I’m actually catching up on backlog here, assisted by the fact that both Oxford Medieval History seminar and Institute of Historical Research Earlier Middle Ages seminar have had to cancel their first week’s event this term. There is of course the little matter of imminent Kalamazoo and a few other more local deadlines, so things are still a bit pressed. In that spirit, I hope you won’t mind if once more I link you to a bunch of things that other people have written while I get on with mine.
- First up, I was genuinely delighted to see that someone (who has so far remained anonymous) has done a wonderful and sympathetic photo-tour of my old workplace, the Department of Coins and Medals in the Fitzwilliam Museum. He has captured both its industry and its habitual near-chaos, and it probably also qualifies as bookshelf porn; do have a look, it’s great, and cheered me a great deal as I did and do like the place. (A tip of the hat goes to my erstwhile colleague Andy Woods, who mentioned this on Academia.edu.)
- Secondly, do you remember Francis Fukuyama, the man who declared that history was basically coming to a kind of entropic close as liberal democracy won out everywhere? I could sort of understand his point of view when I first met this, as I live in an allegedly-liberal democracy myself and didn’t get out of it much then, but you might have expected him to backpedal a bit these days. Instead, he now has a book called The Origins of Social Order in which, if this review and interview in the New York Times is a fair account, he basically goes straight from tribalism to feudalism without pause or consideration. “He explicitly assumes that human social nature is universal and is built around certain evolved behaviors like favoring relatives, reciprocal altruism, creating and following rules, and a propensity for warfare”, says the reviewer, which will give you an idea. There is much praise quoted from political scientists, but dear gods, this is no kind of `science’ I wish to recognise, and I think it will make most historians feel slightly ill. Consider yourself warned for when your students have read it…
- More authentically medieval, you may have met in old work on medieval Europe, occasionally still parroted in textbooks, the idea that the transition in Europe from post-Roman to high medieval society was based, among other things, around the recovery of the ability to make and use the `heavy plough‘, a wheeled plural-beast-drawn thing capable of turning thick, clayey, fertile soils, with consequent benefits in crop yield, harvest size, surplus and bang! feudal transformation! etc. Since the Romans had heavy ploughs, and they’re not exactly mystical high-tech., this has always looked like rubbish to some people, or at least, more to do with social choice and structure than with the actual technology, and occasionally we find bits of the things that help fill in the picture. The latest of these is also, I think, the furthest west anything like this early, and has come out of the very interesting excavations at Lyminge led by Dr Gabor Thomas that I’ve mentioned here before. It is inarguably seventh-century and should hopefully bury this ghost of technological determinism plus Dark-Age benightedness in the hole whence it came. (I learn this from David Beard’s Anglo-Saxon Archaeology blog, to which a hat tip.)
- a report in The Guardian, itself reporting on a report by the English school inspectorate, OFSTED, which, ah, reports that in too many schools, pupils are not being taught to go beyond the textbooks, which are often themselves constructed for the A-Level examinations and not beyond, resulting in a `stultification’ of history and children not being prepared for further study in the subject. Well, yes, we have many of us met stuff that looks as if this could be its explanation, I’m sure. But the interesting bit is where OFSTED set out their stall for what they’d hope the teaching of history in schools would achieve. Although this refers to and sits alongside the current government’s insistence on a connected narrative, rather than an episodic drop-in on supposedly-important eras (and the article is accordingly headed with an icon of the government’s current history god Simon Schama), it carefully ignores the bit that comes with that about an excessive emphasis on skills.
Instead they conclude that: “… history is well placed to enhance pupils’ sense of social responsibility, teaching about diversity, migration and national identity”. And when they say, “teaching about,” they seem to mean “teaching to question,” as they quote an unnamed pupil (unnamed even in the actual report, not that the Guardian links to it of course, but it’s easy enough to find here) who said, as per the title, “Studying history stops people believing rubbish“. That’s it! I mean, damn, print the t-shirt, start the marches! The trouble is, I grow to suspect more and more, is that the powers-that-be would rather have voting populations who do believe rubbish, and I don’t know how we win that fight (though some thoughts will eventually emerge here in the next few weeks). This one I also got via David Beard, this time at his Archaeology on Europe blog, so a hat tip there. And that’s it for now, see you shortly!
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