This introductory text is written for students faced with the question "what is history?

P EM Manifestos for History /EM is a thought-provoking and controversial text that, through a star studded collection of essays, presents a wide ranging ...

In this engaging sequel to Rethinking History , Keith Jenkins argues for a re-figuration of historical study. At the core of his survey lies the realization that objective and disinterested histories as well as historical 'truth' are unachievable. The past and questions about the nature of history remain interminably open to new and disobedient approaches. Jenkins reassesses conventional history in a bold fashion. His committed and radical study presents new ways of 'thinking history', a new methodology and philosophy and their (...) impact on historical practice. This volume is written for students and teachers of history, illuminating and changing the core of their discipline. (shrink)

This article engages with the arguments forwarded by Perez Zagorin against the possible consequences of postmodernism for history as it is currently conceived of particularly in its "proper" professional/academic form . In an overtly positioned response which issues from a close reading of Zagorin's text, I argue that his all-too-typical misunderstandings of postmodernism need to be "corrected"-not, however, to make postmodernism less of a threat to "history as we have known it," or to facilitate the assimilation of its useful elements (...) while exorcising its "extremes." My "corrections" instead forward the claim that, understood positively and integrated into those conditions of postmodernity which postmodernism variously articulates at the level of theory, such theory signals the possible "end of history," not only in its metanarrative styles but also in that particular and peculiar professional genre Zagorin takes as equivalent to history per se. And I want to argue that if this theory is understood in ways which choose not to give up the "discourse of emancipation" after the failure of its first attempt in the "experiment of modernity," then this ending can be considered "a good thing.". (shrink)

In this article I try to answer the question posed by History and Theory’s “call for papers”; namely, “do historians as historians have an ethical responsibility, and if so to whom and to what?” To do this I draw mainly on three texts: Alain Badiou’s Ethics: An Essay on the Understanding of Evil, J. F. Lyotard’s The Differend, and Edward Said’s Representations of the Intellectual; Jacques Derrida and Richard Rorty have a presence too, albeit a largely absent one. Together, I (...) argue that these theorists enable me to draw a portrait of an ethically responsible intellectual. I then consider whether historians qua historians have some kind of ethical responsibility—to somebody or to something—over and above that of the intellectual qua intellectual; I reply negatively. And this negative reply has implications for historians. For if historians are to be intellectuals of the type I outline here, then they must end their present practices insofar as they do not fulfill the criteria for the type of ethical responsibility I have argued for. Consequently, to be “ethical” in the way suggested perhaps signals—as the subtitle of my paper suggests—the possible end of a history “of a certain kind” and, as the inevitable corollary, the end of a historian “of a certain kind” too. (shrink)

Why History? is a compelling introduction to the issue of history and ethics. Designed to provoke discussion, the book asks whether and why a good knowledge and understanding of the past is desirable. In the context of current postmodern thinking, Keith Jenkins suggests that the goal of "learning lessons from the past" actually means learning lessons from stories written by historians and others. If the past as history has no foundation, can anything ethical be gained from history? Daring and controversial, (...) Why History? presents liberating challenges to history and ethics, proposing that we have reached an emancipatory moment which is well beyond the "end of history.". (shrink)

Keith Jenkins; The Dogma of Nietzsche’s Zarathustra, Journal of Philosophy of Education, Volume 16, Issue 2, 30 May 2006, Pages 251–254, https://doi.org/10.1111.