what is theory of history ..? course offering

What is a world history course?

Lecture 12 - Marx's Theory of History Overview. We consider closely Marx’s Grundrisse, written between The German Ideology and Das Kapital.In the Grundrisse, Marx revisits and revises his theory of historical change.Previously, he argued that history is characterized by a uni-linear increase in the division of labor.

What are some popular theories of history?

A Harvard University course with Morton White on the philosophy of history renewed that fascination. (I wrote a paper on Trotsky's philosophy of history, using set theory.) Later, I agreed to take my turn and teach the philosophy of history course required of all history majors at Washington University in St. Louis.

What is the study of history?

Spring 2022 Course Offerings. HJS 102 - Elementary Modern Hebrew (cont'd) Professor Daniel Frese. Continued introduction to the basic structures and vocabulary of Modern Hebrew.

What is history?

This course is designed to introduce students to the political, social and cultural history of France between 1789 and 1871. It explores the numerous political experiments and revolutions throughout the nineteenth century. Prerequisite (s): 12h History courses. HIST 3263 Society and Politics in Modern France.

What was the first industrial nation in the world?

Developments and themes in British history since 1688. During this period, Britain emerged as the world’s first industrial nation and a primary imperial power, fought two world wars partly in an effort to maintain that position, and unevenly accommodated the changed realities of the late 20th century.

Is the Graduate School of Arts and Science open to undergraduates?

Certain courses in the Graduate School of Arts and Science are open to qualified undergraduates each semester, who are encouraged to enroll in those that fit the needs of their program. Permission of the instructor of the course and of the director of undergraduate studies is required.

What is the study of history?

History is the study of the past – specifically the people, societies, events and problems of the past – as well as our attempts to understand them. It is a pursuit common to all human societies.

How do historians approach history?

As a consequence, historians may approach history in different ways, using different ideas and methods and focusing on or prioritising different aspects.

Why is history important?

History provides us with a sense of identity. By understanding where we have come from, we can better understand who we are. History provides a sense of context for our lives and our existence. It helps us understand the way things are and how we might approach the future.

Where does the word "history" come from?

The word “history” and the English word “story” both originate from the Latin historia, meaning a narrative or account of past events. History is itself a collection of thousands of stories about the past, told by many different people.

Who believed that historical change is driven by challenges and responses?

Some historians, such as British writer Arnold Toynbee (1889-1975), believed historical change is driven by challenges and responses. Civilisations are defined not just by their leadership or conditions but by how they respond to difficult problems or crises.

Why is history subject to constant revision and reinterpretation?

Because there are so many of these stories, they are often variable, contradictory and conflicting. This means history is subject to constant revision and reinterpretation. Each generation looks at the past through its own eyes. It applies different standards, priorities and values and reaches different conclusions about the past.

What does history teach us?

History teaches us what it means to be human, highlighting the great achievements and disastrous errors of the human race. History also teaches us through example, offering hints about how we can better organise and manage our societies for the benefit of all. History is not ‘the past’ – it is our attempts to understand and explain the past.

Where did marketing courses start?

As was mentioned above, some of the first courses in marketing appear to have been delivered in Germany. There is, unfortunately, little detailed discussion of these in the marketing literature. Studies of early courses in marketing in USA are far better documented. Dr E.D. Jones is often credited with offering the first course in mar-keting in 1902 at the University of Michigan (Maynard, 1941). This course was not actually called marketing at all when it was first offered, but ‘The Distributive and Regulative Industries of the US’ (Bartels, 1951a). The first course actually called simply ‘Marketing’ was delivered some nine years later by Ralph Starr Butler at the University of Wisconsin. In the intervening period, other universities had neverthe-less started providing their own courses on distribution, advertising, salesmanship and related subjects.

What was motivation research used for in the 1960s?

By the early 1960s, motivation research was – at least in academia – in decline. In business practice, it continued to provide its key advocates with a lucrative income. Within the business school though, it was never an especially popular subject, having had its scientific credentials examined by a variety of commentators in prominent journal publications and been criticised. But it did not disappear completely. Rather it was translated into psychographics. Admittedly that is putting it a little simply. Marketing scholars raided motivation research for its methodological tool box (qual-itative methods) as well as for various strains of psychological theory, which were then used to improve market segmentation techniques (general personality traits and demographic information was used). This shift from the use of interpretive research and qualitative methods is, we should add, a theoretical microcosm of much wider changes in business education and research which had shifted in response to the growing calls for more academic rigour that were made throughout the 1950s and accelerated into 1960s. But these are issues that we will explore in Chapter 2.

Why is marketing important?

One of the most important is that business people were increasingly aware that as their business enterprises expanded, and their production facilities became capable of pro-ducing ever larger quantities of goods, that they needed to find some way of selling these goods more efficiently. They did this by expanding the markets they served, creating demand where previously there was none. This is why marketing is often associated with demand stimulation. In equal measure marketing scholars and prac-titioners legitimised their activities on the basis of satisfying customer needs (i.e. the marketing concept). Part of the legitimation strategy used by marketers was their attempt to demonstrate how their marketing activities added value; they did this by demonstrating that distribution costs were reasonable and that middlemen, including distributors, agents and retailers among others, deserved to be compensated for their activities (Shaw and Jones, 2005).

What is a positivist?

Generally speaking, ‘positivist’ research is interested in the prediction or explanation of consumer behaviour, often using large scale survey research and quantitative methods to produce generalisations about what kinds of behaviour a given popula-tion of people will engage in. By contrast, for ‘motivation research’ and ‘interpretive research’, a common aim is ‘understanding’ ‘why’ people engage in certain forms of consumer behaviour (Hudson and Ozanne, 1988; Tadajewski, 2006). A key figure in the debate between the proponents of motivation research and the ‘positivists’ was Ernest Dichter who was one of a number of influential scholars and practitioners who migrated to the United States from Europe just prior to, and during the second World War, who revolutionised aspects of academia and business practice (see the Box below).

When was marketing first used?

In appraising the Publications of the American Economic Association, Brussière found that the term marketing was actually used in 1897. Tamilia (2009), on the other hand, suggests that it was used even earlier than this in the Quarterly Journal of Economics.

Was marketing a science?

In view of what we now know about the attempts to turn the art of salesmanship into a science, the ‘art or science’ debate of the 1950s can be considered an extension of earlier concerns. This debate raged throughout the 1950s, having been stimulated by Paul Converse (1945). Some academics sidestepped the issue (Converse, 1945); others offered an implicit affirmation of the idea that marketing was a science (Alderson and Cox, 1948; Bartels, 1951a; Brown, 1948); and others still questioned whether marketing was scientific, given that certain aspects of marketing, especially the devel-opment of advertising, product innovation and planning (Cannon, 1980) required creative flair and artistic sensibilities (Stainton, 1952).

Introductory Courses

Advanced Courses

The Workshop Requirement

The Capstone Seminar

• The capstone seminar (HIST-UA 4XX) is the culminating intellectual experience of the history major. Having taken the relevant lecture courses to provide historical background and context, the seminar student undertakes the research and writing of an original paper. These are small classes in which students present their own work and discuss the work of others. The workshop require…

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Honors Program

Internship and Independent Study

Graduate Courses Open to Undergraduates

Stories, Identity and Context

‘History’ and ‘The Past’

Revision and Historiography

The Study of Great Individuals

• According to the ancient Greek writer Plutarch, true history is the study of great leaders and innovators. Prominent individuals shape the course of history through their personality, their strength of character, ambition, abilities, leadership or creativity. Plutarch’s histories were written almost as biographies or ‘life-and-times’ stories of these individuals. They explained how the acti…

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The Study of ‘Winds of Change’

The Study of Challenge and Response

The Study of Dialectics

The Study of The Unexpected