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Government of the Russian Federation

National Research University Higher School of Economics

Saint-Petersburg School of Social Sciences and Humanities

Syllabus of the course:

History of Historical Knowledge

Master’s program «Applied and Interdisciplinary History «Usable Pasts»»

Authors of the syllabus: Evgeny A. Khvalkov,[email protected]

Elena A. Kochetkova, [email protected]

Approved by the manager of Applied and Interdisciplinary History

Programme Office: Maria Kattsova, [email protected]

day/month/year «___»____________ 2016

Head of the program:

Julia Lajus (signature)

Saint Petersburg, 2016

This syllabus cannot be used by other university departments and other higher education

institutions without the explicit permission of the department of History.

mailto:[email protected]



National Research University – Higher School of Economics Department of History

Syllabus of the course: “History of Historical Knowledge” Master’s program “Applied and Interdisciplinary History «Usable Pasts»”

2

Аннотация к программе курса «История исторической науки»

RussianSummary/Аннотация

Данный курс предназначен для ознакомления студентов с историей исторической

науки от зарождения основ исторического знания до конца 20 века. Курс покрывает

такие темы как историография античности, средних веков, эпохи Ренессанса, эпохи

Просвещения, а также историографию романтизма, позитивизма и методологический

кризис в истории конца 19 века и методологические повороты 20 века. Курс состоит

из лекций и семинаров и предполагает активное участие студентов в обсуждении и

написание ими эссе и рецензии по темам прошедших лекции и семинара. Кроме того,

каждый участник курса подготавливает презентацию масштабной фигуры из истории

исторической науки и представляет ее во время семинара.

Syllabus of the course: History of Historical Knowledge

Department of History

Master’s program «Applied and Interdisciplinary History «Usable Pasts»»

1 Scope of Use

This syllabus outlines the requirements for students’ knowledge and skills and the content of the

course. It is developed for the department of History, its faculty members, and students of the graduate

program ‘Applied and Interdisciplinary History «Usable Pasts»’. This syllabus meets the standards

required by Standards of National Research University Higher School of Economics of Federal

Masters’ Degree Program History (46.04.01). Curriculum of the master’s program ‘Applied and

Interdisciplinary History «Usable Pasts»’ as of 2015.

2 Objectives of the course

● This basic course is designed to present the development of historical knowledge. In the first

half of the course “History of Historical Knowledge”, the students will learn the evolution of

historiography from the times of Antiquity to the early twentieth century.

● The course explores a variety of historical writings over time and from different parts of the

world according to their development. This course enables Master’s students to learn how to work with

professional historical literature, and to accumulate and work individually within a rich environment of

historiography.

● Within this course, students will discuss major developments that have been significant in

history on different stages of the development of scholarship.

3 Supposed results.

The students are supposed to adopt the following competences:



3

System competencies

Code

(RUS)

Code (EN) Competence description

СК-4 SC-4 Ability to develop and enhance one’s own intellectual and

cultural levels and to build the trajectory of one’s professional

development and career.

СК-6 SC-6 Ability to analyze, verify, and estimate the entirety of

information in one's professional performance, ability to fill

the gaps and synthesize required information when needed.

Professional competencies

Code

(RUS)


ПК-3 PC-3 Ability to read scholarly texts and to epitomize scholarly

literature in Russian and in foreign languages.

ПК-5 PC-5 Ability to present the results of the research in Russian and

foreign languages, to analyze and generalize the results of

the scholarly research based on the contemporary

interdisciplinary approaches.

ПК-6 PC-6 Ability to search, handle and present information, work with

the databases in the Humanities.

ПК-7 PC-7 Ability to formulate scholarly problems of current interest

that can enrich historical scholarship through their study,

ability to reach perspective research and applied goals.

Personal and social competencies

Code

(RUS)


ПК-16 PC-16 Ability to shape the skills of perception of the historical text.

ПК-17 PC-17 Ability to analyze and present a scholarly-grounded

interpretation of historical events in their connection and

entanglement.

ПК-20 PC-20 Ability to set and transmit legal and ethical norms in the

professional and ethical activity.

Research tasks

Code

(RUS)


НИД 1 NID 1 Identification and structuring of a research problem in the

sphere of professional activity, independent choice,

justification of the object, matter, final aim, goals and

methods of the research in relevant problem in the

professional field and their implementation – independent

organization of scholarly research in a relevant field, in the

interdisciplinary sphere, preparation and implementation of



4

the research projects related to the profile of the OOP of the

master’s program.

НИД 4 NID 4 Analysis and generalization of the scholarly research

according to the requirements of the up-to-date historical

scholarship.

Educational tasks

Code

(RUS)

Code (ENG) Competence description

ПеД 1 PeD 1 Teaching of the course of history on all levels of basic and

professional education.

4 Pre-requisites, course type, role of the discipline within the structure of Master

program

This is an introductory mandatory course taught in the first year of the master’s program “Applied

and Interdisciplinary History «Usable Pasts»”.

The following knowledge and competences are needed to study the discipline:

● Basic knowledge of cultural history of Europe and the world from the times of Antiquity till

the early twentieth century.

● Upper-intermediate or advanced reading and speaking skills in English.

5 CoursePlan

LECTURES

LECTURES 1-2. Introduction to historiography. Antiquity: Herodotus, Thucydides, Polybius.

Christianity, St. Augustine and medieval historiography. Renaissance humanist historiography: key

categories. Erudite school: Biondo, Valla. Political rhetorical school: Bruni, Machiavelli, Guicciardini.

Humanism in France and England: Jean Bodin, Francis Bacon. Cartesianism and social physics.

Erudite school of the 17th c.: Tilemont, Mabillon, Montfaucon. Historiography of English revolution.

LECTURES 3-4. British Enlightenment. Hobbes, Locke, school of natural law. Bolingbroke,

Hume. Gibbon. French Enlightenment and Roman-German problem. L’abbé Sieyès, Antoine Barnave.

Italian enlightenment: Vico. German enlightenment: Kant. Herder. American enlightenment.

LECTURES 5-6. Historiography of romanticism. Conservative romanticism. Liberal and

democratic romanticism. British romanticism. German idealism: Fichte, Schelling, Hegel. German

historians: Humboldt, German historical school of jurisprudence). Ranke.

LECTURES 7-8. Positivism in France, Britain, America, Germany.



5

LECTURES 9-10. Attack on history by Nietzsche. Methodological crisis of historical knowledge.

Neo-Kantianism. Weber &Sombart.École des Annales.

LECTURE 11. Post-structuralism. Linguistic Turn

LECTURE 12. Visual in history/History of visual

LECTURE 13. New Social History

LECTURE 14. Gender History

LECTURE 15. Spatial turn. Space and time

LECTURE 16. Doing economic history

SEMINARS

Seminar 1. Antiquity

Collingwood, Robin George. The Idea of History. Introduction, part 1.

(optional) Herodotus, The Histories (any translation - Godley, Grene, Rawlinson, de Sélincourt,

Waterfield, or any other), I, 1-5, 153-156; II, 1-31; VII, 101-104, 202-239; VIII, 83-96; IX, 59-

70.

(optional) Thucydides, History of the Peloponnesian War (any translation, preferably Crawley,

Jowett, Warner, or Finley), Introduction, 1-3; II, 37—41, 65.

(optional) Assmann, Jan. Cultural Memory and Early Civilization: Writing, Remembrance, and

Political Imagination. Cambridge, New York: CambridgeUniversity Press, 2012.

(optional) Halbwachs, Maurice. On collective memory. Chicago, University of Chicago Press,

1992.

(optional) Ricœur, Paul. Memory, History, Forgetting, trans. K. Blamey, D. Pellauer. Chicago,

University of Chicago Press, 2004.

Seminar 2. Middle Ages

Collingwood, Robin George. The Idea of History. part 2, 1-3.

Jan Assmann, Communicative and Cultural Memory

Seminar 3. Renaissance


Machiavelli, Niccolo. The Discourses

Cabrini, Anna Maria, Machiavellis Florentine Histories

Mark Phillips, Barefoot Boy Makes Good

Franklin, Jean Bodin and the 16th Century Revolution in the Methodology

(optional) Bodin, Jean, Method for the easy Comprehension of History

(optional) Machiavelli, Niccolò. Florentine Histories (online:

http://www.gutenberg.org/files/2464/2464-h/2464-h.htm)

(optional) Machiavelli, Niccolò. The Prince (any edition).

(optional) Guicciardini, Francesco. The History of Italy (any edition).

http://www.gutenberg.org/files/2464/2464-h/2464-h.htm



6

(optional) Guenée, Bernard. Histoire et culture historique dans l'Occident médiéval. Paris,

Aubier, 1980.

Seminar 4 Vico


Vico G., The New Science. Introduction.

Vico G., The New Science. Contents (abridged).

Seminar 5

Sarah Hutton, Intellectual History and the History of Philosophy the Case of Seventeenth-

century British Philosophy

Herbert Butterfield, The Whig Interpretation of History

Seminar 6 Enlightenment


Wright., Johnson K., Historical Thought in the Era of the Enlightenment

Muhlack, Ulrich, German Enlightenment Historiography

(optional) Gibbon, The History of the Decline and Fall

(optional) Gosh, Peter. The Conception of Gibbons History

Seminar 7 Herder

Herder, Another Philosophy of History

(optional) Herder, Ideas on the Philosophy of the History of Mankind

(optional) Herder, Results of a Comparison of Different Peoples’ Poetry in Ancient and

Modern Times

John Zammito, Herder and Historical Metanarrative

Reill. Schiller, Herder, and History

Seminar 8 Romanticism and Historicism


Leopold von Ranke, The Theory and Practice of History

(optional) Leopold von Ranke, Universal History

Braw, Vision and Revision. Ranke

Seminar 9 Romanticism and Nationalism

Stefan Berger, The Invention of European National traditions in European Romanticism

Auer, S. Liberal Nationalism

Seminar 10 Positivism

Collingwood, Robin George. The Idea of History. part 3, 9.

Droysen, Outline of the Principles of History

Maclean, Johann Gustav Droysen and the Development of Historical Hermeneutics

(presentation) Karl Marx, Über das Studium der Geschichte

(presentation) Jacob Burckhardt, Über das Studium der Geschichte

Seminar 11 Crisis and Neo-Kantianism




7

Nietzsche, On the Uses and Disadvantages of History for Life

Nietzsche, On the Utility and Liability of History

Brobjer, ‘The Late Neitzsche’s Fundamental Critique

Foucault, nietzsche genealogy history

Magnus and Higgins, Nietzsches works

(presentation) Plantinga, Historical Understanding in the Thought of Wilhelm Dilthey

(presentation) Michael Ermarth, Wilhelm Dilthey. The Critique of Historical Reason

Seminar 12

Marc Bloch, The Historian's Craft

Marc Bloch, A contribution towards comparative history

Marc Bloch, Pour une histoire comparée des sociétés européennes

Pierre Nora, Between Memory and History

Seminar 13.Post-structuralism. Linguistic Turn

Compulsory reading

Hayden White. Metahistory: The Historical Imagination in Nineteenth-Century Europe, Johns

Hopkins University Press, Baltimore, MD, 1973, pp. 1-42, 426-434.

Roland Barthes. The Rhetoric of the Image, 1964.

Roland Barthes. The Death of the Author, 1968

Roland Barthes. From Work to Text, 1971

Further reading

James Vernon, 'Who's afraid of the linguistic turn? The politics of social history and its discontents', Social

History, 19, 1 (1994), 81–97

Michel Foucault. History of Madness. NY: Routledge; 2009

Michel Foucault. The Order of Things: An Archaeology of the Human Sciences, Pantheon Books, 1970

Michael Bentley, 'Victorian politics and the linguistic turn', The Historical Journal, 42, 3 (1999), 883–902

Seminar 14. Visual in history/History of visual

Compulsory reading

Michael Baxandall. Painting and Experience in Fifteen Century Italy. Oxford, any edition. Ch. II. 1,2,4,6,8

Gottfried Boehm and W.J.T. Mitchell (2009) "Pictorial Versus Iconic Turn: Two Letters", in Culture,

Theory and Critique, 50 2-3, pp. 103-121.

Further reading



8

Ernst van Alphen (2005) "Notions of History in Art History and Visual Studies", in Journal of Visual

Culture, pp.191-202.

Hans Belting (2005) "Image, Medium, Body: A New Approach to Iconology", in Critical Inquiry, Vol. 31,

No. 2, pp. 302-319.

W.J.T. Mitchell (2005) What do pictures Want, Chicago: University of Chicago Press.

W.J.T. Mitchell (1994) Picture Theory, Chicago: University of Chicago Press.

Jacques Rancière (2009) "Do Pictures Really Want to Live", in Culture, Theory and Critique, 50 2, pp.

123-132.

Alberto Martinengo “From the Linguistic Turn to the Pictorial Turn — Hermeneutics Facing the‘Third

Copernican Revolution’”, Proceedings of the European Society for Aesthetics,vol. 5,2013

Seminar 15. New Social History

Compulsory reading

E.J. Hobsbawn, “From Social History to the History of Society,” in Felix Gilbert and Stephen Graubard,

eds. Historical Studies Today (New York, 1972), pp. 1-26

Allan Brandt, “Emerging Themes in the History of Medicine” Milbank Quarterly (1991) 69: 199-214.

Seminar 16. Gender History

Compulsory reading

Di Joan Kelly-Gadol. Did Women Have a Renaissance? 1984.

Caroline Walker Bynum. Holy Feast and Holy Fast: the Religious Significance of Food in Medieval

Women. University of California Press, 1987. Ch. 1,2 (full text available on google.books)

Further reading

Kathleen Canning, "Feminist History after the Linguistic Turn: Historicizing Discourse and Experience,"

Signs (Winter 1994): 368-404

Scott, Joan W. (1986). "Gender: A Useful Category of Historical Analysis". The American Historical

Review. 91 (5): 1053–1075.

Seminar 17. Spatial turn. Space and time

Compulsory reading

Nick Baron. New Spatial Histories of Twentieth Century Russia and the Soviet Union: Surveying the

Landscape// Jahrbücher für Geschichte Osteuropas, Neue Folge, Bd. 55, H. 3 (2007), pp. 374-400

Lewis Mumford. What is City? In the City Cultures Reader, in Malcolm Miles, Tim Hall and Iain Borden

(eds.) Available on google.bookshttps://books.google.ru/books?id=-mk5rOctXtEC&pg=RA1-

PA1957&lpg=RA1-

PA1957&dq=Lewis+Mumford,+The+City+in+History+read&source=bl&ots=J_cRVINa7W&sig=K1N5O

cXyx_ckY0hm8PTL4heJlH0&hl=ru&sa=X&ved=0ahUKEwjrrqnficzOAhXIjSwKHf93BH84ChDoAQg_

MAU#v=onepage&q=Lewis%20Mumford%2C%20The%20City%20in%20History%20read&f=false

http://www.jstor.org.ez.eu.spb.ru/stable/41051908?Search=yes&resultItemClick=true&searchText=nick&searchText=baron&searchUri=%2Faction%2FdoBasicSearch%3FQuery%3Dnick%2Bbaron%26amp%3Bacc%3Don%26amp%3Bwc%3Don%26amp%3Bfc%3Doff%26amp%3Bgroup%3Dnone

http://www.jstor.org.ez.eu.spb.ru/stable/41051908?Search=yes&resultItemClick=true&searchText=nick&searchText=baron&searchUri=%2Faction%2FdoBasicSearch%3FQuery%3Dnick%2Bbaron%26amp%3Bacc%3Don%26amp%3Bwc%3Don%26amp%3Bfc%3Doff%26amp%3Bgroup%3Dnone

https://books.google.ru/books?id=-mk5rOctXtEC&pg=RA1-PA1957&lpg=RA1-PA1957&dq=Lewis+Mumford,+The+City+in+History+read&source=bl&ots=J_cRVINa7W&sig=K1N5OcXyx_ckY0hm8PTL4heJlH0&hl=ru&sa=X&ved=0ahUKEwjrrqnficzOAhXIjSwKHf93BH84ChDoAQg_MAU#v=onepage&q=Lewis%20Mumford%2C%20The%20City%20in%20History%20read&f=false







9

Dipesh Chakrabarty. Provincializing Europe, Princeton, 2007. Introduction

Further reading

Baker A. R. H. Geography and History: Bridging the Divide. Cambridge: Cambridge University Press,

2003.

Graser M. World History in a Nation-State// Journal of American History, vol 95, issue 4, pp. 1038-1052

Edward W. Soja, "Taking Space Personally", in: Barney Warf and Santa Arias (eds.), The Spatial Turn:

Interdisciplinary Perspectives (Routledge, London and New York, 2009), 11-35.

Seminar 18. Doing Economic History

Compulsory reading

Romer, Paul. "Why, Indeed, in America? Theory, History, and the Origins of Modern Economic Growth."

American Economic Review 86, no. 2 (May 1996): 202-206.

Gregory, P. and A. Markevich. Creating Soviet Industry: The House that Stalin Built// Slavic Reviews, vol

61, issue 4, 2002, pp. 787-814.

Further reading

Ogilvie, Sheilagh. "The Economic World of the Bohemian Serf: Economic Concepts, Preferences, and

Constraints on the Estate of Friedland, 1583-1692." The Economic History Review 54, no. 3 (2001): 430-

453.

Acemoglu, Daron, Simon Johnson, and James A. Robinson. "The Colonial Origins of Comparative

Development: An Empirical Investigation." American Economic Review 91 (2001): 1369-1401.

6 Requirements and Grading

Type of

grading

Type of

work

Parameters

Current Performanc

e in class

Discussion in the seminars.

Homework Readings before the seminar, preparing seminar

presentations.

Review essays in the end of module 2, 1000-1500 words

Final Exam Oral exam by the end of the semester.



10

6 Course Evaluation Criteria

Students are expected to attend both lectures and seminars, to regularly do their homework reading

and study according to the lists of sources provided by the lecturer. The resources for this class are the

primary sources, research literature, lectures, etc.

On seminars, students are expected to take active part in the discussion and demonstrate knowledge

of the content of lectures and readings. Seminar discussions are based on the previously given readings,

and fragments of sources introduced by the teacher and analyzed collectively by the class. Attendance and

levels of participation in class discussions during the seminars influence the final grade. If the student

misses more than 20% of class meetings, additional assignment can be provided.

Besides the readings mandatory for everybody, each student is assigned to prepare a seminar

presentation based on his/her interests and the readings for the respective seminar. Presentation is prepared

by the students in advance, presented in the class (with a PowerPoint or otherwise) and followed by the

discussion. The order of presentations is established by dice. Presenters are required to circulate to their

colleagues reading materials linked to their presentation (15-30 pages per each presentation) at least one

week in advance.

On the oral exam by the end of the course the students have to demonstrate their knowledge of:

a. material of the lectures,

b. seminar readings and discussions based on them,

c. textbook materials.

The oral exam will be provided in the form of a conversation of the student with the course teacher

on one of the topics of the course. Students will get two questions per one person based on dice. Additional

questions within the confines of the course will be asked. The use of smartphones, tablets, lap-tops and

other devices during the exam is strictly prohibited. Time allowed for preparation is 15 minutes. No more

than six persons are allowed to be present in the room and prepare for the exam at the same time; the

students are therefore encouraged to arrange the schedule of their arrival among themselves. Refusal to

answer the questions picked up first and a second attempt to take new questions will result in reduction of

the exam grade by 1 point.

6 Grading system

The grade will be composed of class attendance, participation in the discussions during the seminars

(based on the readings), presentation and oral exam.

The final grade is drawn on the 10-grades scale. The final grade’s composition will be the

following: class attendance and participation in the discussions during the seminars based on the readings

(40%), presentations (10%), and oral exam (50%).

There is also a transitory non-graded (i.e. “pass” / “fail”) exam in the end of the first module. It is

held in the form of a talk with the lecturer. Failure to pass this exam will result in failure to be allowed to

pass the final oral exam and therefore in failure to secure a positive final grade.



11

7 Guidelines for knowledge assessment

O stands for “grade”. The final grade Ofinalwill be formed based on the results of the final oral exam

(Oexam) and accumulated grade (Oacc).

The accumulated grade (Oacc) in its turn is formed of discussion in the seminars and individual

presentations of readings.

Accumulated grade is counted based on participation and activity in the debates – 50%, presentation

and its oral discussion on a seminar – 20%, review essay – 30 %.

The formula for the accumulated grade is the following

Oacc = 0,5Odebate + 0,2Opresentation + 0,3Оreview essay

Accumulated grade contributes 50% of the final grade. The remaining 50% are linked to the oral

exam.

The formula for the final grade is the following

Ofinal= 0,5Oacc + 0,5 Oexam

QUESTIONS:

1. Forms of memory in human society before the birth of history.

2. The birth of Ancient Greek historiography: Herodotus as the father of history.

3. Herodotus versus Thucydides: who is more “historical”?

4. Hellenistic historiography: Polybius.

5. Ancient Roman historiography: Titus LiviusPatavinus, Publius Cornelius Tacitus.

6. Advances and limitations of the Ancient Greek and Roman historiography and historical method.

7. Influence of Christianity on the development of history. Main features of Christian historiography.

Eusebius Pamphili of Caesarea, Saint Augustine of Hippo etc.

8. Mediaeval historiography: annals, chronicles, and histories.

9. Main features of the historiography of Renaissance and Humanism.

10. Erudite school in the Renaissance historiography: Lorenzo Valla, FlavioBiondo.

11. Political rhetorical school in the Renaissance historiography: Leonardo Bruni Aretino, Niccolò dei

Machiavelli, Francesco Guicciardini.

12. René Descartes and his influence on the historical thought.

13. Erudites and their works: Bernard de Montfaucon, Jean Mabillon, Louis-Sébastien Le Nain de

Tillemont, Société des Bollandistes etc.

14. Historiography of the English Civil War / English Revolution.

15. GiambattistaVico and his impact on the development of historical thought.

16. Philosophy and historical views of Thomas Hobbes, John Locke, George Berkeley, and David

Hume.

17. Henry Saint John Bolingbroke and his historical works.

18. Edward Gibbon and his “The History of the Decline and Fall of the Roman Empire”.

19. Enlightenment thinking and its impact on historiography and historical method.



12

20. French Enlightenment: main figures, Romanism versus Germanism.

21. Johann Gottfried Herder and his contribution into the development of historical thought.

22. Historiography of Romanticism in its main categories.

23. Conservative wing of French Romanticism in its main figures: de Bonald, de Maistre, de

Montlosier, de Chateaubriand.

24. Liberal wing of French Romanticism in its main figures: Thierry, Guizot, Mignet, Thiers, de

Tocqueville.

25. Democratic Romanticism: Jules Michelet, Thomas Carlyle etc.

26. German Historical School of Jurisprudence.

27. Immanuel Kant: his views on history and contribution into its development.

28. Johann Christoph Friedrich von Schiller and Friedrich Wilhelm Joseph von Schelling: their views

on history and contribution into its development.

29. Johann Gottlieb Fichte: his views on history and contribution into its development.

30. Georg Wilhelm Friedrich Hegel: his views on history and contribution into its development.

31. Leopold von Ranke and his impact on the development of the historical knowledge.

32. Hegel and Marx.

33. The emergence of Positivism and the Positivist method.

34. The birth of sociology: main figures.

35. The methodological crisis of historical knowledge. Neo-Kantianism in its main figures.

36. Max Weber and Werner Sombart.

37. Post-structuralism and historical science

38. Linguistic turn in history: key names and changes

39. Visual in history: new methods and sources in historical analysis

40. New social history and its directions

41. Feminist history

42. Spatial turn

43. Economic history: a synthesis of economy and history?

44. XX century: new historical sources



13

QUESTIONS READY TO PICK UP:

Number 1.

1. Forms of memory in human society before the birth of history.

2. Enlightenment thinking and its impact on historiography and historical method.

Number 2.

1. The birth of Ancient Greek historiography: Herodotus as the father of history.

2. French Enlightenment: main figures, Romanism versus Germanism.

Number 3.

1. Herodotus versus Thucydides: who is more “historical”?

2. Johann Gottfried Herder and his contribution into the development of historical thought.

Number 4.

1. Hellenistic historiography: Polybius.

2. Historiography of Romanticism in its main categories.

Number 5.

1. Ancient Roman historiography: Titus LiviusPatavinus, Publius Cornelius Tacitus.

2. Conservative wing of French Romanticism in its main figures: de Bonald, de Maistre, de

Montlosier, de Chateaubriand.

Number 6.

1. Advances and limitations of the Ancient Greek and Roman historiography and historical

method.

2. Economic history: a synthesis of economy and history?

Number 7.

1. Influence of Christianity on the development of history. Main features of Christian

historiography. Eusebius Pamphili of Caesarea, Saint Augustine of Hippo etc.

2. Democratic Romanticism: Jules Michelet, Thomas Carlyle etc.

Number 8.

1. Mediaeval historiography: annals, chronicles, and histories.

2. Feminist history

Number 9.

1. Main features of the historiography of Renaissance and Humanism.



14

2. Immanuel Kant: his views on history and contribution into its development.

Number 10.

1. Erudite school in the Renaissance historiography: Lorenzo Valla, Flavio Biondo.

2. Johann Christoph Friedrich von Schiller and Friedrich Wilhelm Joseph von Schelling: their

views on history and contribution into its development.

Number 11.

1. Political rhetorical school in the Renaissance historiography: Leonardo Bruni Aretino,

Niccolò dei Machiavelli, Francesco Guicciardini.

2. Johann Gottlieb Fichte: his views on history and contribution into its development.

Number 12.

1. René Descartes and his influence on the historical thought.

2. Georg Wilhelm Friedrich Hegel: his views on history and contribution into its development.

Number 13.

1. Erudites and their works: Bernard de Montfaucon, Jean Mabillon, Louis-Sébastien Le Nain

de Tillemont, Société des Bollandistes etc.

2. Visual in history: new methods and sources in historical analysis

Number 14.

1. Historiography of the English Civil War / English Revolution.

2. Hegel and Marx.

Number 15.

1. Giambattista Vico and his impact on the development of historical thought.

2. The emergence of Positivism and the Positivist method.

Number 16.

1. Philosophy and historical views of Thomas Hobbes, John Locke, George Berkeley, and

David Hume.

2. The birth of sociology: main figures.

Number 17.

1. Henry Saint John Bolingbroke and his historical works.

2. The methodological crisis of historical knowledge. Neo-Kantianism in its main figures.



15

Number 18.

1. Edward Gibbon and his “The History of the Decline and Fall of the Roman Empire”.

2. Post-structuralism and historical science

Number 19.

1. Max Weber and Werner Sombart.

2.Linguistic turn in history: key names and changes

Number 20.

1. Leopold von Ranke and his impact on the development of the historical knowledge.

2.New social history and its directions

Number 21.

1. Spatial turn

2. German Historical School of Jurisprudence.

Number 22.

1. Liberal wing of French Romanticism in its main figures: Thierry, Guizot, Mignet,

Thiers, de Tocqueville.

2. XX century: new historical sources

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