APPROACHES TO HISTORY FROM A PREFACE TO HISTORY (Gustavson, 1955);
The primary reference for writing, "A Preface to History, "written by Carl G. Gustavson, is a well organized, and the reader engages with the reading because he starts explaining the reasons could, like reading your book and then put into a didactic point of view, some dimensions that could be connected via the recognition of the importance of certain evidence in relation to historical facts. His narrative is also considered, with emphasis on reason, logic, and sectioning current, leading anyone to participate in the issue. Gustavson speech is constant, and we can notice the voices of others, subtly buried in arguments intelligent, and presentation of special arguments. We will not question what they say, because the answers seem to come earlier. Explore the branches of history have undoubtedly studied before, but the best aspect is that we offer a return to our spiral of learning to meet the facts in the past, so we can improve the quality of our construction knowledge. His book is an invitation to look further, as we so concerned about the importance of studying history. The author not only provides examples, with the characters, but analyzes the essential human values, and discusses the action of forces along our own evolution, for the clarification of our ability innovation potential, and the conflicts we've had and certainly live in a constant transformation of values, but very typical of human beings nature, and adapted along the dimensions of time and space.
It also gives us a very significant deployment of sources, with bibliographical notes, but not paraphrase the story along. His explanations are not only the main point, which is sociological, but also emphasizes economy, political, philosophical, cultural and passages, which are well connected, so it can be understood in the broader context that is primarily sociological and historical. The author does not include additional materials such as photographs, maps, tables, appendices, sub-chapter headings, but is quite careful with the quality of analysis throughout the narrative, which is the main literary device is well managed.
It is being reported by Gustavson in his book "A Preface to History" (Chs.01, p.02) that students face in history, according to his conception of reality, which means the possibility of taking part in the historical process, which is relative, depending on their social, cultural evolvements, economic and political. As readers, we can understand their intention to define the story, which provides an approximation to the concept itself in different placements.
"The story also is a mountaintop of human knowledge, from which the facts of our own generation may be scanned and fit the appropriate size. "(p. 02)
"History is the story of success, or rather, the success of writing history. "(p.127)
"History consists of stories and tales must have heroes and villains. "(p.124)
Also refers to the concept of deterministic it is:
"History is a record of a constant process of evolution toward a predetermined goal in which disruptions can occur, and there may be delays contingency, and deviations, but the final outcome preordained. "(p.124)
Another reference is the concept of Voltaire:
"History is but a picture of crimes and misfortunes." (p. 110)
Although he mentions that history is not science, admits that there is a close relationship with the conception of the people of reality, so that people can access records events in different time and convenient. It also compares a historical episode in a poker game, man can win only with pretty good cards. Participation the process depends on our lives and what our ancestors that speak of his past. So sometimes we are directly or otherwise, are within history, according to our connections with the facts. Sometimes we can only see them as outsiders. Using different approaches we can certainly understand ourselves better if we try to answer the questions: Who am I, where I come from and where I go. Familiarity with the basic concepts and processes help students understand our origins as a society, and he / she will probably be included in history, by seeking and finding their roots, even as a stranger. It will probably be useful in promoting the development of competition, and become more enlightened citizens with a good sense of perception in the public issue trial (p.5). However, much depends on our chances. As Polybius reports in his book "History":
Many of us, in my view, the desire to make great attitudes, but few dare to try, and among those who try, not rarely are what they are able to go through. (01)
For more reasonable understanding of the historical mind, Gustavson divides this task into categories, and focuses primarily, the way to developing competent skills to be effective for this purpose, which provides a panoramic view of its concerns.
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The author does not exclude participation of teachers in contributing to the needs of students, but it is obvious that the interpretation history depends on the approach of each of us can agree with our personality. In this educational process, we must consider the need for reasonable reading, which makes reference, saying:
"The more you know, the more you learn." (P. 08)
We this acquisition depends on the development of the person what he / she is looking, day after day. As Fairclough questions:
"Whose is this voice, the students or the University administration? (02)
Even the addition of voices that will connect with the story, especially in academia, where relevant topics are presented, but has no connection with the interest to be engaged with attitude to study, which is variable according to our interests. Our language is composed of multiple voices, like Bakhtin, he once said. And history is a subtraction of these voices. It makes sense to see the speech in opposition to history.
However, this interest will move him / her to be connected in the news emerging daily about their interests. Different readings and "hits" would probably lead him / her to intertextuality and the development of their cognitive perceptions of the formulation of his speech, according to the processing of your data. Contrastive ideas of our personal concerns, and others, we given the opportunity to share our existence. Santayana mentions Cicero and to reinforce the importance of flashing back to the past, sometimes it is very important. But flash-forward, so we can have better prospects for the future.
Anyway, depends on our perception of how the past is linked with this. There is evidence to reinforce the idea that we can improve our modus vivendi as much as we know about our environment so they can best meet our needs. The author mentions some examples of how history can be determined over time, such as fashion, furniture, Arts, Anthropology and features geological, hunting and fishing: the use of fur in the making: time. (p.12-24)
The author mentions the importance of time, strengthen the idea that we can predict. Rain, snow, wind and weather are also contributing to our culture and how we behave. In terms history, we have perceptions about facts. It refers to water vapor in the air, establishing a clear analogy that allows us to address the dynamics of how society is and how new facts can change our destiny. Civilizations long dissipated. We never know when new events will happen. Sometimes it escapes any prediction. So when he says that the contours of the changing society, we understand that it is within the limits of our understanding, that is very relative. Nobody knows when the opposing forces at work, with the answers to overcome ideology. It's like lava from a volcano.
It may or may not arise. Gustavson, explaining that the social forces to create the basic historical patterns, recognizing that although they have many questions, a lot is the result of an accident, the coincidence of the efforts of individual personalities, which includes individuals and institutions.
Periods as the Renaissance in Italy, ancient Greece, medieval Russia, the, mercantilism in different cities, are examples of social forces emerging in the long perspective, their stories show similar patterns. He mentions:
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"Social forces are the human energies from different motivations, join the demonstration of power."
"Society is dynamic. These changes contours, however slowly. (p. .26)
Economic groups have power control, which means the right to vote and participate in society. Then, class mobility is dependent on its economic strength. One might be considered marginal if this citizen could not acquire a property. Religious forces also influenced the lives of people, and orders like the Dominicans and Franciscans, dominated many communities especially in medieval times. Nobility was also a force. As he mentions, Noble served as a social force to avoid the stranglehold the monarch. (p. 37). Nomads is also important, taking into account the adjustment would be for the new land to be considered in the diaspora, and the participation of all those around you, because people are suffering also moving interference in the way they behave, by the conception of cultures hybrid, depending on the resistance that would, contrary to their superiors.
The author also refers to the reform, taking into account the need to identify differences between good and evil, as a society emerging feeling frustrated, it feels like being explored by higher social classes. Claims Society for salvation, and fears of satanic power. On the other hand, it is the forces of the Crown and the Church, which dominated the globe for centuries. Also reinforces the idea that the reader can investigate the action of forces, seeking the causes, history of agitation, the participation of personalities, powerful ideas, economic forces, religious forces, technological change, the explanation of the facts institutions weakened and strengthened. It also refers to change, leading others to behave like that, Renaissance and taking into account the effects of this movement worldwide, and the Reformation. Quote Cheyney it says on the Law in History:
"The actual origins escape us: everything is the result of some procedure.
You need to know about the facts to have a reasonable understanding of causality, the search for reasons and evidence, and controversies, so that you can make the interpretation of events. We also need to focus the different forms of society, because they themselves change process by having change and continuity and lights on our roads. They are abstract concepts. It provides some examples of how things change in the way, such as automobiles, football and rugby Parliament; Reformation, The continuity of the British Empire and Commonwealth. We have to try to use history to understand the present and that our concerns in the twentieth century in terms of perspectives can distort our view of the past. History Writing is not the same as the novels. We must confirm our sources. Evidence found even in reference material, as art objects and documents.
Archaeologists have rediscovered the forgotten empires, and eagerness to explain the facts. And others are exposed, although the writing of history changes because of continuing new research. This is a cooperative effort. We have to give the exact significance notes and references of origin, respecting people's comments about a particular issue, in order to identify the voices throughout the speech. We have to face all events of history as one (p.117)
They guide our decisions. We also have to take care of the distortions of the past by explaining the current attitudes of the day to historical situations. The conclusion is that today can be better understood if we also have our eyes turned toward the past, when the interpretation of the facts in the present. (p. .178)
(01) Polybius, Editora Universidade de BrasÃlia, 1985. BOOK XXVII.
(02) Fairclough, Norman, Discourse and Social Change, 1992, Polity Press, p.105.
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02. Gustavson states that the methods of historical thinking can be profitably used in everyday life. Applying the historical mentality of personal experiences or professionals. Under windy Historical Gustavson is a way of thinking, a way of reasoning when dealing with historical materials and current issues. There are a lot fields, which can be useful in addition to history as economics, political science, philosophy, literature, and geology, which are among these. 5-8,10 -174-178.
Gustavson says the historical mindset is a mindset, a way of reasoning when it comes to historical materials and current issues. Using the same occurs to a greater or lesser extent in other fields besides history proper: economics, political science, philosophy, literature, geology, and are among these. In the domain of this mind, a student is also enhancing its capabilities in this area presents other seven categories.
1 - Observations of the personalities who make decisions, according to a moral code, perhaps depending on its successes and failures. Despite that the reader enjoys the story, we can never see clearly the facts, because it depends on who says it, and this person has information about the facts.
2 - The historically minded person knows that events do not occur in isolation: any event occurs and conditioned by a series of events. He, therefore, forced to find associations between particular events. Historians go back in time, inevitably.
3 - The student society is to discern the shapes and contours forces which are dynamic in society.
4 - The historian must beware of inequalities. So he or she has to watch every time you have into account the analysis of the facts by taking into account the time present, past and future.
5 - Changes in society are absolute. The process is the main point for historians
6 - The historians should have the humility to recognize that stubborn reality.
7 - Gustavson says history is not science despite that scientific methodology is used both as possible.
We do not teach history, but we are sure about the need to study, so that we can have reasonable arguments in our discussions in the academic context or not. Teachers can not expect too much from the students. Is it true? The decision selecting what is going to teach them. You must wait to become more involved with what is happening, so that their students may have and open mind and wide open, eye perspective of history. We also have to be careful with the distortion of history whenever the interpretation of the facts in the present. So is more than familiarity. Historians must examine history through a telescope. Generalizations are always present, because he / she will face to a specific point, as a project in the ocean. This initial stage in the development of historical thinking is definitely more when we visit another country, we actually aliens in a strange land, in contact with different cultures. Internet, reducing the need for both. Therefore, it can also be from outside. However, the mental borders can be easily broken today.
Studying the past helps us to obtain bases of views on this. People necessarily see the past from the present, because the historical maturity of view will occur only if the person has a vision of different vantagepoints currently in the past.
When Gustavson concerns inventions, explains two very different activities, but very close. The first is the spinning of cotton into thread, and the use of thread into cloth. James Hargreaves invented the spinning machine, and that made a considerable difference.
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Two different facts could be observed. The iron industry and the cotton industry. Again and again, people could know the importance of water to create enough energy so that the hands and feet can be replaced. Hand made the extraction of a batch of cotton and this requires work. So, as soon as the machines were carried out, played in slavery. The cotton gin should be separated from the seed. So even with the machines, the action of men was greatly needed. Many other inventions were developed, such as automobiles, aircraft, telegraph, telephone, theories of evolution, magnetism, X-rays, steamships, electricity, print, which was very important for life in society. Printing press to be destroyed because it is considered a creation of the devil. Some of the development of astronomy was also observed. Nicolau Copernicus and Ptolomeu conduct research on celestial machinery. "The earth moved around the sun, instead of land is the university. "Other things like telescope, microscope, barometer and the air pump can be invented. From printing press allows Reformation. We always consider that delay, we consider transmitting knowledge to succeeding generations was difficult. (P.151) - The explosion of technological change than simply move to act as a social force in the narrative of history. Every inventor is on the shoulders of those who proceeded him.
3. Gustavson represents to various forces that influence and change history, each object in a separate chapter (4,7,8,10,12,14,15 Chess, discuss, analyze and comment 2 of these forces.
Interestingly, a good story begins with the interference of someone in a particular context. So it seems that people react with the person submitting new and gives the coordinates for the future. This is what we observe in the narrative of Gustavson About Francis Drake, Christopher Columbus, and merchants, How involved who are combining their efforts, taking into account their interests. Finally, define that, "Social Forces are the human forces, which originate individual motivations, join in a collective expression of power. "Social and Religious Technology Presents is Forc. The first one is illustrated with examples, especially to the point of leadership, and inferences through the influence of ideas. (p. 132) Bartolome de Las Casas, the event-making man, whose father had sailed with Columbus inherited his spirit, and the earth, and the Indians enough to begin his career as a planter. We can notice the presence of the voices of a sermon topic was "I am the voice of one crying in the wilderness."
They managed the interests of the people to offer the sacraments. Anyway, when Las Casas returned to Spain, he became the protector-general of the Indians. He had power among the Indians. Francisco Javier, another character, who went to Paris. He got in touch with Loyola is called "The Alexander the Great Church. He worked in the East with the colonies, mainly in Malacaa, Goa, Japan. He died near China. Gustavson What does strengthen the forces that many people convicted as Las Casas and Xavier. Both left the pomp and power of the mother church far behind and was dressed simply, far from the church itself, only people to pray and advocate for the Word of God, and how important their lives were, to come to power worldwide, primarily those in which the Islamic were officers. The Second: The author suggests that we need to backtrack a bit on the history and development of ocean ship, and a focus to be given to means of transport specially by knowledge of navigation. Portuguese people, developed Carabelas, and Spanish people, large ships, such as English sailors.
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Basically, they had very specific interests, such as the possibility of bringing more food for the entire crew and gunpowder. Then the man's ability to develop new devices, or inventions or ways of doing things. An example of how important this fact could be given, taking the Turks, whose success in their conquest over the Christians was attributed to their modern means of war. These new inventions illustrate a third type of social force. Improved Weapons greatly influenced by the ideas and the military stems from the needs of the armed defense.
If we consider the power of the Church, we must also focus their disputes about their position in the world, diversity of religion, especially Islam, in the document of the Reformation Lutheran, Calvinist and Anglican. Later, Protestants. It establishes the relationship between knowledge acquisition and the importance of the book. The main point is that when printing became widespread, people read and write, and the church I questioned me to excommunicate people with interdiction. People thought about salvation. People had to cut two culprits: the confessional, and the duty of repentance. The influence of the clergy is notorious. Then, the response of the Reformation was the reinforcement of papal infallibility as a response to the twentieth century treatment of the French Revolution, nationalism and materialist Marxism seventeenth and eighteenth centuries, and today, individualism (p. 138). The king was not an absolute sovereign. The importance of Parliament is remarkable. A strong army guarantees the Real power. The main passage of the triumph of the monarchy should be illustrated with the passage in the Palace of Versailles: "letat c'est moi" (I am the state) (p.91) different ideologies of the French state does not matter much over the Rhine, if the despot Louis XIV. On the other side of the dominant geographical influence of modern Britain was the sea (p. 93) it becomes easier to understand British expansion by colonial adventures. England did not want the unification of Europe. Then began some partnerships be improved. It accounts for some of the characteristic qualities self-preservation and aggrandizement in the attempt to balance of power. The U.S. Founding Fathers helped establish new concepts of checks and balances between the three branches - executive, legislative and judicial. Institutional power may lead to anarchy and tyranny. It may be closely watched by checking the growth of their own interest, by an internal balance of power and the law itself. This limitation of power during the twentieth century has been driving in international affairs. (p.98).
If we account of the Revolution, would have to do Commercial, Industrial, Russian, French, so we can understand the phenomenon that we examine, however, is one of a social or economic group is replaced in the control of the state by another group in the circumstances of violence. (p. 99)
So these facts are probably related to the fate of the people, for their new outlook on life. Ideological forces are correlated with the speech, which leads to changes. When are not peaceful, must be discussed or imposed, but caused by the poverty of the people. Gustavson believes it is wrong to say the misery of the people is the main reason for a revolution, but admits a little truth. This poverty must be addressed with the intensification of trade, which was very dependent on weather conditions navigation. The misery is not the case of a revolution before the late eighteenth century. It is therefore not correct to say that was the main reason for a revolution especially in France and England until 1789. Our understanding is that power not only of the monarchy, but a priest, began to lose strength. Governments demonstrate the incompetence and the church of inequalities. The first provides a kind of privilege, and second, restrictions. Thus, the lighting took place in history. (England -1680). The decline of the aristocracy and the absolutist instigated the revolution.
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This fact is reinforced by sources subsidiary (burns, 589-592). If we were strong enough before, with the Renaissance, the Reformation, it seems that things could have changed the speech. (Burns 572-580). Especially the one that destroyed faith in existing institutions, suggesting the reform (Gustavson, 109). To ensure that these forces help determine the course of history. Gustavson As mentioned: "We prefer to believe in man's free will, in its capacity to make decisions, figure both as individual and public and private sectors. (p.123).
He could point determinism and the great man theory. We all know the story also is made of stories, villains and heroes are historical figures, and put our attention over the forces do. Proponents of determinism that history is a record of the evolving process toward a predetermined goal in which disruptions can occur, and there may be unforeseen delays and diversions, but the end result is foreordained.
We must also strengthen the power of religion was based on the design of the crown. A good example is the fact that King Henry VIII of England undoubtedly changed the religious history of their country through the establishment of a free church of England, the control abroad and seems to have done when Protestant England was only significant in Germany. The Church of England is still Catholic today in some respects. The Reformation real Protestant England intended to take permanent control of the country. If we take into account the forces between people. Even what they wear should be approved or not by the church. Clothes reflect the behavior of individuals. A need for acceptance leads to conformity. Conventionalized our facilities also axiomatic in certain family patterns and acceptable to all. (p.152). We have been subjected to experiences that we can shape our ideas, select Properties, the integration of our personality, and turn to a specific point of reference, rediscovery of ourselves into a sense of reality and conviction. Ideas are the threads that bind the minds of men together enough for joint action to occur (p.153). When we refer to the technological forces. We must recognize the importance of certain inventions. They come from certain needs or curiosity. The acceptance of ideas like the creation of inventions is so dependent on the cultural level of a people. May be this is the point where forces collide. The spirit of innovation and creation, human beings have, could not manifest because he was against the principles of the church. Gustavson As mentioned: "In periods of cultural lag (where ideas have been unable to keep pace with physical progress), the mismatch between ideology and reality human spurs the search for new perspectives. "(p.155). We also had the influence of ideologies, ranging from nationalism, socialism, individualism, Communism, Marxism, capitalism, mainly. The main point here is how these systems came to mind of people, interaction with religious statements. Clear that the basis of everything that has always been working class, unions and the balance between commanders and commanded. "Marxism became so possessive with the soul of a man and mind as a religion (p.160). Ideas also can be imposed by force. Even if accepted, can be changed. (Social Forces).
Indeed, if we consider the power, we must say that is the way that one can exercise control over certain groups, for an efficient organization capable of designing and conducting the year, and a necessity. While power is not limited to verbal persuasion (p.182). There are several kinds of power. The responsibility of society which is the energy for the world physical. Gustavson notes that the law is necessary only for a few, and the means of the police that the regime faces strong internal opposition. In England, power means the ability to produce weapons. On the other hand, we also have the spiritual power that comes from the effects of religious and belief of men.
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The power of technology is an emerging form has not yet been brought fully into use. (One way to control the forces of nature). (p.181) - technologists and scientists tend to gain power, because they know that some very objective forces. Education leads to leadership, which also means, power. Americans are joiners. A good example is the partnerships working. The abuse of the use of weapons "Ideas are weapons" (p.196) has created a myth, with the propaganda that the end result justifies the means. Get people involved with a specific purpose that has nothing correlated. Maintaining jurisdiction over the other leads to the suppression of freedom. The science of government that simply becomes a science of how to keep people working, and how to silence them. (p.196). The implementation of the authority does not mean playing the right to freedom of person and of associations.
War became in constant danger. We need prevention. Circumstances led circumstances men more than men did. Thus, there was a general awareness of the piece instead of war. Not always. His own country repudiated Ex Wilson, the prophet of a new world order. (p.202). Consequently, some minor wars, the abolition of slavery, white slavery, drug trafficking, were some of the achievements of the League. Arrangements on the particular arms embargo. According to the League of Nations war was not morally acceptable. Following this statement: The life of an individual is a constant process of adaptation to the environment mainly due to changes technology that had produced a dramatic change in the physical environment of nations (p.206). There are moments in history, we face the reaction of people invaders, such as Syria and Lebanon - the French. Thus, ending war is utopian. Admittedly, it is barbarism. Social forces still provide muscles and individual ambitions will remain fingers that write the story (p.210).
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To summarize our discussion about your concerns, we must say that reading this book, we understand the complexity of some events rather than a simple presentation facts, the place of continuity and change in history, by a sequence of well-organized presentation, which demonstrates the great author's ability to discuss and clarify some relevant historical events in a different angle.
His particular enthusiasm about the mission of a teacher to transmit knowledge is dedicated in a bitter campaign against the evidence, we are all very interested in living the present, rarely examine the past and confidence in the future, which is quite important to us, educators, drivers of the successive actions of the students who sometimes need to read about him, not just listen. If executed in this mode, only the speeches oral, to be like mom and dad, with very typical speech of the recommended. It is to them to address the importance of their existence in the total and global context, and there remedy for indifference which is normally seen, not students, but mostly by educators. History seems that we breath, and Gustavson book is a good filter, so that the quality of our concerns may arise from a very dark throughout, where knowledge remains fundamental, deep silence, unless we have the opportunity reflect on the importance of these studies, the voices heard wherever they are.
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Works Cited
Burns, Edward McNall, History of Western Civilization, Ed Globo. 1971.
Gustavson, Carl G., a preface to the History, Copyright. 1955, McGraw Hill.
Gibaldi, Joseph. MLA Handbook for Writers of Research Papers, New York:
Modern Language Association, 1988.
About the Author
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