The Refashioning of Martin Guerre

Finlay, Robert

doi:10.2307/1868102

Cited by 61 publications

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“…As Finlay (1988) noted, in the community of historians, deference usually goes to the interpretations that stay closest to and account most comprehensively for the available evidence and use it to construct persuasive accounts. But where evidence is disproportionately thin, the interpretive landscape VanSledright expands and allows more freedom in the exercise of historical imagination, as inquirers attempt to construct plausible understandings without much evidence (Davis, 1988).…”

Section: Confronting the Interpretive Paradoxmentioning

confidence: 99%

“…Finlay (1988) accused Davis of exercising excessive interpretive license, of producing a historical account that lacked proper allegiance to the existing evidentiary traces. In doing so, he invoked what he called "the sovereignty of the sources" and "the tribunal of the documents" (p. 571) as the proper interpretive arbiters to be used in constructing acceptable historical accounts.…”

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confidence: 99%

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Confronting History’s Interpretive Paradox While Teaching Fifth Graders to Investigate the Past

VanSledright

2002

American Educational Research Journal

118

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This article reports on one facet of a researcher-practitioner project undertaken with class of 23 diverse fifth graders. The project was rooted in taking recent history education reforms seriously. It was premised principally on reforms dealing with teaching practices found in the history standards and the research literature. As the researcher-practitioner, the author engaged the students in historical investigations to help them learn to think historically and better understand the past. He operated from a theoretical framework based on how he believed historical thinking and understanding occur for such novice learners. During the first three lessons, on Jamestown's "Starving Time," the author and class encountered history's interpretive paradox. The article begins with an analogy drawn from the discipline of history. It then describes classroom events. The analysis focuses on a teaching dilemma that the encounter with the paradox provoked and conveys how the author's pedagogical thinking and decision making were influenced by that encounter. The discussion of the dilemma suggests how research and reform in history education and the theories that underpin them mingle, in promising but unpredictable ways. VanSledright 1090 cluded that Davis's efforts in Martin Guerre took her well beyond the interpretive boundaries long regarded as sacrosanct in the historical profession. Davis (1988) responded in the main by defending her treatment of the Martin Guerre case as an attempt to create an account that could be read as detective work, paralleling the way in which the story unfolded in 16thcentury France. She added that this entailed using a form of conjectural logic because the so-called facts of the case were and continued to be in dispute. She noted that there were differences between Finlay's and her own "mental habits, cognitive styles, and moral tone" (p. 574). She observed, "I see complexities and ambivalences everywhere. . . . Finlay sees things in clean, simple lines; he wants absolute truth, established with no ambiguity. . .; he makes moral judgments in terms of sharp rights and wrongs" (p. 574). In effect, Davis argued that their divergent readings of the case and their differing interpretive stances, which had produced those readings, accounted for the dispute about the evidence. She spent the better part of the rest of her essay describing those differences.This exchange is one of many that expose the epistemological turmoil in the historical profession during the last decade or two. The recent flap over Dutch, Edmund Morris's 1999 biography of Ronald Reagan, is only the most recent. This particular brand of contentiousness has to do with the relationship between the putative facts at historians' disposal from evidentiary documents, records, and artifacts, and the interpretations of the pastor histories-that result from the analysis of those facts. Although the issues raised by the Finlay-Davis exchange are not new to the historical profession, they have taken on a certain urgency, as recent criticism ...

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Section: Confronting the Interpretive Paradoxmentioning

confidence: 99%

mentioning

confidence: 99%

Confronting History’s Interpretive Paradox While Teaching Fifth Graders to Investigate the Past

VanSledright

2002

American Educational Research Journal

118

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“…Aprender ferramentas para construir critérios para lidar com a sua influência pode ser uma tarefa difícil. Até investigadores profissionais da história, que podem ser tidos como pensadores experientes e pessoas que manuseiam ferramentas e critérios, lutam com o que fazer em relação a isso e discutem entre si sobre a relação apropriada entre o conhecedor e o que ele pode saber sobre o passado (por exemplo, DAVIDSON & LYTLE, 1992;DAVIS, 1988;FINLAY, 1988;MEGILL, 2007;NOVICK, 1988).…”

Section: P96unclassified

Crenças epistêmicas em mudança? Um estudo investigativo do conhecimento entre futuros professores de história

VanSledright¹,

Reddy²

2014

TempArg

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ResumoEste estudo investiga crenças epistêmicas em mudança na área de história entre 18 futuros professores de história. Colhendo dados desses estudantes de graduação em história que estavam considerando seguir a carreira docente, o estudo procede a uma investigação sobre como as crenças epistêmicas podem mudar neste momento crucial de desenvolvimento. O instrumento de escala Likert serviu como ferramenta para reunir dados primários e foi aplicado em um estágio antes e depois do curso. Dados de observação e de entrevista aumentaram os dados da escala. Um curso sediado em uma universidade serviu como veículo educacional com o objetivo de influenciar as crenças epistêmicas. Os resultados entre os futuros professores foram mistos. Algumas crenças epistêmicas dos alunos não se alteraram, enquanto outras mudaram, e algumas fortemente. As razões para as influências variadas são o tema da discussão. E as implicações dos resultados também serão considerados. Palavras-chave:

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“…In 1988, the historian Robert Finlay, author of the 1980 book Politics in Renaissance Venice , published an essay, ‘The Refashioning of Martin Guerre’, part of a forum on ‘The Return of Martin Guerre’ featured in the American Historical Review . Finlay took Davis to task for her apparent disregard for the central tenets of historiographical method.…”

Section: Locating the Unconscious Of Jean De Corasmentioning

confidence: 99%

Psychoanalysis and Early Modern Culture: Is it Time to Move Beyond Charges of Anachronism?

Bellamy¹

2010

Literature Compass

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In the last few decades, cultural and textual studies of early modern sexualities, passions, kinship bonds, etc., have burgeoned, while more or less overlooking the role of the unconscious within these all too human realms of inquiry. No one doubts that something akin to rationality or irrationality actually occurred in early modernity. But the possibility that something like repression might have occurred opens a floodgate of protests: to pose the question of how repression might have operated within early modernity is to invite the immediate response that the unconscious possesses no earlier history prior to Freud’s famous couch in Vienna. Blunt‐force accusations that psychoanalysis is anachronistic when brought to bear on early modern studies have become mantras, often assuming such mesmerizing, hegemonic force that they have all but foreclosed on the benefits of further reflection and debate. This essay speculates on how – and whether – we can work through and moves beyond this all‐too‐predictable, but stubbornly durable charge.

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The Refashioning of Martin Guerre

Cited by 61 publications

References 0 publications

Confronting History’s Interpretive Paradox While Teaching Fifth Graders to Investigate the Past

Confronting History’s Interpretive Paradox While Teaching Fifth Graders to Investigate the Past

Crenças epistêmicas em mudança? Um estudo investigativo do conhecimento entre futuros professores de história

Psychoanalysis and Early Modern Culture: Is it Time to Move Beyond Charges of Anachronism?

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