Letting Go of Narrative History: The Linearity of Time and the Art of Recounting the Past

Helo, Ari

doi:10.4000/ejas.11648

Cited by 2 publications

(3 citation statements)

References 2 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The exclusivist, positivist claims of the mid twentieth century that history can only be causally explained in the 'analytical' mode currently do not appear tenable. Similarly, exclusivist claims that historical explanation can only be argued in the narrative mode have also drawn strong criticism (for example, Fischer, 1970;Goldstein, 1976;Helo, 2016;McCullagh, 1969). In the field of production, the failure of either anti-narrativists or revivalists to score a decisive victory has led to a current state of pragmatic ecumenicism regarding modes in historical causal explanation.…”

Section: Explanatory Ecumenicismmentioning

confidence: 99%

Retheorising national assessment of the narrative mode for historical causal explanation in England

Carroll¹

2021

History Education Research Journal

View full text Add to dashboard Cite

In history curriculum design in England, currently at least two loci of authority – the history teachers’ ‘extended writing movement’ and the national awarding body Pearson Edexcel – present somewhat contrasting portrayals of the narrative mode for the purposes of historical causal explanation. Nonetheless, both loci suggest they are reappropriating academic knowledge for the purposes of secondary schooling in a fashion similar to what Basil Bernstein (1986) dubs ‘recontextualisation’. As a practising history teacher, I provide a phenomenological critique of Pearson Edexcel’s specifications for the national GCSE and A-level examinations from the perspective of the extended writing movement’s realisation of the Bernsteinian model, with a specific focus on the narrative mode for the purposes of historical causal explanation. In order to characterise the status of historical narrative in the academic field of production, I draw on analytic philosophies of history, theories of history by practising historians and historical explanations from one historiography: the Salem witch trials. Finally, I make recommendations for future reforms in national history examinations in England: constant revaluation with reference to academic knowledge; the avoidance of specific yet unsustainable claims about the discipline of history generally; and the abandonment of a genre-led assessment in favour of an epistemology-led alternative.

show abstract

Section: Explanatory Ecumenicismmentioning

confidence: 99%

Retheorising national assessment of the narrative mode for historical causal explanation in England

Carroll¹

2021

History Education Research Journal

View full text Add to dashboard Cite

show abstract

“…Ari Helo (2016) suggests (based on the study of a few historical accounts in the making) that historians remake history and the knowledge of the past recounted by a historian is only a version among the many possible varying accounts of the past, which is greatly shaped by the question the historian asks during his history writing. This is very well applicable in studying the vast amount of biographical literature, including the biography of Jikmed Wangpo, in Tibet (Schaeffer 2007, p. 209).…”

mentioning

confidence: 99%

“…Furthermore, in the current scholarship, the contextual study is regarded as not simply reconstructing but also constituting our history of the past. It is suggested that as a researcher, our contemporary interests and shifting contextsgreatly shape our narrative of the past (Helo 2016). For a survey of theories and methods in historical studies, see (Harlan 1989).…”

mentioning

confidence: 99%

Establishing Lineage Legitimacy and Building Labrang Monastery as “the Source of Dharma”: Jikmed Wangpo (1728–1791) Taking the Helm

Dorje

2021

Religions

View full text Add to dashboard Cite

The eighteenth century witnessed the continuity of Geluk growth in Amdo from the preceding century. Geluk inspiration and legacy from Central Tibet and the accompanying political patronage emanating from the Manchus, Mongols, and local Tibetans figured prominently as the engine behind the Geluk influence that swept Amdo. The Geluk rise in the region resulted from contributions made by native Geluk Buddhists. Amdo native monks are, however, rarely treated with as much attention as they deserve for cultivating extensive networks of intellectual transmission, reorienting and shaping the school’s future. I therefore propose that we approach Geluk hegemony and their broad initiatives in the region with respect to the school’s intellectual and cultural order and native Amdo Buddhist monks’ role in shaping Geluk history in Amdo and beyond in Tibet. Such a focus highlights their impact in shaping the trajectory of Geluk history in Tibet and Amdo in particular. The historical and biographical literature dealing with the life of Jikmed Wangpo affords us a rare window into the pivotal time when every effort was made to cultivate a vast network of institutions and masters across Tibet. This further spurred an institutional growth of Buddhist transmission, constructing authenticity and authority thereof, as they were closely tied to reincarnation lineage, intellectual traditions, and monastic institutions. In doing so, we also have a good grasp of the creation processes of Geluk luminaries such as Jikmed Wangpo, an exemplar scholar and visionary who faced great opposition from issues with his lineage legitimation at Labrang and among the larger Geluk community.

show abstract

Letting Go of Narrative History: The Linearity of Time and the Art of Recounting the Past

Cited by 2 publications

References 2 publications

Retheorising national assessment of the narrative mode for historical causal explanation in England

Retheorising national assessment of the narrative mode for historical causal explanation in England

Establishing Lineage Legitimacy and Building Labrang Monastery as “the Source of Dharma”: Jikmed Wangpo (1728–1791) Taking the Helm

Contact Info

Product

Resources

About