Varied
Authors. Encyclopedia Britannica, 15th
Ed. “The Study of History.” Chicago: University of Chicago Press, 1985.
Given the forum’s interest in
orbital learning and being catechetized in divine providence (Reformation
theology, WCF, “Divine Providence,” chapter 5), learning is a corollary concern
in life; it’s natural. It’s sinful to disregard God’s providential dealings. On
the other hand, the study of providence leads to profound humility. Job asks one question; God puts about 40
questions (more like probing interrogations) to Job. Rightly schooled in
divine providence, Job puts his hand on his mouth in silence and repentance. We bring you the "The Study of History,”
or, varied approaches of historiography.
Outline
History
of historiography
Ancient historiography
Greco-Roman era
Early Christian era
Early China
Medieval historiography
Europe from the 5th to the 11th
century
Europe from the 12th to the 14th
century
Byzantine historiography
Muslim historiography
Historiography in the European Renaissance
Early modern historiography
Historiography in the age of the Enlightenment
Historiography in the 19th and 20th
centuries
Methodology of historiography
Source material
Using source material
Ancillary Fields
Archaeology
History of archaeology
Fieldwork
Interpretation
Bibliography
Descriptive bibliography
Critical bibliography
Chronology
Chinese
Japanese
Indian
Egyptian
Babylonian and Assyrian
Jewish
Greek
Roman
Christian
Muslim
Diplomatics
History of the study of documents
Diplomatic method
Development and characteristics of chanceries
Epigraphy
Materials and techniques
Inscriptions as historical source material
Inscriptions as social and cultural records
The use of inscriptions
History of epigraphy
Genealogy
History of genealogical study
Modern genealogy
Paleography
Types of writing materials
Analysis of texts
Sigillography
Seals in antiquity
Medieval European seals
Modern use of seals
Chinese and Japanese seals
Textual criticism
The materials of investigation
Critical methods
History of textual criticism
Modern history, we are told, is the “reconstructing an
accurate record of human activities.”
Further, we are told, this scientific interest dates from the 18th
and early 19th centuries as the product of professional historians.
The “assumption” was that history was the “natural, inevitable kind of human
activity.” History was never, we are
further told, a part of regular education, but was mediated by religion,
philosophy, poety and imaginative literature.
So, we are told. More, as the issue is studied.
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