Fortunes of History: Historical Inquiry from Herder to Huizinga (Book Review)

Reviewed Title: Donald R. Kelley, Fortunes of History: Historical Inquiry from Herder to Huizinga. Yale University Press, 2003. xiii + 426 pp. ISBN: 0-300-09578-3

Worldview: The History of a Concept (Book Review)

Reviewed Title: Worldview: The History of a Concept, by David K. Naugle. Grand Rapids, MI: William B. Eerdmans Publishing Company, 2002. xxii + 384 pp

Antecedents, Precedents and Tradition: The Early Nineteenth Century English Historiographic Literature on India

History and literature are two very closely associated disciplines which evolve around every aspect of life. The tradition of historiographic literature is always set by some literary antecedents and precedents. The Muslim historical literature on India formed the antecedent and European intellectual tradition formed the precedents for the tradition of the early English historiographic tradition. Although subject matter, contents, purpose and form almost seem to be the same as that of the Muslim historiographic tradition, yet, the model and philosophical conclusions were drawn on the basis of western frame-work.</p

Seekers and Observers: Life Histories of Three Female Antebellum Historians

This dissertation provides a history and analysis of the educational experiences and scholarly texts of three female historians. The study employs the combined frameworks of Haraway\u27s €˜situated knowledges\u27 and Life History for examining three female historians who were involved in three integrated aspects of knowledge production: scholar, educator and author. The three case studies examine the lives of Elizabeth Peabody (1804-1894), Caroline Dall (1822-1912), and Mary L. Booth (1831-1889), with an analytical focus on their Antebellum Era, mid-nineteenth-century historical publications. A core contention is that knowledge production by women and, in particular, historical texts produced for schools and public consumption were more prevalent than current histories credit. The dissertation reconstructs the participatory role of women as historians, teachers and public figures during a period of varied educational pathways available for young women, including the influence of educational networks, informal educational practices and autodidactism. The primary interrelationship that is examined here is between education (both formal and informal), occupational aspirations, and historical productions of three women that includes analysis of their influence for the field of history in nineteenth-century America