Current Issue

A VIRTUE ETHICS FOR HISTORIANS: PROSPECTS AND LIMITATIONS

Herman Paul

How feasible would it be to develop a virtue ethics for historians that is analogous or similar to virtue-ethical approaches to research integrity that have been proposed for other areas of academic inquiry? The field of history is an interesting one, as few disciplines have an equally well-documented history of thinking, talking, and writing about virtues. This history merits ethicists’ attention, as it offers a unique opportunity for grounding ethical reflection in the lived realities of historical research and teaching. . . . Read more →

“TESTIMONY STOPS WHERE HISTORY BEGINS”: UNDERSTANDING AND ETHICS IN RELATION TO HISTORICAL AND PRACTICAL PASTS

Jonas Ahlskog

This article explores the relation between testimony and history by considering the recent “ethical turn” toward experience and memory in historical research. By way of a brief history of the concept of testimony in historical research, the article pinpoints current discussions as being about historical understanding rather than factual knowledge about the past. With reference to the revaluation of history within the linguistic turn, influential historical theorists have argued that abandoning objectivism calls for a rapprochement between historical research and attempts to make sense of the past in accounts of memory. . . . Read more →

HOW SHOULD HISTORIANS EMPATHIZE?

Taynna M. Marino

Reflecting on the ethical and unethical ways of empathizing is a necessary task for historians interested in the ethics of history. Research on empathy often classifies its various parts into affective, cognitive, and prosocial dimensions. However, in historical scholarship, the cognitive-intellectual dimension of empathy is overemphasized to the detriment of its affective and prosocial dimensions, whose roles in determining the ways historians should practice history are often disregarded. In this article, I will discuss the relations between empathy and ethics and how historians should empathize. . . . Read more →

WHAT IS HISTORY IN A SETTLER COLONIAL SOCIETY?: MAPPING THE LIMITS AND POSSIBILITIES OF ETHICAL HISTORIOGRAPHY USING AN AUSTRALIAN CASE STUDY

Anna Clark

In recent decades, the role of the history discipline as part of the architecture of colonization has become more visible and better understood. Such acknowledgement reflects foundational shifts in historical practice and theory prompted by transdisciplinary and transnational scholarship in fields such as postcolonial and settler-colonial studies, First Nations knowledges, and historical perspectives and practices contextualized by transatlantic slavery. Their intervention in turn prompted a vital question: How do we map settler-colonial historiography if the discipline has been complicit in the settler-colonial project? . . . Read more →

TRUTHFUL IS MORAL: PRACTICING ETHICAL RESPONSIBILITY IN CHINESE HISTORIOGRAPHY

Q. Edward Wang

In recent years, efforts have been made to reevaluate the tradition of Chinese historical thought and writing. This article seeks to further these efforts and offer a new understanding of the characteristics of historical writing in traditional China. It argues that, at the level of practice, traditional Chinese historians, like their counterparts in the rest of the world, were deeply concerned with establishing and communicating facts in historical writing. Their separation of commentary and narrative in order to practice “straight writing” of the latter is a telling example, one that evolved into an enshrined tradition over the long span of imperial China. . . . Read more →

A HOUSE WITH EXPOSED BEAMS: INQUIRY-BASED LEARNING AND HISTORIANS’ ETHICAL RESPONSIBILITIES AS SCHOLAR-TEACHERS

Zachary Conn

This is an article about the relationship between historical scholarship and pedagogy. The teaching of history can itself be seen as a meaningful form of historical scholarship and poses some of the same methodological, theoretical, and ethical questions as historical research, albeit usually generating quite different answers to the queries. I delve into three sets of questions that are of significance to historians in our roles as researchers and as teachers. . . . Read more →

WHAT IS RESPONSIBILITY TOWARD THE PAST?: ETHICAL, EXISTENTIAL, AND TRANSGENERATIONAL DIMENSIONS

Natan Elgabsi

Today, there is a growing interest in the ethics of the human and social sciences, and in the discussions surrounding these topics, notions such as responsibility toward the past are often invoked. But those engaged in these discussions seldom acknowledge that there are at least two distinct logics of responsibility underlying many debates. These logics permeate a Western scholarly tradition but are seldom explicitly discussed. The two logics follow the Latin and Hebrew concepts of responsibility: spondeo and acharayut. The purpose of this article is to make an ethical argument: to explain, based on the work of Emmanuel Levinas and others, what kind of ethical-existential logic of responsibility acharayut is and how it differs from and challenges other concepts of responsibility in moral philosophy and the human sciences. . . . Read more →

OPEN LETTERS IN CLOSED SOCIETIES: THE VALUES OF HISTORIANS UNDER ATTACK

Antoon De Baets

This article explores a question of practical ethics: To which values do historians appeal when they come under sustained attack from political power? An important instrument of historians living in closed societies to express their values is the open letter, defined as an unauthorized public statement cast in epistolary form and addressed to either political leaders or fellow historians, but always with the general public as a silent reader in the background. . . . Read more →

BYSTANDERS, JEWS, AND HISTORICAL INTERPRETATION

Carolyn J. Dean

This article revisits the vast historiography on everyday life in Vichy France to address the moral questions and historical claims implicit in the bystander category. It addresses how historians conceive the relationship between bystanders and Jews, arguing that they implicitly erase the structural violence between the two groups by reproducing the liberal ethics implicit in the slogan “never again” in their own method—and in spite of their commitment to a boundary between history and memory. Drawing on the insights of postcolonial and political theory, it suggests that the category, if rethought, might account for popular complicity in genocidal violence. Read more →

Like us on Facebook