MORE THAN MEETS THE FACT: THE UNIVERSALITY OF HISTORY AND THE COLONIAL MEDIATION

This article examines how mediation is not just limited to the format that's selected to convey the findings of previously conducted research that supposedly followed the conventional protocols of the historical discipline. Rather, it considers mediation as a fundamental part of building historical knowledge, for it assumes that every part of the historiographical operation can be defined as “mediation.” Specifically, it deals with colonial historical mediation, a concept that refers to the combination of an overt or concealed agenda, intentional or unnoticed bias, commonsense assumptions, inherited academic and political traditions, conceptual constellations, and more or less informed theoretical beliefs that configure the subtext upon which historical explanation is built, particularly in Latin America.     

略论晚清汉学的兴衰与变化

晚清时期,兴盛于乾嘉年间的清代儒学主流学派－汉学－尽管走上衰落的道路,但这种衰落并非直线性地下降,而是经历了一个较长的曲折变化的过程。自鸦片战争到中日甲午战争长达半个多世纪的时间里,汉学依然是中国学坛人多势众、著述丰富、分布广泛的强势学派,居于学界“老大”的地位。晚清汉学家们秉承乾嘉宿儒治学传统,在经学、小学、音韵学等领域开展深入研究,取得显著成就,甚至在某些方面直驾乾嘉而上。晚清汉学因处于与乾嘉汉学完全不同的社会环境,形成“实”、“通”、“变”的历史特征,并随着中国传统社会发生根本性的变化而实现着自身的新旧更替。晚清汉学既沿袭了传统儒学的许多消极因素,也包含着其中的积极成分,对中国近代社会文化产生了复杂而多重的影响。     

INTELLECTUAL HISTORY CONFRONTS THE LONGUE DURÉE

This review of John Potts's Ideas in Time: The Longue Durée in Intellectual History discusses the advantages and disadvantages of writing intellectual histories that embrace the longue durée. It applauds Potts's concise account of historiographical discussions of continuity and discontinuity in the history of ideas in the last seventy-five years but laments his failure to discuss the contributions of historians of science and scholarship to the practices of knowledge-making and to the transmission of ideas. It suggests that the study of discontinuities can also be rich and revealing, and it proposes one approach to understanding the ways in which ideas go out of fashion. It concludes by noting, first, that the models that contemporary historians of ideas adopt also have to do with book-market opportunities and pressures and, second, that we have work to do to engage our contemporaries and students in whatever form of intellectual history we choose to write.     

The Study of Chinese Historiography from the Perspective of Intellectual History

To promote historical research today, one needs to create a vigorous environment for historiographic criticism, to summarize the progress and state of all fields and topics of history, and to enhance the study of historiography. All these three aspects, which share similar characteristics, can be called “historiography.” Their essence is the basic method for deepening the study of historiography as a whole and refining its branches from the perspective of intellectual history. They can help us to form a healthy scholarly mechanism to review historical achievements, which would be crucial to the development of academic research. Translated from Nankai Journal (Philosophy, Literature and Social Science Edition), No. 2, 2004     

翁方纲及其经学思想

在清代乾嘉学者群体中,翁方纲是一个很有成就的人物。他生平精心汲古,宏览多闻,既能诗文,又擅书法,更精鉴赏。他对诗歌、书画、谱录、金石学等都有很深的研究,而且著作等身,仅流传下来的著作就有《两汉金石记》、 《汉石经残字考》、《焦山鼎铭考》、《苏米斋兰亭考》、《复初斋文集》、《复初斋诗集》、《石洲诗话》、《经义考补正》、《礼经目次》、《苏诗补注》、《苏斋笔记》等数十种。而长期以来,学术界对翁方纲的研究却付诸阙如。本文仅就其生平及经学思想略加论述,以期引起学界同仁的重视。     

Sacred Geography,Antiquarianism and Visual Erudition: Benito Arias Montano and the Maps in the Antwerp Polyglot Bible

The final volume of the Polyglot Bible, edited by Benito Arias Montano and printed in Antwerp by Christophe Plantin, was published in 1571–1572. Forming part of the Bible's Apparatus, the volume contains a number of essays, illustrations and maps by Montano relating to questions raised by the biblical text. Montano's maps were a product of his philological training in Oriental languages and exegesis, his profound interest in antiquarianism and geography and his practice of visualizing and tabulating knowledge. He designed his maps both as study aids and as devotional‐meditative devices. Moreover, the maps reflect his wider philosophical outlook, according to which Holy Scripture contains the foundations of all natural philosophy. Montano's case encourages us to re‐examine early modern Geographia sacra in the light of the broader scholarly trends of the period.     

BACK TO BASICS

The review argues that, while Fish's book is undoubtedly a corrective to the most extreme examples of polemical teaching, it oversimplifies the difficulties academics face in trying to create sharp distinctions between politics and scholarship. The radical disconnection he advocates does not address the most difficult situations in which lines cannot be clearly drawn between the substance of academic research and teaching and the politics of the process of knowledge production itself.     

Teaching Research Methods Courses in Human Geography: Critical Reflections

The authors reflect critically on their experiences of teaching research methods/methodology/techniques (MMT) courses in human geography for the first time. Through a highly reflexive process involving journaling, they engage with the broader scholarship of teaching and learning approach. Three themes characterize commonalities in their instructional experiences: (1) prior knowledge, (2) preparation, and (3) confidence. Specifically, they were challenged by needing to teach particular MMTs that they had not previously applied in their own research, by not knowing how best to prepare for teaching such courses, and by a lack of confidence with their approaches that stemmed from numerous issues.     

From Hawaii to Glasgow: The International Network for Learning and Teaching Geography in Higher Education (INLT) Five Years On

This paper examines and reflects on the activities of the International Network for Learning and Teaching Geography in Higher Education (INLT) from its founding at the Association of American Geographers' Annual Conference in Hawaii in 1999 to the post-International Geographical Congress workshop in Glasgow five years later. It provides a context and introduction to the following six papers, which resulted from the Glasgow workshop. It is suggested that, despite some of the proposals in Hawaii proving over-ambitious, several other projects have emerged and the INLT continues largely to meet the goals and purposes set out in 1999. Although the desire of the INLT to move beyond its Anglo-American and Australasian origins largely remains a challenge to be met, the INLT has established itself as a valuable forum for the geography higher education community to identify and reflect on similarities and differences in national practices, to engage in debate virtually and face-to-face on issues concerned with learning and teaching, and to bring geographers from different countries to work together on educational projects.