Problems of History as an Academic Discipline
INTRODUCTION
The problem historian faces overtime in the writing of history (whether contemporary or ancient history) has been a very great challenge to the study of history itself. As a result of all the issues that arose base on the challenges students faced when conducting historical research, different scholars have decided to write about the problem or challenges history is facing as an academic discipline. When viewed from one side one can conclude that history cannot be regarded as an academic discipline, this can be said when one start considering the likes of myth, legends, moonlight stories (alo) among others. Then on the other side one can also conclude that history cannot be separated or studied without being an academic discipline, this has to do with a student purposely in school to study the past and also has to embark on historical research. But this paper will only limit itself to history as an academic discipline which is very important to our discourse.
Some scholars have criticized and condemned the study of history or history as an academic discipline, for instance the likes of Elton who condemned the study of history to a low level intellectual activity that encourages mere regurgitation of names, dates, places and events. Elton states, “The future is dark, the present burdensome. Only the past, dead and buried, bears contemplation.”[1] In one of Jane Austen’s novels, a character called Catherine Morland said of the discipline, “I often think it odd that it should be so dull, for a great deal of it must be invention.”[2] Henry Ford uttered one of the most demeaning remarks about the discipline when he said, “I don 't know much about history, and I wouldn’t give a nickel for all the history in the world. History is more or less bunk. It is tradition. We want to live in the present, and the only history that is worth a tinker 's damn is the history we make today.”[3] Some even viewed history as dead, dusty and buried, while others have
The problem historian faces overtime in the writing of history (whether contemporary or ancient history) has been a very great challenge to the study of history itself. As a result of all the issues that arose base on the challenges students faced when conducting historical research, different scholars have decided to write about the problem or challenges history is facing as an academic discipline. When viewed from one side one can conclude that history cannot be regarded as an academic discipline, this can be said when one start considering the likes of myth, legends, moonlight stories (alo) among others. Then on the other side one can also conclude that history cannot be separated or studied without being an academic discipline, this has to do with a student purposely in school to study the past and also has to embark on historical research. But this paper will only limit itself to history as an academic discipline which is very important to our discourse.
Some scholars have criticized and condemned the study of history or history as an academic discipline, for instance the likes of Elton who condemned the study of history to a low level intellectual activity that encourages mere regurgitation of names, dates, places and events. Elton states, “The future is dark, the present burdensome. Only the past, dead and buried, bears contemplation.”[1] In one of Jane Austen’s novels, a character called Catherine Morland said of the discipline, “I often think it odd that it should be so dull, for a great deal of it must be invention.”[2] Henry Ford uttered one of the most demeaning remarks about the discipline when he said, “I don 't know much about history, and I wouldn’t give a nickel for all the history in the world. History is more or less bunk. It is tradition. We want to live in the present, and the only history that is worth a tinker 's damn is the history we make today.”[3] Some even viewed history as dead, dusty and buried, while others have
Bibliography: Adesina Olutayo Charles. (2012). “The future of the past.” An inaugural lecture delivered at the University of Ibadan, 2011/2012. Ibadan University Press, Ibadan. Apostel Leo quoted in Sinclair Goodlad. (1979). ‘What Is an Academic Discipline?’ in: Roy Cox (ed.), Cooperation and Choice in Higher Education. London, University of London Teaching Methods Unit. Arthur, M. 1989. The nature of history. London, Macmillan Education Ltd. Austen Jane. 1969. Northanger abbey. 3rd ed. Oxford: Oxford University Press. Carr, E. H. 1961. What is history? New York; Pengium Book. Daniels, R. V. 1972. Studying history, how and why? 2nd ed. New Jersey, Prentice Hall, Inc. Douglas W. V. (2004), ‘Interdisciplinarity and the Discipline of Law’, Journal of Law and Society 31:2. Elton, G. R. 1967. What is History? Glasgow: Fontana Press. Gelien, Mathew. 2011. History- A worthwhile academic discipline; History in action. Vol. 2, No. 2. Trindad: University of the West Indies, Department of History. Ian Lustick S. (1996). History, historiography and political science: Multiple historical records and the problem of selection bias. The American Political Science Review. Vol. 90, No. 3. American Political Science Association. Ikime Obaro. 2006. History, the historian and the nation. (The voice of a Nigerian historian). Heinemann Educational Books (Nigeria) Plc. Ofuafor Meshach. 2013. Challenges of contemporary historical research and their solutions. A Seminar Paper Presented to the HIS 701 Class of the Department of History. University of Ibadan. Olorunfemi A. The problem of historical understanding. An inaugural lecture delivered at Oduduwa hall, Obafemi Awolowo University, Ile-Ife on Tuesday July 11, 2006. Obafemi Awolowo University Press Limited. Ile-Ife. Osundare Niyi. Valedictory lecture at the University of Ibadan on July 26, 2005 published in The Guardian of August, 4, 2005. Osuntokun J. The place of history in national development: lecture delivered at the Conference of History Teachers Association of Nigeria Colleges of Education, Oyo. 10 March, 2002. Philip John Edward, ed. 2005. Writing African History. Rochester: University of Rochester Press. [2] Jane, Austen. 1969. Northanger abbey. 3rd ed. Oxford: Oxford University Press. 1967. P xiv. [3] Gelien, Mathew. History- A worthwhile academic discipline; History in action. Vol. 2, No. 2. Trindad: University of the West Indies, Department of History. 2011. p 1. [5] Daniels, R. V. Studying history, how and why? 2nd ed. New Jersey, Prentice Hall, Inc. 1972. p 3. [6] Carr, E. H. What is history? New York; Pengium Book. 1961. p24. [7] Arthur, M. 1989. The nature of history. London, Macmillan Education Ltd. 3. [8] Osuntokun, J. The place of history in national development: lecture delivered at the Conference of History Teachers Association of Nigerian Colleges of Education, Oyo. 10 March, 2002. [9] Obaro Ikime. 2006. History, the historian and the nation: The voice of a Nigerian historian. Heinemann Educational Books (Nigeria) Plc. xiv [10] Leo Apostel quoted in Sinclair Goodlad [11] Douglas W. V. (2004), ‘Interdisciplinarity and the Discipline of Law’, Journal of Law and Society 31:2. 172. [14] Olutayo Charles Adesina. (2012). “The future of the past.” An inaugural lecture delivered at the University of Ibadan, 2011/2012. Ibadan University Press, Ibadan. 6. [15] Stuart Macintyre. 2010. A national curriculum: looking forward. The challenges for history in the new curriculum. Available from denise.quinn@curriculum.edu.au, last accessed 18/5/2013. [21] Ofuafor Meshach. 2013. Challenges of contemporary historical research and their solutions. A Seminar Paper Presented to the HIS 701 Class of the Department of History. University of Ibadan. 2pp [22] Adesina [23] Olorunfemi A. The problem of historical understanding. An inaugural lecture delivered at Oduduwa hall, Obafemi Awolowo University, Ile-Ife on Tuesday July 11, 2006. Obafemi Awolowo University Press Limited. Ile-Ife. 6 [24] John Edward Philip, ed