24
Jun/09
2

History on Shuffle

Jenny Reeder, a member of my cohort here at GMU, was studying for her quals last semester, and she showed me her 3×5 cards.

I’d never really used them before, personally, for anything other than public speaking classes in high school. They don’t really gibe with my rather organic, piecemeal approach to studying or to note taking. It always struck me as an extra activity that would distract me from the actual work at hand. But that’s just me– YMMV, different strokes for different folks, something about drummers, etc.

Now, just because I don’t use them doesn’t mean I’m not fascinated to see them. And Jenny’s were amazing. She had multiple sets in different orders– one stack by author, another in chronological order, and another that was organized alphabetically by theme.

It’s that last stack that really got to me– it was a fascinating way to look at History, where causality, chronology, biography, and historiography all fall by the wayside. Where Reconstruction is nearer to Reformation than it is to the Civil War. Flipping though those cards, I realized, was historical gymnastics. You had to shift modes, books, eras, and patterns with each flip of a card. Explain the House of Burgesses. Okay. Flip the card. Explain HUAC! The sudden shifts and turns didn’t just make practicing for quals more challenging, they made it more engaging and fun.

* * *

If you have an iPod, you’ve had those moments where you suspect that the “shuffle” feature isn’t as random as it’s supposed to be– why else would it play three songs in a row from the 1980s that all feature former Beatles? But, as this NPR report and this episode of WGBH’s Open Source make pretty clear, it’s not that the iPod isn’t random– it’s that our minds are quite bad at perceiving randomness. We naturally and instinctively look for order, for patterns, and our mind gloms onto them instantly, even if what we’re really looking at is completely random…

Even in the face of chaos, our brains look for order, looking for connections, perceiving causality. And that process is a lot of what we as historians do– we look to the chaos of the past, and try to make order of it. Sometimes we do it by imposing our own frameworks onto the events of the past, but we at least like to think that what we are actually doing is illuminating connections that may have been obscured, perceiving the organic order where it may look like chaos or disorder.

So how do we harness this propensity to see order, and make it work for us?

* * *

It seems to me that randomness has traditionally been a bit of an anathema to historians. The sheer vastness of history itself requires the imposition of order, and that’s the historian’s task. “Doing history” is making order out of disorder. Why would we embrace the chaos?

But digital tools allow us to work with things differently. This started to be apparent with the New Social History, with historians working with punch-card computers to crunch number sets so vast that they had been useless before. Computers are great for making large data sets manageable.

They’re also quite good as pseudorandom number generators, which in turn means that they are quite good at creating fairly random juxtapositions. We can see this with the iPod’s shuffle feature, or even the link on Wikipedia that takes you to a random page. We now find ourselves in a age of shuffle, where wild juxtaposition is the norm.

Even simple little applications like the Random Activity Generator can be powerful tools for promoting creative thinking. Incorporating the principle of randomness into tools for digital humanists would, I think, help promote better scholarship. Shuffling– creating random juxtapositions– forces the mind to make connections between otherwise unconnected items. And finding new connections between historical events– isn’t that at the heart of a historian’s work?

5
Nov/07
2

What I’m up to lately…

I’m working on a lot of different things right now.

I gave up on the rubber sheeting project, basically because I’m realizing I have the basic understanding, and that it’s probably not going to be helpful for my final project. I’ve decided on doing the autobiographical mapping idea, mostly because it doesn’t involve a) too too much extra research, so I can put my time into the actual map-making, and b) it also doesn’t involve technology that is beyond the scope of this class– which I’m afraid most of my Boston Common ideas did. I also like the idea of being a bit introspective, making myself– and how to represent myself– the "problem" of the class. I was a lit and creative writing person in college, and to be honest, I miss some of the introspection and self-investigation that was required there… it’s just so easy to get swept up in the tides of history, and to lose site of yourself in that.

I toyed with the idea of doing more of a family history thing, but to be honest, it’s just not feasible. I have one surviving grandparent, no great aunts or uncles, no uncles, aunts, or cousins. My family is cut off and small, and there’s just been a lot of ambiguity and uncertainty uncovered whenever I try to learn too much about my family’s past. It’s a shame, too– if I’d done a family history project and it looked good, I bet my parents would have loved that as a Christmas present, if it was put in a nice frame.

Anyway, I’m excited to say I’ve  found a way to make my Sketchup map relevant to that final project– When I was at the LC, I was able to get a copy of the Sanborn Map for the block I grew up on. It’s been fascinating to look at those maps.

First off, I found that Tipp City, my home town, has hardly changed at all in the last eighty years or so. The 1926 map of my neighborhood is basically identical to the neighborhood I grew up in. There was a small grocer built since then, a block away, and there was a tiny creamery company that’s been converted into a two-and-a-half-car garage. But other than that, it’s the same. The same houses, the levee in my back yard had been built by then (it was built in the aftermath of the Great Dayton Flood of 1913, a pretty devastating flood that resulted in one of the largest and most innovative flood control efforts of its time.) My parent’s old house is there, as is my grandmother’s, next door. The houses of my childhood friends… Even the tomato canning plant on the next block, and the adjoining sewage pump house– which lets me know that by 1926, whomever lived in that house had to put up with the strange, sickly-sweet smell of tomatoes and sewage that my family dealt with every summer.

Everything’s pretty much as it would be in the 1980s.

Although there were some surprises– a block or so from my house, there was the old flour mill and the old buggy whip company. When I was growing up, the mill was abandoned, and later turned into a performing-arts center by the man who took it upon himself to attempt to turn our struggling little town into a town that tourists go to for crafts and antiques– it worked, by the way, and the place looks better than it ever did when I was growing up. The old buggy whip factory was a workshop for a family friend who restored antiques. I was surprised to learn that the mill was still a functioning flour mill as late as 1926, while the buggy whip factory had been converted into an auto dealership.

One thing that perplexed me was that certain sections of the town have been blacked out on the main map, including my neighborhood. The map’s key is of little help in figuring out why this is. The best guess I have is that these are the industrial areas of the town, and may for this reason be uninsurable.

Which leads me to another issue– when I went to look at some of the other years, I discovered that my block, which is actually one of the second set of lots laid out after the town was founded in 1840, was actually left off of the maps all together. Moreover, the house I grew up in, if memory serves, was built in 1907, but was absent from the 1916 map, not appearing until 1926. Could this be a function of my house being on the "bad side of town"?

Speaking of "bad sides of town," something in the above-linked wikipedia article caught my eye, and I want to now go back to the LC and look into it:

The early city was a popular stopping-off point for the boatmen [from the Miami-Erie Canal, which it was built along]. The
original downtown included a large number of bars and a red light
district.

Now, the fact that the town was a stop on the canal is pretty widely known. And the number of bars makes sense, given the architecture of a lot of the buildings downtown. But I never heard of Tipp City having a red light district, and that sort of fascinates me.

I want to look and see what I can find, see what I can tell from Sanborn maps and maybe some newspapers. I love the idea of the quiet, Mayberry-type town I grew up in as some sort of den of sin. It does make sense given one piece of local history that always stuck with me from childhood. Where the Eagles building now stands, there was a great wooden building– thinking back, it looked a bit like a giant saloon– on the corner of First and Main, a block or so from my house. First and Main was maybe 100, 200 feet from the Canal Lock. Anyway, a book on Tipp City history had a picture of the building, and a brief description. Aparently, it was burnt down in the early 1900s after a fight between the two brothers that owned it.

I’d love to learn a bit more about that, and look for the old Red Light district.

18
Sep/07
2

What We Talk About When We Talk About History, Part II: Atheoretical History?

I know that the mere mention of the word "theory" makes some people’s eyes roll and their ears flap shut, but history needs theory.

I read Black’s Maps and History last year, and I have to say I rather liked it. But reading it again after reading The Landscape of History and James C. Scott’s Seeing Like a State in the last few weeks, the lack of any underlying theoretical structure in Black’s book really stuck out like a sore thumb.

It’s probably not helping that last week I was required to read another book, David Stradling’s Smokestacks and Progressives, that had essentially the same problem. That book sensitized me to how annoyed I can get when there’s a lack of theoretical underpinning to a work of history, even one on an interesting topic.

So yeah, Stradling and Black fall into the same trap– they give very authoritative and in-depth accounts of activity over time, without any theory unifying their books. In one case, it’s the history of smoke abatement movements in the Progressive Era and into the Depression, and in the other, it’s the evolution of historical atlases. Both are fascinating topics. Both books seem quite well-researched. But neither author really puts much effort into demonstrating commonalities over time– whether they be commonalities in causes of change, effects, methods, forces that repeatedly influence the historical narrative, commonalities over time…

And that’s what I’m talking about when I say theory.

History needs theory. Not necessarily big-T Theory, you don’t need to include Foucault or Derrida or Althusser or something to write history… although I often get a kick out of it when historians do. But you need something to unite the events you describe. Otherwise, you have books like these two, interesting at times and even informative, but not fully doing the "work" of History, if you ask me. As Gaddis points out, building on Scott, Historians necessarily must simplify for the sake of legibility.

What this means is that we don’t compile a list of causes and effects– writing History is more than creating a timeline, although even that action is of course still a simplified cartography of the historical landscape for the sake of legibility. But historians, writers of Good History, go a step further– they seek unities, they create theories that express links, similarities, continuities, and even ruptures. Without this, history becomes a confusing mess of discontinuity and unrelated events.

I’m arguing that theory is necessary to the work of History, but but as I said before it need not be the kind of totalizing, absolute Theory that supersedes fact and lobs confusing jargon at the reader.

Gaddis seems to think that Hayden White is one such writer of Theory. While Gaddis acknowledges the utility of the concept of narratization and emplotment in Metahistory, he seems to feel that it falls under the weight of its own jargon. All this is stated in a couple throw-away sentences, and the footnote indicates another book rather than Metahistory… This was one of the few things in the book that really rubbed me the wrong way.

I’m digressing, here, and anyway, White himself has acknowledged in an interview with Ewa Domanska (published in her wonderful collection of interviews, Encounters: Philosophy of History after Postmodernism) that few people read the book in its entirety, and that it is "long and repetitive," and he seems fine with both. The reason I brought this up, though, is that in  the same interview, White argues that his theories in that book are not techniques to be applied, but a sort of contingent, contextually-based structure set up to explain what was going on in a particular set of texts. He seems almost put off at the concept of younger authors trying to continue with his theories laid out in that book in other works. "It is not meant to be applied. It is analytical. It does not tell you how to do something."

White also repeatedly praises Roland Barthes as a diverse and inventive thinker in that interview. The next interviewee, Hans Kellner, seems to put his finger on what it is about Barthes that might be so appealing to White:

From Mythologies to the last essay, he was always changing… in each work… you get this enormous structural framework poised in order to do a quite small job… Then Barthes goes on to his next work and says in effect: "Oh, I’m all done with that. I am never going to use that system again."

So even among these people who are associated with arch-structuralism are nevertheless proposing the primacy in Historical work of theories over Theory.

You don’t need to get married to a single theory and apply it to every event– you don’t have to be a Marx or even a Derrida. You don’t even need your theory to be applicable in any other historical context. But you need theory to really make sense of history.

I liked, on a certain level, both Smokestacks and Maps and History. I’ll keep both for reference. I wouldn’t even be surprised if I ended up incorporating either of them in a bibliography or reading list one day. But the experience of reading both left me unsettled, full of questions.

I never got a clear sense of why Stradling thought that smoke abatement movements over those fifty years ultimately failed, only learning more about the periodic and seemingly unrelated interruptions, upsets, and setbacks that the movement suffered over that time. Likewise, I don’t have a clear answer to the "so what" question as far as Black’s treatment of historical atlases. I don’t have a clear concept of why he feels these atlases are important enough to merit the in-depth treatment he gives their changes over time.

I can propose answers on my own– both authors give their readers enough information to form theories of their own– but the lack of a theoretical base to their books leaves me unclear on how to read certain passages, and generally unsatisfied.

Theory, as well as making the reading more interesting, also gives a reader a map to reading the book, an easy "in" to understanding the authors biases and assumptions, and deepens the feeling of coherence in history.

And after all, coherence and symmetry are things that humankind seems hard-wired to seek out.

3
Sep/07
2

What We Talk About When We Talk About History: (Hopefully) Part One in a Series…

I’m not an Historian.

At least, not yet.

I’ll tell people this proudly, because I think it means I’m not coming at this project with any artificially "naturalized" concepts– I like to think I don’t have as many assumptions about what history is or how one goes about it. This is because academically, I’m not from an historical background. And I honestly just don’t completely grok what people talk about when they talk about history. Since coming to George Mason, though, I’ve been trying to work through what it means.

But sometimes someone will say something that makes me realize that I have fairly definite beliefs, or at least suspicions, about what I think History is– or should be. These moments are wonderful, because sometimes my beliefs come crashing down, and other times they’re reaffirmed, but these moments are always times when I realize that I’m starting to become an historian– to become someone who cares deeply and holds strong opinions about the nature and methods of Historical work.

A couple of the students in my Historiography course last semester kept bringing up the idea of history as a science. This seemed, to me at the time, to be patently ridiculous. Science means reproducible results, controlled experimentation, objectivity (a term I’m so loath to use that I almost always write it bracketed or under erasure or in scare quotes)… History is simply not like that, I felt.

History is interpretive, it’s subjective. It’s narratizing. The way that it’s done in the academy today, History is something deeply intertextual– it takes place in the footnotes, dialogically.  When you look to the origins of historical writing, it doesn’t come out of the sciences, it comes out of the tradition of bards, chronicles,  and heraldry. It’s a poetic tradition.

Moreover, there’s the problem of sources. Sciences are, I thought, the product of direct observation. Most of History’s sources are just textual traces, documentary remnants from unreliable narrators. When we write history, we do so placing trust in those sources. We may have standards of critical skepticism, we may demand plausibility and require that sources support one anothers’ assertions, but we essentially are interpreting texts, and when we talk about History in terms of "reality," we’re really placing a lot of trust in our sources or our own critical faculties.

I’m starting to open up to the idea that there are strong similarities between History and certain scientific disciplines. One reason for that is a conversation with a friend from my old alma mater– who is, incidentally, also a Mason grad. In a conversation over the summer, talking about History over Thai food in DuPont, he presented a quite strong argument for History as a Science. I wasn’t converted, but it was the first time someone made the argument so convincingly to me. I’ll talk more about that conversation in a later post.

But the argument made by John Lewis Gaddis in The Landscape of History is what I want to talk about here. Gaddis’s book is one of the most incredibly clever books I’ve read in a long time. And I mean "clever" in both the complimentary and pejorative sense of the term.

Gaddis argues that History is much closer in its approaches to Physics or Evolutionary Biology than to the Social Sciences– History, like those "hard sciences," is deductive, multicausal, complex. It’s a strong argument.

But like Gaddis’s entire book, it’s also deeply metaphorical. The whole book is awash in strange metaphors– my favorite being the image of the SS Jaques Derrida bearing down on the British coastline. And this is part of the insight of the book– that scientific insight is often deeply metaphorical. It’s thought experiments, insights gained from suddenly recalling the image of the snake that eats its own tail.

So I would say that Gaddis influenced my oppinion insofar as he has helped convince me that History is like many sciences. I’m just not completely convinced that it falls into the category of science, that it IS Science.

Of course, I’m biased. I don’t want History to be a Science. I’m not interested in being a scientist. I came to History because I wanted a way to do the kind of textual interpretation and theory that I came to love in college… and make it Mean Something. Because I sort of stopped believing, after a certain point, that Joyce changed the world. But I can’t believe that William Randolf Hearst didn’t.

I love the idea of History as the Art of the Footnote. As a practice of navigating between texts, sailing through a sea of traces and scraps of the past. I know that Historians can’t throw out the concept of Historical Truth, but I don’t want to stop asking why. Many people seem to feel that microhistory represents the postmodernization of historical practices, but I don’t know if that project goes far enough. I want to see Derridian history– history that attacks the authority to make Historical Truth Statements. I know that this sort of project would quickly become tiresome and difficult and of questionable utility, as Derrida’s work itself did, but I think that it would only strengthen History as a discipline. I think Historians need to make the postmodern turn, if only to turn away from it.

And, as a final note, I do want to add that if there is one criticism I would have of Gaddis’s book, it would be that– I think he sets the social sciences up as a bit of a straw man, creating an unfair comparison between more contemporary Historical Theory and a fairly Modernist, mid-twentieth century view of what the social sciences "do." From some of the sociologists I’ve met, I get the feeling that they’re further along in making the postmodern turn than a lot of Historians. (Of course, the handful of Economists I’ve talked to have seemed to fit fairly well within his characterization of that discipline.)

I have a lot more to say, and I know that this is somewhat muddled. But I’m trying to tease out an argument, a way of explaining what I think, or at least suspect, when it comes to the theory of History, the philosophy of history, whatever you want to call it.

So… More thoughts on this later.

13
Feb/07
0

…making history “cool?”

History isn’t cool.

I was reading through sepoy’s Polyglot Manifesto (part 2) and came across the following:

…what if I reimagined the text anew. What if I scanned, annotated, tagged all five manuscripts and the translation into a comprehensible data-structure
and presented the text so that the reader could peel, as it were, the
layers of various recensions; read the translation against the
manuscripts; follow the thread or theme in and out of various chapters?
And coolest of all: What if my reader could annotate and tag and link
my medieval persian text to another medieval persian text and another
still? What if the texts spoke to one another and threads connect the
reader, the text and the historian?

(emphasis mine…)

sepoy’s using two or three meanings to the term "cool," here, although I think they’re almost inextricably linked in today’s web 2.0 world. The most obvious, there’s the sense of the word "cool" as "hip." In another sense, the word can be used to less specifically mean "novel." And then, of course, because it’s impossible to leave the guy behind completely, there’s the Marshall McLuhan sense of the word– as in "hot" and "cool" media:

There is a basic principle that distinguishes a hot medium like radio from a cool one like the telephone, or a hot medium like the movie from a cool one like TV. A hot medium is one that
extends one single sense in "high definition." High definition is the state
of being well filled with data. A photograph is, visually, "high definition."
A cartoon is "low definition," simply because very little visual information
is provided. the ear is given a meager amount of information. Telephone
is a cool medium, or one of low definition, because the ear is given a
meager amount of information. And speech is a
cool medium of low definition, because so little is given and so much has
to be filled in by the listener. On the other hand, hot media do not leave
so much to be filled in or completed by the audience. Hot media are, therefore,
low in participation, and cool media are high in participation or completion
by the audience.  Naturally, therefore, a hot medium like radio has
very different effects on the user from a cool
medium like the telephone.

(From Understanding Media)

I have to briefly digress, and say that the internet, especially in its more recent form as web 2.0, actually completely breaks down McLuhan’s division of hot and cool. Is a hot medium? Well, the computer is actually rather "high-definition," so yes– there’s a very precise relay of information. There’s very little "static." Is it a cool medium? Absolutely– despite the high level of definition, it is more participatory than any electronically-mediated medium McLuhan could have imagined in his lifetime– he passed on in 1980. However, the level of "definition" is illusory, because there is no beginning or end to "the internet," and no singular reading. It’s high-definition from single web page to single web page, "well filled with information," but the "edges" bleed. Hypermedia is almost like frostbite. The internet is so cool it feels hot.

sepoy, and others like him in the Digital Humanities, see the future of our discipline shifting toward a "cooling" of History. Historians like hot media. They like books. They like being able to craft their argument, control the ways their work is interpreted and used. And this is an understandable impulse.

But the argument for the Digital Humanities makes sense to me. By using new media’s ability to increase participation, Historians can raise awareness of History– not as an event or single narrative, or a set of facts in temporal order, but as a process of understanding, as a whole set of methodologies and techniques of interpretation and evaluation, as a form of textual analysis.

There’s a widely circulated quotation from Diane Feinstein during the hearings about the Enola Gay exhibit at the Smithsonian back in 1995, "…is it really the role to interpret history, rather than just simply to put forward historical facts…? …I was a history major. In the days when I studied the text… was essentially a recitation of fact, leaving the reader to draw their own analysis…"*

This is the popular view of History, among a large portion of the population– even, obviously, among the well-educated and powerful in this country.

Interactivity and new media give us a chance to help rectify this situation, to show that "doing history" is always, and inherently, a process of making choices, of highlighting and omission, of reconstructing the past in relevant ways, and ultimately, is a manner of understanding not the past, but the present.

_____________________

* This quote can be found in multiple articles, it was a bit of a flashpoint. I found it in an article by James Gardner from The Public Historian (Vol. 26, No. 4) however, the citation for the quote in this article is mis-attributed, so I cannot vouch for the accuracy.