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Since ancient times, the pundits have lamented young people's lack of historical knowledge and warned that ignorance of the past surely condemns humanity to repeating its mistakes. In the contemporary United States, this dire outlook drives a contentious debate about what key events, nations, and people are essential for history students. Sam Wineburg says that we are asking the wrong questions. This book demolishes the conventional notion that there is one true history and one best way to teach it.

Although most of us think of history -- and learn it -- as a conglomeration of facts, dates, and key figures, for professional historians it is a way of knowing, a method for developing and understanding about the relationships of peoples and events in the past. A cognitive psychologist, Wineburg has been engaged in studying what is intrinsic to historical thinking, how it might be taught, and why most students still adhere to the "one damned thing after another" concept of history.

Whether he is comparing how students and historians interpret documentary evidence or analyzing children's drawings, Wineburg's essays offer "rough maps of how ordinary people think about the past and use it to understand the present." Arguing that we all absorb lessons about history in many settings -- in kitchen table conversations, at the movies, or on the world-wide web, for instance -- these essays acknowledge the role of collective memory in filtering what we learn in school and shaping our historical thinking.

This volume considers the history of econometrics, a field of economics that combines statistics, mathematics, and economic theory. Contributors scrutinize accounts of the field’s shifting boundaries and the development of a cohesive scholarly community of econometricians. These essays consider applied research and methodologies in context and connect the history of econometrics to contemporary developments in related disciplines and technologies. Analyzing the practice of econometrics around the world since its introduction in the 1920s, contributors examine the relationship between sociology and welfare in Italian econometrics, the extraordinary investment in macroeconometric models and input-output models in Japan, practices of econometrics in relation to computation and philosophy, and the recognition of unusual methodological stances in both theoretical and applied work. Reinterpreting the accepted history of econometrics allows historians to focus on new alliances, methods, and entrepreneurial models that resolve past obscurities and open up new areas for future inquiry.

Contributors: John Aldrich, Jeff E. Biddle, Olav Bjerkholt, Marcel Boumans, Chao-Hsi Huang, Robert W. Dimand, Duo Qin, Ariane Dupont-Kieffer, Hsiang-Ke Chao, Aiko Ikeo, Francisco Louçã, Mary S. Morgan, Daniela Parisi, Alain Pirotte, Charles G. Renfro, Thomas Stapleford, Sofia Terlica

Marcel Boumans is Associate Professor of Economics at the University of Amsterdam. Ariane Dupont-Kieffer is a Researcher at the French National Institute of Research on Transport and Safety. Duo Qin is Reader of Economics at the University of London.

A masterwork of erudition and deep knowledge, Historiography offers no less than an account of the entire development of historiography in Western culture

In this pioneering work, Ernst Breisach presents an effective, well-organized, and concise account of the development of historiography in Western culture. Neither a handbook nor an encyclopedia, this up-to-date third edition narrates and interprets the development of historiography from its origins in Greek poetry to the present, with compelling sections on postmodernism, deconstructionism, African-American history, women’s history, microhistory, the Historikerstreit, cultural history, and more. The definitive look at the writing of history by a historian, Historiography provides key insights into some of the most important issues, debates and innovations in modern historiography.

What terms do we use to describe and evaluate art, and how do we judge if art is good, and if it is for the social good? In How Art Can Be Thought Allan deSouza investigates such questions and the popular terminology through which art is discussed, valued, and taught. Adapting art viewing to contemporary demands within a rapidly changing world, deSouza outlines how art functions as politicized culture within a global industry. In addition to offering new pedagogical strategies for MFA programs and the training of artists, he provides an extensive analytical glossary of some of the most common terms used to discuss art while focusing on their current and changing usage. He also shows how these terms may be crafted to new artistic and social practices, particularly in what it means to decolonize the places of display and learning. DeSouza's work will be invaluable to the casual gallery visitor and the arts professional alike, to all those who regularly look at, think about, and make art—especially art students and faculty, artists, art critics, and curators.