Theoretical Work in History in American University Curricula

Abstract

In summer of 1967 an investigation of instruction offered in American colleges and universities in various areas of historical scholarship was commenced. By such instruction was meant courses in fields variously entitled Philosophy of History, Theory of History, Historiography, History of Historical Scholarship, Historical Methodology and Research, and other similar or related designations. For purposes of convenience this report will refer to the theory of or to theoretical work or courses in history; unless otherwise stated, these terms apply to full sweep of courses ranging from The Philosophy of History to Methods of Historical Research, in either departments of history or departments of philosophy. The investigation was begun in conviction that it would aid historians and others interested in historical scholarship to gain some notion, however sketchy and superficial, of what students of history are being taught today of concerns of their own discipline, and thus help to define degree and form of self-consciousness that American historical profession has attained today. This investigation, then, should complement answers suggested by studies of presidential addresses of such bodies as American Historical Association or Organization of American Historians, and by books, monographs, and essays of individual scholars concerned with status of history in America today. Of course, unlike writings of individual scholars, this report cannot propose, defend, or attack particular methods, theories, or philosophies of history, but must speak of types of courses, regardless of their specific or philosophical content, and must speak of them in quantitative rather than qualitative terms. By itself alone, this report cannot speak directly and fully to major question that prompted it. It can but offer information necessary to an eventual answer. As investigation of courses in history stands now, it is without benefit of comparative data from previous surveys, in United States or elsewhere. It cannot, therefore, identify changes and trends, but must confine itself to an account of present scene. Nevertheless, it is obvious that great changes have occurred in American higher education during second third of twentieth century, that number of students has increased dramatically, and that these facts and others have led to spirited debates and to experiments in curricular reform. What implications have these changes held for teaching