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History vs. Progress

I’m back from DC and woefully behind on reading other blogs, as well as posting. As I forget how to speak Politician, I found an article posted by Paul Halsall to Mediev-L. Many of you will know Paul as the founder of The Medieval Sourcebook. He is now at the University of Manchester.

The article, by Claire Berlinski, discusses the issue of a badly needed new transit system in Istanbul where construction has run into a historical site of major importance.

This is something I’ve often thought about and discussed with friends (even in our culture, which has existed in place for about two centuries, we run into this). Ultimately, every piece of land in the world has existed for far longer than modern society and has the potential to reveal a site of historical significance. As the world’s population increases and the need for land becomes more urgent, how will we balance this with historical preservation? This is by no means a new issue and there are systems in place in many areas to address this, in some places even approaching the ideal which would be to change the title of this post to History With Progress, but this article is quite good at illustrating it.

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Posted by on June 17, 2011 in Archaeology

 

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Why Study History?

I’ve debated posting on this almost since I began blogging. As I started this blog the issue of King’s College London eliminating the Palaeography Department was a very significant item of discussion among medievalists. This relates to the whole, “What good is history?” conversation that seems to come up whenever higher education is facing budget cuts. It even became one of my first blog posts though I didn’t really know what I was talking about.

One of the reasons I haven’t made this post is I’ve been unable to think of a way to do this effectively that won’t relate strongly to what I do in my real job. When I began this blog I considered anonymity. I understand why many bloggers choose to do so however I did not (and do not) intend this blog to be about that part of my life and I also love my job. Is it perfect? Hardly. Are there things I might gripe about from time to time? You bet – you find the perfect employer and I’ll be convinced you’re removed from reality. But I enjoy what I do tremendously and can’t think of a situation where I’d engage in a negative discussion of my employer. So I wasn’t worried about being identified. However I am also a boring person. I want people to come to this blog to read and discuss history. People won’t be interested in reading about me and this topic is deeply rooted in my personal experiences in “nothistory.”

To be brief, I work at a major US research university which has traditionally focused more on the sciences than the humanities. I am a member of one of these more science-based schools and departments. I believe our humanities are very solid with many outstanding faculty members and students, but they don’t receive the recognition the sciences and engineering do. And I think history and the study of history is very important.

What finally urged me to make this post (I always figured this would happen – it’s been trying to burst from me for a long time) is Guy Halsall’s recent post on the value of studying history. It should be obvious that our perspectives will be different. He’s one of the foremost research historians on the planet, at least for the period I’m most interested in. I’m, well, I’m what I wrote in the above paragraph and, as I state in the upper right hand corner of this blog, I have no formal history training and haven’t taken a history course since my junior year in high school. Dr Halsall has chosen to focus on the value of studying history as it relates to current events and making informed decisions about what’s going on in the world. I’m going to choose a different aspect and illustrate it with an anecdotal example – me.

Several years ago we did a survey study of what the major employers hoped they were getting when they hired graduates of one of our departments. This has been presented publicly so I’m not divulging any secrets. They found that the vast majority of employers were looking for graduates who fit into one of two categories. For one category, they wanted new hires with technical knowledge and ability. These employees could walk into the workplace, understand the processes/procedures used and possess the skill set to “hit it” and immediately set about doing whatever the employer wanted them to do. The second category were employers looking for graduates who possessed critical thinking skills. These companies expected their workforce to be exposed to a constantly changing business environment where the ability to learn, think, and assess information was (and is) essential. I don’t recall which of these two categories was larger but they dwarfed the other responses. So having students in the sciences take substantial coursework in the humanities, or at least classes that require the analysis of sources of information (there are courses like this within science departments), is a very reasonable and, IMO, desirable program of study.

Does this mean I’m arguing that, the next time we find ourselves forced to make retrenchment decisions based on limited resources, we should cut the sciences instead of humanities? Hardly – folks further up the food chain who are smarter than I and have access to much more information will be making that call. What I’m saying is I don’t buy the argument that the humanities are unimportant or should automatically be discounted in favor of the sciences. They form an important part of a balanced course of study which will benefit students in all academic programs. This must be considered.

This brings us to the section of this post which will be substantially about me – sorry folks. As Dr. Halsall said, the vast majority of history students will not spend their lives employed in history. Most won’t be professors or high school history teachers. They won’t be museum curators or work for the History Channel. They’ll work in some other job, as a college/university graduate.

Overwhelmingly, we live in an information age. We are exposed to a massive amount of information originating from a tremendously varied selection of sources. How do we decide which sources are valid, viable, reliable and may be used to make quality, informed decisions? How will, say, a corporate purchasing director decide between the information presented by the representatives of multiple product lines? Which research and promotional material(s) is/are valid? Which sources can you trust? The ability to critically examine and assess source material, so essential to historical study, will be invaluable here as well as in a lot (I can’t quantify this – hundreds? thousands?) of other jobs and careers.

I am not going to try to describe my job because the system in which I work is somewhat unique and takes far more than a blog post to explain. As a woefully inadequate description, I help people and communities solve problems, address issues and take advantage of opportunities utilizing the knowledge of the university (and other universities) as well as my own knowledge and skill set. I have recently become highly involved in a new opportunity that has come to Indiana. This was not an area which my university had engaged in extensive research in so I was unable to use this as a major source of information (this has been changing but even here, our engineering school is not looking into those aspects I needed information on). Instead I had to look elsewhere to educate myself and those I worked with regarding a host of issues related to this.

By engaging in this process I helped develop our local community’s response to this and now I travel around the state helping other communities deal with the issues related to this topic. This area has become somewhat controversial. Various individuals, groups and stakeholders have offered a wide variety of opinions and papers, research reports, etc. on the topic. Without the ability to critically assess the validity of these information sources through an understanding of research methodology and textual analysis, I would have been unable to help with this effort, at least to this extent. And this is important; something which has the potential to transform a community for decades to come. We have to get this right, or as right as we possibly can. My study of history – completely as a hobby and without any grounding in formal study or, even, much methodological knowledge – was and continues to be an invaluable aid. This is not the exception, but rather the rule. I use these skills, those I have gained from a completely informal interest in history, on an almost daily basis.*

So in the end, though my focus is different, I’m 100% with Dr. Halsall. This is the information age. We are bombarded with thoughts and opinions on all sorts of topics. How are we – all of us – to decide what’s worth listening to and what should be ignored? The study of history; training in the examination of sources of information and the ability to critically assess their validity; is a wonderful addition to an individual’s toolkit of skills which will help him or her get along in the world. I encourage people to consider this and, for the student charting a course of study in higher education, don’t just bury yourself in the technical courses. Use your electives wisely and take some coursework which will help you to learn and practice critical thinking skills. I think you’ll find this useful as you move through life, whatever your career choice.

*I should mention that I have colleagues who are excellent at what they do but do not have my interest in history. They have developed a skill set they use effectively but for me, what I’ve picked up through my interest in history has played a large role in how I approach information gathering as a step toward addressing issues and solving problems.

 
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Posted by on October 30, 2010 in Amateur Tips

 

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