Historical Imagination examines the threshold between what historians consider to be proper, imagination-free history and the malpractice of excessive imagination, asking where the boundary between the two sits and the limits of permitted imagination for the historian. We use "imagination" to refer to a mental skill that encompasses two different tasks: the reconstruction of previously experienced parts of the world and the creation of new objects and experiences with no direct connection to the actual world. In history, imagination means using the mind's eye to picture both the actual and inactual at the same time. All historical works employ at least some creative imagination, but an excess is considered "too much". Under what circumstances are historians permitted to cross this boundary into creative imagination and how far can they go? Supporting theory with relatable examples, Staley shows how historical works are a complex combination of mimetic and creative imagination and offers a heuristic for assessing this ratio in any work of history. Setting out complex theoretical concepts in an accessible and understandable manner and encouraging the reader to consider both the nature and limits of historical imagination, this is an ideal volume for students and scholars of the philosophy of history.

"A thorough and breathtaking review of modern historiography, anthropology, and literary criticism as they relate to the American frontier."—Robert V. Hine, author of Second Sight

The origins, nature, function and effects of imagination have engrossed writers, theologians, philosophers and practitioners of the arts across the ages; its influence on painting and music continues to be debated. It has been simultaneously feared as a dangerous, uncontrollable force and revered as the supreme visionary power. Cocking's Imagination is an exploration of the history of imagination from antiquity to the Renaissance. The book opens with a treatment of imagination in the writings of Aristotle and Plato. Developments in the Middle Ages are traced, with particular attention to the parallel tradition in Islamic thought of the period and the book pursues the concept through the theories of Dante and the Neo-platonists to the High Renaissance. The manuscript was left unfinished on Professor Cocking's death in 1986 and has been edited by Penelope Murray, who adds an introductory essay. The book will be of particular value as a background to the explosion of interest in the imagination in the Romantic period.

Leo Treitler is a central figure in American musicology, both for his writings on medieval and Renaissance music and for his influential work on historical analysis. In this elegant book he develops a powerful statement of what music analysis and criticism in relation to historical understanding can be. His aim is an understanding of the music of the past not only in its own historical context but also as we apprehend it now, and as we assimilate it to our current interests and concerns. He elucidates his views through unique new interpretations of major works from the fifteenth through the twentieth centuries.

From the late fifteenth to the eighteenth centuries, the imagination came to be recognized in South Indian culture as the defining feature of human beings. Shulman elucidates the distinctiveness of South Indian theories of the imagination and shows how they differ radically from Western notions of reality and models of the mind.

In History and Imagination, elementary school social studies teachers will learn how to help their students break down the walls of their schools, more personally engage with history, and define democratic citizenship. By collaborating together in meaningful investigations into the past and reenacting history, students will become experts who interpret their findings, teach their peers, and relate their experiences to those of older students, neighbors, parents, and grandparents. The byproduct of this collaborative, intergenerational learning is that schools become community learning centers, just like museums and libraries, where families can go together in order to find out more about the topics that interest them. There is an incredible value in the shared and lived experiences of reenacting the past, of meeting people from different places and times: an authority and reality that textbooks cannot rival. By engaging elementary social studies students in living history, whether in the classroom, after school, or in partnership with local historical institutions, teachers are guaranteed to impress upon the students a special, desired understanding of place and time.

This book explores the historical insights of Alexander Pushkin (1799-1837), Russia’s most celebrated poet and arguably its greatest thinker. Svetlana Evdokimova examines for the first time the full range of Pushkin’s fictional and nonfictional writings on the subject of history—writings that have strongly influenced Russians’ views of themselves and their past. Through new readings of his drama, Boris Godunov; such narrative poems as Poltava, The Bronze Horseman, and Count Nulin; prose fiction, including The Captain’s Daughter and Blackamoor of Peter the Great; lyrical poems; and a variety of nonfictional texts, the author presents Pushkin not only as a progenitor of Russian national mythology but also as an original historical and political thinker. Evdokimova considers Pushkin within the context of Romantic historiography and addresses the tension between Pushkin the historian and Pushkin the fiction writer . She also discusses Pushkin’s ideas on the complex relations between chance and necessity in historical processes, on the particular significance of great individuals in Russian history, and on historical truth.