History manifested: making sense of unprecedented change

An essential element usually passes unnoticed in recent discussion about how history as an academic discipline is supposed to be relevant for the shaping of our public life. It is the concept of history itself (history as both the course of events and historical writing) that underlies the whole discussion, which also configures the two currently most influential and fashionable efforts to reinstate the public relevance of history: The History Manifesto, co-authored by Jo Guldi and David Armitage, and Hayden White's The Practical Past. In advising to turn to the past in order to shape the present and the future, both books rely on the familiar developmental view that characterised nineteenth-century thinking in general, and on which the discipline of history became institutionalised in particular. The author's main contention in this essay is that turning to this notion of history is not the solution for the problem of the supposed public irrelevance of professional historical studies, but the problem itself. The developmental view, based on a presumption of a deeper continuity provided by the subject of the historical process that retains its self-identity amid all changes, certainly suited the discipline of history when it was engaged in the project of nation-building. However, it hardly fits our present concerns. These concerns, like the Anthropocene, take the shape of unprecedented change, and what they challenge is precisely the deeper continuity of the developmental view. The discipline of history can regain public relevance only insofar as it proves to be able to exhibit a thinking of its own specificity which can nevertheless explain such unprecedented changes. What such historical thinking could provide is what the developmental view can no longer: the possibility to act upon a story that we can believe.     

DEPROVINCIALIZING THE STUDY OF EUROPEAN IDEAS: A CRITIQUE

Though the fourteen contributors to this volume bring varied perspectives on method, most striking is their common engagement with contextualist approaches. While some of the essays advocate a temporally and spatially extended, renewed history of ideas with debts to Arthur Lovejoy, and are critical of excessive contextualization, several either defend contextualism, or the culture concept, or offer a more robust materialist foundation for the history of thought and culture. This review focuses on the logic and metaphors used to criticize contextual methods and highlights problems with both the new history of ideas and the new materialist gestures.     

Politics and Eschatology: Reassessing the Appeal of the “Jewish Indian” Theory in England and New England in the 1650s

This article examines the “Jewish Indian” theory — which claimed that American Indians were the ten lost tribes of Israel — in 1650s England and New England. The theory found support in England while failing in New England. This difference in reception can be explained by considering its ecclesiological, political, and eschatological implications. Biblical commentators in both England and New England held to a form of “Judeo‐Centric” eschatology, which looked for a sudden, miraculous conversion of the Jews and their eventual superiority to Gentile believers. Such beliefs undermined crucial elements of New England ecclesiology when applied to Native Americans. Conversely, the New England Company used the theory in its publications as a fund‐raising tool in England. These publications impacted upon debates on Jewish readmission to England in the mid‐1650s, with New England missionary models suggested as a way of evangelising Jews. This article therefore argues for the importance of understanding eschatological beliefs in local contexts, while demonstrating the way in which such beliefs can be maintained and reoriented in the face of apparent disconfirmation.     

The Last of Australian Imperial Dreams for the Southwest Pacific: Paul Hasluck,the Department of Territories and a Greater Melanesia in 1960

This paper is a study of the vision held at the beginning of the 1960s by Paul Hasluck, the minister for external territories, and his department of the path to decolonisation for Melanesia. Faced by the ongoing West New Guinea crisis, Hasluck and his officials proposed to keep the western part of New Guinea out of Indonesian hands by expanding Australia’s empire, step by step, to include most of Melanesia. This greater Melanesian empire would eventually be guided to self-government. The proposal stood in a long line of ideas by Pacific-minded Australians going back for 100 years for an expanded Australian empire in the southwest Pacific. Consequently the Menzies cabinet’s rejection of Hasluck’s proposal was not just an important step towards changing its policy towards WNG; it marked the end to a century of Australian dreams and designs of a greater formal empire in the southwest Pacific.     

Doxographical or Philosophical History of Philosophy: On Michael Frede's Precepts for Writing the History of Philosophy

Summary

In a series of articles from the 1980s and 1990s, Michael Frede analysed the history of histories of philosophy written over the last three hundred years. According to Frede, modern scholars have degenerated into what he calls a ‘doxographical’ mode of writing the history of philosophy. Instead, he argued, these scholars should write what he called ‘philosophical’ history of philosophy, first established in the last decades of the seventeenth century but since abandoned. In the present article it is argued that Frede's reconstruction of the history of histories of philosophy is historically problematic.     

Crossing the Great Divides: Hans Aarsleff's Lessons for Nineteenth-Century Intellectual Historians

SUMMARY

This essay discusses Hans Aarsleff's long battle to demonstrate the importance of the French and British thinkers of the mid-eighteenth century to the development of modern linguistic thought. Contesting claims that German scholars were the first to develop historicised theories of language, Aarsleff, along with his Princeton colleagues Lionel Gossman and Anthony Grafton, helped pioneer longue durée studies of the history of philology and of historiography that cross national boundaries as well as the so-called Sattelzeit (stretching from about 1780 until 1820). Although the importance of his work was, for a long time, little appreciated by modern intellectual historians, this essay argues that it is time that we fully learned Aarsleff's lessons.     

A Great American Scholar of the Royal Navy? The Disputed Legacy of Arthur Marder Revisited

This article examines the scholarly reputation of the late Professor Arthur J. Marder. Once universally acclaimed as the doyen of historians of the Royal Navy in the First World War era, in recent times his work has come in for sustained criticism from a small group of revisionist historians, who not only dispute his conclusions, but argue that his entire methodology and approach were fundamentally flawed. This article assesses the specific charges of inadequate scholarship levelled against Marder by these revisionist historians and concludes that, while aspects of Marder's analysis may well be open to dispute, there are no grounds for attacking his scholarly integrity. On the contrary, he thoroughly deserves his reputation as a pioneering and painstaking scholar.     

Chronotopes of study abroad: the cultural Other,immersion, and compartmentalized space–time

Study abroad offers a specific configuration of encountering cultural Others: in a demarcated “abroad” space in a compartmentalized time period. Informed by Bakhtin's notion of chronotopes, this article investigates narratives of American college students who studied in Paris, France and Bilbao, Spain in June–July 2011 based on an ethnographic fieldwork of their stay. I identify two chronotopes held in tension in their narratives that reflect tenets of the discourse of immersion: of homogeneous space where every minute students spend in the host society is “local” time full of learning, which risks portraying the host society as frozen in the time of the students’ stay; and of heterogeneous space where local space–time and outsider (e.g. American students and tourists) space–time co-exist hierarchically, where students strive to show their engagement with the former. This article calls for encouraging students to examine the effects of these chronotopes on their experiences and for viewing study abroad not as an encounter of two cultures but as diverse students joining in the ongoing production of heterogeneous host society space with a compartmentalized yet expanding notion of time.