This penetrating analysis of eight classic nineteenth-century thinkers explains how historians use literary techniques to write sophisticated historical works. Since its initial publication in 1973, Hayden White's Metahistory has remained an essential book for understanding the nature of historical writing. In this classic work, White argues that a deep structural content lies beyond the surface level of historical texts. This latent poetic and linguistic content—which White dubs the "metahistorical element"—essentially serves as a paradigm for what an "appropriate" historical explanation should be. To support his thesis, White analyzes the complex writing styles of historians like Michelet, Ranke, Tocqueville, and Burckhardt, and philosophers of history such as Marx, Hegel, Nietzsche, and Croce. The first work in the history of historiography to concentrate on historical writing as writing, Metahistory sets out to deprive history of its status as a bedrock of factual truth, to redeem narrative as the substance of historicality, and to identify the extent to which any distinction between history and ideology on the basis of the presumed scientificity of the former is spurious. This fortieth-anniversary edition includes a new preface in which White explains his motivation for writing Metahistory and discusses how reactions to the book informed his later writing. In a new foreword, Michael S. Roth, a former student of White's and the current president of Wesleyan University, reflects on the significance of the book across a broad range of fields, including history, literary theory, and philosophy. This book will be of interest to anyone—in any discipline—who takes the past as a serious object of study.

Big History is a seemingly novel approach that seeks to situate human history within a grand cosmic story of life. It claims to do so by uniting the historical sciences in order to construct a linear and accurate timeline of 'threshold moments' beginning with the Big Bang and ending with the present and future development of humanity itself. As well as examining the theory and practice of Big History, this Element considers Big History alongside previous largescale attempts to unite human and natural history, and includes comparative discussions of the practices of chronology, universal history, and the evolutionary epic.

What is history anyway? Most people would say it's what happened in the past, but how far back does the past extend? To the first written sources? To what other forms of evidence reveal about pre-literate civilizations? What does that term mean-an empire, a nation, a city, a village, a family, a lonely hermit somewhere? Why stop with people: shouldn't history also comprise the environment in which they exist, and if so on what scale and how far back? And as long as we're headed in that direction, why stop with the earth and the solar system? Why not go all the way back to the Big Bang itself? There's obviously no consensus on how to answer these questions, but even asking them raises another set of questions about history: who should be doing it? Traditionally trained historians, for whom archives are the only significant source? Historians willing to go beyond archives, who must therefore rely on, and to some extent themselves become, psychologists, sociologists, anthropologists, archeologists? But if they're also going to take environments into account, don't they also have to know something about climatology, biology, paleontology, geology, and even astronomy? And how can they do that without knowing some basic physics, chemistry, and mathematics?This inaugural volume of the SFI Press (the new publishing arm of the Santa Fe Institute) attempts to address these questions via thoughtful essays on history written by distinguished scholars-including Nobel laureate Murray Gell-Mann-from across a wide range of fields.

What is history anyway? Most people would say it¿s what happened in the past, but how far back does the past extend? To the first written sources? To what other forms of evidence reveal about pre-literate civilizations? What does that term mean¿an empire, a nation, a city, a village, a family, a lonely hermit somewhere? Why stop with people: shouldn¿t history also comprise the environment in which they exist, and if so on what scale and how far back? And as long as we¿re headed in that direction, why stop with the earth and the solar system? Why not go all the way back to the Big Bang itself? There¿s obviously no consensus on how to answer these questions, but even asking them raises another set of questions about history: who should be doing it? Traditionally trained historians, for whom archives are the only significant source? Historians willing to go beyond archives, who must therefore rely on, and to some extent themselves become, psychologists, sociologists, anthropologists, archeologists? But if they¿re also going to take environments into account, don¿t they also have to know something about climatology, biology, paleontology, geology, and even astronomy? And how can they do that without knowing some basic physics, chemistry, and mathematics? This inaugural volume of the SFI Press (the new publishing arm of the Santa Fe Institute) attempts to address these questions via thoughtful essays on history written by distinguished scholars¿including Nobel laureate Murray Gell-Mann¿from across a wide range of fields.

Big History is a new field on a grand scale: it tells the story of the universe over time through a diverse range of disciplines that spans cosmology, physics, chemistry, astronomy, geology, evolutionary biology, anthropology, and archaeology, thereby reconciling traditional human history with environmental geography and natural history. Weaving the myriad threads of evidence-based human knowledge into a master narrative that stretches from the beginning of the universe to the present, the Big History framework helps students make sense of their studies in all disciplines by illuminating the structures that underlie the universe and the connections among them. Teaching Big History is a powerful analytic and pedagogical resource, and serves as a comprehensive guide for teaching Big History, as well for sharing ideas about the subject and planning a curriculum around it. Readers are also given helpful advice about the administrative and organizational challenges of instituting a general education program constructed around Big History. The book includes teaching materials, examples, and detailed sample exercises. This book is also an engaging first-hand account of how a group of professors built an entire Big History general education curriculum for first-year students, demonstrating how this thoughtful integration of disciplines exemplifies liberal education at its best and illustrating how teaching and learning this incredible story can be transformative for professors and students alike.

What legitimate form can history take when faced by the severe challenges issued in recent years by literary, rhetorical, multiculturalist, and feminist theories? That is the question considered in this pathbreaking book. Robert Berkhofer addresses the essential practical concern of contemporary historians.

Much post-Holocaust Jewish thought published in North America has assumed that the Holocaust shattered traditional religious categories that had been used by Jews to account for historical catastrophes. But most traditional Jewish thinkers during the war saw no such overwhelming of tradition in the death and suffering delivered to Jews by Nazis. Through a comparative reading of postwar North American and wartime Orthodox Jewish texts about the Holocaust, Barbara Krawcowicz shows that these sources differ in the paradigms—modern and historicist for North American thinkers, traditional and covenantal for Orthodox thinkers—in which they emplot historical events.