosophy, History, and Historiography · Political theory and Gramsci

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