Thursday 30 August 2018

Objectivity in History and its Critique



Objectivity can be considered the founding principle of historical writing. It denotes the representation of the past without bias and prejudices. Peter Novick, in his book That Noble Dream: The “Objectivity Question” and the American Historical Profession, pointed out that ‘The objective historian’s role is that of a neutral, or disinterested, judge; it must never degenerate into that of an advocate or, even worse, propagandist. The historian’s conclusions are expected to display the standard judicial qualities of balance’. The objectivist tradition believed in both the reality of the past as well as in the possibility of its mirror representation. Objectivity is a balanced assessment of the evidence. This is professional work in collecting, identifying, weighing the evidence, and analyzing evidence.

Auguste Comte and the Scientific Method

Auguste Comte was a French positivist philosopher, who introduced the idea of positivism. He introduced scientific observations into the study of history and thereby popularised the concept of objectivity. He also claimed scientific status for the humanities. Comte arranged the sciences in order of their importance as Mathematics, Astronomy, Physics, Chemistry, Biology, and Sociology. In the 19th century, a group of historians called the Positivists emerged. They believed in the positivist philosophy of Auguste Comte and argued that the duty of a historian is (a) Ascertaining facts and (b) Framing laws.

Contributions of Ranke

It was Ranke who laid the foundation of a genuinely ‘objective’ historiography. He clearly distinguished history from literature and philosophy. By doing so, he attempted to avoid overdose application of imagination and metaphysical speculation. For him, the historians’ job was to investigate the past on its own terms and to show the readers how it essentially was. It did not mean, however, that Ranke had blind faith in the records. He argued for the strict analysis of the sources to determine its authenticity. He wanted the historians to critically examine and verify all the sources before reposing their trust in them. But, once it was proved that the records were genuine and belonged to the age which the historian was studying, the historian may put complete faith in them. He called these records ‘primary sources’. He considered that these sources would provide the foundations for a true representation of the contemporary period. Thus the historians should trust the archival records more than the printed ones which might be biased. He, however, believed that it was possible to reconstruct the past and that objectivity was attainable.

Critique of Objectivity

W. H. Walsh points out that “Every history is written from a certain point of view and makes sense only from that point of view”. Thus history represents the subjective account of the past. While interpreting the sources, a historian may be guided by the following subjective conditions, which may reflect in his interpretation:
  • Historian has no direct contact with the past. It is, therefore, difficult for them to be objective in the representation of the past.
  • All the facts of the past are constructed facts’, hence the facts itself are a subjective representation of the past.
  • The lack of evidence sometimes necessitates the use of imagination to fill the gap between the facts.
  • The very selection of the topic may be determined by the social position of a historian hence the research starts from a biased position.
  • Nationality is a crucial element that influences a historian while writing about his nation and others.
  • The personal likes and dislikes of the historian will reflect in his interpretations. His perspectives, emotions, ideologies, and existing social positions, all will influence his thoughts.
  • Historians generally use theories to interpret their sources, which naturally place his work as one partial way of thinking, because there are several conflicting theories.
  • Historians approach the past with their own philosophical ideas, like ethical, religious, metaphysical, rational, etc., which decisively affect their way of interpretation.


Is Total Objectivity Possible?

Historians have generally accepted that the historical research procedure is objective. Therefore, it is necessary to strike a balance between objectivity and subjectivity. Historians should try to overcome extreme subjectivity biases, prejudice, mental climate, and political and ideological connections.

At the same time, it has been argued that written history can never be objective, even if the personal bias of the historian can be overcome (which is doubtful). It is still inevitable that what is written must be relative to the tastes, customs, and prejudices of the creative moment. No two historians can agree on what really happened in one particular historical moment.

Some argue that impartial history is ideal and is a downright impossibility. No historian can narrate everything that happened in the past even within the field he chooses to study. Max Nordau in his book, the Interpretation of History argues that ‘objective truth is inaccessible to writers of history’. Therefore objectivity - subjectivity is an unresolved issue. To conclude, as Eileen Power points out that Objectivity is an illusion… but it is a necessary and beneficial illusion.”

Wednesday 1 August 2018

Citations: Footnotes/End Notes and Popular Abbreviations



Citation simply means to cite or mention a source. It is a method of documenting a source and it is an integral part of research practice and ethics. A researcher should authenticate his arguments by supporting reliable sources. This is the chief difference between a work of history and a work of fiction. The method of using footnote gives the researcher an opportunity to display his sources and supporting documents. It also helps the researcher to avoid plagiarism and uphold research ethics. 

The important objectives of citations are:
  • to substantiate a statement made in the work
  • to record or acknowledge the indebtedness to a source used
  • to provide less important discussion or information without affecting the textual body
  • to give cross-references to the matter appearing elsewhere in the work itself

A historian should acknowledge not only the sources of his facts but also the sources of any new idea or opinion or conclusion borrowed from others. In the text, he should clearly distinguish between his own ideas or conclusions and those of others borrowed by him. Ideas and opinions are like the property of somebody, and whenever they were borrowed, the ethics of historical scholarship demands that such borrowings be acknowledged.

The narration in the textual body must not be interfered with by less important or irrelevant matters. These matters can be given in the footnotes. Sometimes the personal details of the historical person dealt with within the text are provided in the footnotes. But care must be taken to avoid very lengthy footnotes.

There are three popular methods for giving citations in the text - Footnote, End Note and in-text Citation. The difference between these types lies in the position in the text.

Footnotes
It is placed at the bottom of the page. If the footnotes are given at the bottom of each page, then it is easy to look for references. It provides the immediate cross-verification of an argument.

End Note
It is placed at the end of the chapters or at the end of the whole work chapter-wise.  If it is given at the end of the chapter or the end of the book, the reader needs to look for a reference at the end and come back to the test. Then reading will be interrupted.

In-text Citation
In this method, the sources were cited in the text itself. Here, the name of the author, year of the publication and page number were given within parenthesis at the end of the sentence. The reader has to look for the other details of the source in the bibliography.

Methods of Giving Footnote/End Note Numbers
The footnote/endnote numbers in the text should be given in superscripts or raised numerals. There are three methods of giving these reference numbers.
  • give fresh numbers for each page and give the footnotes at the bottom of the page
  • give consecutive numbers for each chapter and give the footnotes either at the bottom of each page or at the end of each chapter as an endnote in a continuous order
  • give consecutive numbers for each chapter and give the footnotes at the end of the whole book in chapter wise

Content of a Footnote/End Note
Generally, the first reference to a source should contain all relevant details of that source. Thus the first footnote/endnote for a book may contain the following details:
  1. The name of the author/editor as entered in the cover page of the book
  2. Title of the work in italics
  3. The name of the publisher
  4. The place of publication
  5. The page number is preceded by the letter “p.” (for one-page number) and “pp.” (for more than one page) in the lower case
  6. Number of the page or pages

Popular Abbreviations
Only the first reference to a source is to be given in its complete form. The subsequent reference to the same source should be given in an abbreviated form. The commonly used abbreviations are given below:
Ibid – Abbreviation for the Latin ibidem meaning ‘in the same place’. It is used for a footnote if it comes immediately after the earlier footnote to the same source. If the page number is different, then it is also given.
op.cit. – Abbreviation for the Latin term opera citato meaning ‘the work cited’. It is used for a footnote cited previously (not just above) but with a different page number.
loc cit. – Abbreviation of the Latin term loco citato meaning ‘in the place cited’. It is used for a footnote cited previously (not just above) with the same page number.

Popular Style Manuals for giving citations
MLA - Modern Language Association
APA – American Psychological Association
Chicago Manual

Data Analysis


Research data can be seen as the fruit of researchers’ labor. If a study has been conducted in a scientifically rigorous manner, the data will hold the clues necessary to answer the researchers’ questions. To unlock these clues, researchers typically rely on a variety of statistical procedures. There are two types of data:
  • Quantitative Data
  • Qualitative Data
The data analysis is concerned mainly with the quantitative data. These statistical procedures allow researchers to describe groups of individuals and events, examine the relationships between them, measure differences between groups and conditions, and examine and generalize. Knowledge about data analysis can help a researcher interpret data for the purpose of providing meaningful insights into the problem being examined.
Aims Data Analysis
The analysis of data can have several aims.
  • Describe: The first aim may be to describe a phenomenon in some or greater detail.
  • Compare: This is aimed at comparing the different data types.
  • Explanation: This means looking for explanations such as dif­ferences in data.
  • Interpret: It means the interpretation of data in relation to the context.
  • Generalisation: It means to arrive at generalizable statements by comparing various materials or various texts or several cases.

Content Analysis



Content analysis is a research technique for making replicable and valid conclusions from text to the contexts of their use. Content analysis has been used to analyse content, bias, meanings, and perspectives in text. Content Analysis is described as the scientific study of the content of the communication. It is the study of the content with reference to the meanings, contexts and intentions contained in messages. However, the method achieved greater popularity among social science scholars as well as a method of communication research.
The content analysis begins with a specific statement of the objectives or research questions to be studied. The researcher asks the question ‘what do I want to find out from this communication content’ and frames the objectives for the study.
Before approaching a text for content analysis, the researcher has to consider the following features of a text:
  • There is nothing inherent in a text. The meanings of a text are always brought to it by someone.
  • Texts do not have single meanings. A text can be read from multiple perspectives and thus meaning will also change.
  • Texts have meanings relative to particular contexts or purposes. Thus contextual meaning has to be found.
Method of Content Analysis

Step I: Set objectives or research questions (What to find out from the text)
Step II: Understand the literal meaning of the text
Step III: Analyse and find out the context and perspective of the text
Step IV: Establish the real or hidden meaning of the text
Step V: Infer valid conclusions or generalisations from the meaning for interpretation

Source Analysis



History is the result of the presentation and interpretation of various sources. Thus source analysis is the first and foremost task of historians in the practice of history. Source analysis is the first step toward understanding a source. While approaching a source, a number of questions have to be asked to validate the credibility of the source. Generally, the following aspects must be considered to analyse a source.
Origin of the source
This is the first thing to be analysed. The origin of the source can be traced by validating its author, and the period of its creation. This is particularly important if the researcher is dealing with an original source (whether is original or a copy). This also helps to determine the type of source - primary and secondary. 
Motive or purpose behind the source
Every historical source is, in one way or another created with a motive or purpose. Thus the researcher has to analyse the real purpose behind the creation of the source. This will help to find out the element of bias in the source.
Content presented in the source
It is very important to analyse what content is presented in the source. It naturally leads to the types of materials used to present the theme. In the caste of a secondary source, the credibility of the content can be assessed through the citations and use of primary sources.
The context in which the source is produced
Firstly, place the document in its historical context. This enquires the background of the creation of the source. Where, why, and under what circumstances did the author write the document? How might the circumstances have influenced the content, style, or tone of the document?
Audience focused
Finding out the source's intended audience is an integral part of source analysis. Here, the researcher has to find out whether the source is meant for any target group. If it is a historian it is likely that the audience is the general public or an academic circle. If the source is a diary entry it is highly likely that the intended audience was either solely to the author or their family. Considering the audience is very important, as it will also reveal elements of bias that may be present in the source.
The perspective presented in the source
This considers whether a source is objective or subjective. Perspective is extremely important as it helps establish reliability. It is also helpful to understand different views on a particular historical event.
Reliability of the source
For a source to be considered reliable it must contain accurate historical information. This means that a source can be written in a completely subjective manner and still be considered reliable, as all facts are accurate.
The usefulness of the source
In order to concisely answer whether a source is ‘useful’, consider the three R’s:
  • Is the source relevant to what is being asked?
  • Has the source revealed an insight into the question?
  • Is the source reliable in providing the information required to answer the question?

Secondary Sources


Secondary sources are interpretations of the past written by historians often based on primary sources.  A secondary source is one in which the eyewitness or the participant i.e. the person describing the event was not actually present but who obtained his/her descriptions or narrations from another person or source. This ‘another person’ may or may not be a primary source. They reflect filtered information that has been passed through one source to another. These are the sources that indirectly relate to a historical event. Historians take the raw data found in primary sources and transform it into written histories that attempt to explain how and why things happened as they did. Secondary sources, thus, do not have a direct physical relationship with the event being studied. A good historian uses them for general information, substantiation, description, alternative interpretations, and understanding of the topic. Secondary sources yield ideas and new questions in historical inquiries.

Secondary sources consist of:

  • Books/Monographs
  • Historical dictionaries and encyclopedias
  • Reviews
  • Scholarly articles,
  • Essays, and
  • Lectures

Secondary sources provide three basic understanding to the historians:

It provides background information about a topic. Reading secondary sources can convey a strong understanding of the present knowledge about a particular topic. Thus it provides a preview, which helps the historian to initiate his research.

It provides a sense of historical context. It gives an idea about the time period and the individual, theme, or event discussed.

It provides a historiographical context. Secondary sources reflect the theoretical and methodological approaches employed by different historians on a particular topic. It provides an idea about the questions posed by these historians, their interpretations of the sources, how they supported their arguments, etc.

Limitations of Secondary Sources

Relying predominantly upon secondary sources denotes faulty, weak historical research. It is possible that secondary sources contain errors due to the passing of information from one source to another. These errors could get multiplied when the information passes through many sources thereby resulting in the misinterpretation of history. Thus, wherever possible, the researcher should try to use primary sources of data. However, that does not reduce the value of secondary sources.

Since secondary data have already been obtained, it is highly desirable that proper scrutiny of such data is made before they are used by the investigator. In fact, the user has to be extra cautious while using secondary data. In this context, Prof. Bowley rightly points out that “secondary data should not be accepted at their face value.” Therefore, before using the secondary data the investigators should consider the reliability of the data.