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Readings Lesson-1A

The document provides an overview of various historiographical schools, including Historicism, Accidentalism, Intentionalism, Hegelianism, Marxism, Structuralism, Annales, Post-Modernism, and the Philippine perspective of Pantayong Pananaw. Each school offers different interpretations and methodologies for understanding history, influenced by factors such as socio-political contexts and individual intentions. The document emphasizes the importance of recognizing these perspectives for a clearer analysis and appreciation of historical narratives.

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Erica Chricel T. Esperas
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26 views2 pages

Readings Lesson-1A

The document provides an overview of various historiographical schools, including Historicism, Accidentalism, Intentionalism, Hegelianism, Marxism, Structuralism, Annales, Post-Modernism, and the Philippine perspective of Pantayong Pananaw. Each school offers different interpretations and methodologies for understanding history, influenced by factors such as socio-political contexts and individual intentions. The document emphasizes the importance of recognizing these perspectives for a clearer analysis and appreciation of historical narratives.

Uploaded by

Erica Chricel T. Esperas
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Readings Lesson1.

A: Historiography: An Overview
History as a discipline is laden with controversies which may be due to the interpretation
of historians. The historians could be influenced by their personal views, the socio-political,
economic and cultural climates they were exposed to, the methods and approaches they used in
the analyses of the historical sources, the availability of the historical sources as well as the very
questions they asked.

The A2 History: Different American Wests: Introduction to the different schools of


historiography along with the specific methods used in creating history as well as how each school
of historiography views the source. Some of those included in the list are as follows:

(a) Historicists. The Historicists as a school of historiography was developed in the late
19th century. It was pioneered by Von Ranke who introduced a scientific approach in
the use of primary sources in the reconstruction of the past. Ranke believes that with
the objective study of the primary sources, history can be reconstructed as actually it
happened. This school of historiography views that people can learn lessons from the
past. This is because of their Free Will, and their Free Will aided them to be in control
of their own destinies.

The Historicists as a school of historiography is complemented by Positivism as a method


of creating history. The Positivists rely on the use of sources for accurate and complete
visualization of the past. They view the significant role of sources in the reconstruction of
history.

(b) Accidentalist. The Accidentalist as a school of historiography subscribes to the idea


that behind every historical event are accidents which served as driving force. The
focus is more on why the event happened.

(c) Intentionalist. The Intentionalist recognizes the roles played by key individuals in
history as they were influenced by their intentions and personalities thus, they acted
on a particular circumstance which led to the unfolding of history. The intentions and
personalities are viewed as a factor that results to historical change.

(d) Hegelian. Hegel viewed history as a relentless advancement towards freedom. The
Hegelian school of historiography recognizes that behind every historical change are
intellectual movements and advancement of ideas.

(e) Marxist. Karl Marx on the other hand made used of statistical data to emphasize that
history is influenced by exploitation and conflict among social classes. The Marxist as
a school of historiography adheres to the idea that every historical change happened
due to economic forces.

(f) Structuralist. The Structuralist on the other hand believes in the role of political and
military structures in shaping history. This school of historiography emphasize that
historical events happened due to the existing political and military structures.

(g) Annales. The Annales emphasizes social history, and very longterm trends, often
using quantification and paying special attention to geography and to the intellectual
world view of common people or “mentality”. Little attention to political, diplomatic, or
military history, or to biographies of famous personalities. Focuses on the idea of the
history of ideologies, world views, and mental structures within a historical context.

(h) Post-Modernist. In contrast to the Historicist, the Post-Modernist was developed in the
late 20th century. As a school of historiography, post-modernist is strongly influenced
by Foucault when he disputed that all sources are biased and incomplete therefore
the past cannot be known. The post-modernist subscribe to the belief that all
interpretations of history are valid.

Meanwhile, in the Philippines, for the longest time, Philippine History was written based
on the perspective of the West or written by Filipino historians influenced by the West. Until a
group of Filipino historians developed a discourse called “Pantayong Pananaw”. As they
explained, it is a communication-based theoretical innovation coming out of the field of Philippine
historiography (Mendoza, 2001).

(i) Pantayong Pananaw is roughly translated in English as “A For-Us Perspective”. From


the perspective of Pantayong Pananaw, language is a controlling element in
discourse. It is likewise seen as corrective mechanism. The language is also
considered as a tool in the thinking process thereby results to the development of
thought which in turn lead to the further development of language.

However, if language becomes a barrier to thought, the thinking process is impeded or


retarded which could result into cultural stagnation. The Pantayong Pananaw regard language
barrier as a “Great Cultural Divide”. The Pantayong Pananaw further posits that language could
even hamper the development of creative thinking, analytic thinking, and abstract thinking
because it could influence memorization thereby could limit the learner. It supports Nelson
Mandela’s belief “If you talk to a man in a language he understands, that goes to his head. If you
talk to him in his language, that goes to his heart”.

The Pantayong Pananaw is an evolution from the “pangkami” or the “we-speaking to


others” into “pantayo” or the “we-speaking among ourselves.

The Bagong Kasaysayan uses a methodology grounded in the indigenous or native


conception of history. It refers to history as “salaysay na may saysay”. It focuses on drawing-out
the meaning of “saysay” to extract its meaning, sense and relevance of events for a constituent
people.

Navarro (2008), identified the three elements in teaching history. These are the contents,
strategies, and language or medium of instruction. He further pointed-out for effective teaching of
history these elements must be congruent and must answer the fundamental questions of- “Ano
ang ituturo”- (What will be taught or referring to the content) and “Paano ito ituturo?” (How will be
taught? Or referring to strategy).

It is important to be familiar with the various perspectives in history specially in the analysis
of the narratives for clear understanding on how the historical accounts are presented. This will
similarly guide the readers in the analysis thus, may lead to appreciation of a particular historical
event.

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