Perception Of Historical Events Research Articles

POLYCODE HISTORICAL DISCOURSE FEATURES

The paper deals with the feature of verbal and visual semiotic systems peculiar to historical discourse. The relevance of the research is determined by the necessity to identify the correlation of verbal and visual means used by historians in the transmission of information. The methodology of the article is based on the research works of home and foreign scholars. The methods that have been used in the research are: the method of discursive analysis, the method of linguistic analysis, the method of interpretive analysis. As a result of the analysis of historical discourse it has been established that the appeal to various semiotic systems facilitates and streamlines the assimilation of information about the events of the historical past of mankind, preserving the memory of them in the images proposed by the historians. History, which is not given to historians in their immediate experience, is reconstructed by them by means of different semiotic systems. The verbal code reinforced by the visual one sets a certain perception of historical events as they are viewed by historians. In historical discourse, the use of different semiotic systems in the transmission of the most significant historical events is necessary to attract the attention of recipients to them in order to change not only their perception, but also to transform the basic dominants of their mental space, in which the events of the historical past that are not reproduced in experience are reconstructed.

ВЛИЯНИЕ КИНОСЮЖЕТА ИСТОРИЧЕСКОГО СЕРИАЛА НА ФОРМИРОВАНИЕ ИСТОРИЧЕСКОГО СОЗНАНИЯ ЗРИТЕЛЯ (НА ПРИМЕРЕ РОССИЙСКОГО СЕРИАЛА «ЕКАТЕРИНА» 2014 ГОДА.)

This article touches upon the problem of the influence of the film industry on the perception of historical events by the audience. Today, more and more people interested in history are learning about certain historical events through films and TV series, which cannot but cause concern about the possibility of distortion of historical facts. In this study, various manipulative tools and film technologies used by directors and screenwriters to influence the perception of the viewer were considered. The analysis of the Russian historical series "Ekaterina" (2014) was also carried out from the point of view of the influence of this work on the formation of the image of Catherine the Great, other historical figures and events in the eyes of the mass audience.

Perceptions of the past in the post-Soviet space

ABSTRACT Honing in on how citizens in the former Soviet Union find themselves in an information competition over their own past, this paper explores whether and why ordinary people’s perceptions of historical events and figures in their country’s past are in line with a Russian-promoted narrative that highlights World War II – known as the “Great Patriotic War” in Russia and some former Soviet states – as a glorious Soviet victory and Stalin as a great leader. We draw on comparative survey data across six states and one de facto state in 2019–2020 to examine whether geopolitical or cultural proximity to Russia is associated with a more favourable view on a Russian-promoted narrative about the past. We find that closer geopolitical proximity to Russia is associated with perceiving the past in line with the Russian-promoted narrative, though the findings are less consistent when it comes to measures for closer cultural proximity.

Prerequisites for the Emergence and Formation of Afrocentrism: Asante’s Theory

The article is devoted to the study of the reasons for the emergence of the sociocultural theory of Afrocentrism. The problem of African identity is considered, which became the central subject for the construction of Afrocentrism concept. Molefi K. Asante, the main ideologist of the theory, suggests that Africa and all the representatives of the continent should take a central position in history and consider themselves as its actors. The article also presents the theories of postmodernism and postcolonialism, which served as the main platform for the construction of the main theses of the concept of Afrocentrism. The work presents some ideas of M. Asante suggesting to reconsider the usual perception of historical events in terms of Eurocentrism, offering to attention his view of history.

Humor in Historical Memory: from an Anecdote and Caricature to an Internet Meme

The article is devoted to the study of the role of anecdotes, caricatures and Internet memes in the construction of historical memory. The memory of the past implies emotional content, the expression of which is often humor. The author views an anecdote as a component of oral history and a communication phenomenon of the pre-digital era, in which the representation of ideas about the past was humorous. A historical anecdote, being originally a kind of didactic historiography, has been transformed into a tool for transmitting an informal interpretation of history, and once in the digital media environment, it has lost its former meaning. Mass media, with the help of a caricature representing history in a humorous way, have visualized the images of the past, setting certain evaluative frameworks of historical and political events. Being an element of traditional media as well as a work of art, caricature encouraged the formation of historical memory along with other artistic genres. In the digital age, it, like a historical anecdote, has given way to Internet memes in the media sphere. The author considers Internet memes to be the phenomena of digital culture, defining them as a kind of a polymodal, metaphorical, often ironic, humorous utterance that is spread in the media environment. A historical Internet meme, combining the images of popular culture and collective memory in a visual text format, has a decisive influence on the perception of historical events and personalities by social media audiences. With the help of Internet memes a great number of Internet users create their own versions of the interpretation of history in a humorous form, thus reproducing the collectively shared mythologized ideas about the past.

ALBUMS OF A DICTATORSHIP

The relationship with the past is complex and almost always conflictive. Events obtain their meaning only a posteriori, relying on a process of signification in which gaps are opened and silences are installed, all at the same time. It is through the archive, a repository of traces and fragments, that the contours and scope of the understanding of the past are traced. As such, the image of the past is constructed through the fabrication of narratives that influence not only perception of historical events but also the sense of identity and memory, both individual and collective. Theoretical contributions of authors such as Walter Benjamin, Ernst van Alphen, Georges Didi-Huberman and Gerhard Richter will be explored in this essay, regarding the reanimation of images from the past as critical acts that question knowledge production. This framework will be specifically addressed to explore the memory of the Portuguese dictatorship (1926–1974) through artistic practice, in this case, through the appropriation of photo albums from that historical period, from different sources such as the personal, the anonymous or from national archives. The work of Portuguese contemporary artists Manuel Botelho (1950), Daniel Barroca (1976), Susana de Sousa Dias (1962) and Filipa César (1975) will be examined, in order to explore the limits of representation of historical memory and experience, the dynamics between the individual and the collective, reality and fiction, the ambivalence of visual documents regarding the construction of meaning, and the use of remembrance as a productive and critical process.

B. N. Tarasov. Collected works in 4 vols. (K. Kashlyavik, I. Yukhnova)

The review is devoted to the fourvolume collection of works by the famous Russian philologist and cultural historian B. Tarasov, incorporating an œuvre created during a 25-year long scholarly career. The architectonics of the volumes reflects the scholar’s understanding of the intellectual and cultural processes in Russia and Europe as a whole. The scholar suggests that ideas are primarily personalized, a result of a person’s lifelong experience, perception of historical events, and reflections upon reading. At the same time, as they part with their creator, ideas and images begin their independent journey in culture, enriched with new meanings and development.

Transformations of historical events and facts assessments in the context of socio-cultural influence of modernity

The paper shows the transformation of attitudes towards historical events, facts and personalities due to the influence of the thinking paradigms of the modern socio-cultural environment. Objectivity of historical science is a moving thing, because history itself is an organic part of culture, reflecting in its interpretations its mentality and value orientations important for society at a certain period of time. The historical process is a lively cultural stream, filled with unique signs and symbols, ways of demonstration in culture. Modernity determines the attitude of society to the historical process, the importance of personalities and their popularity. Here the historical assessment becomes a reflection of modern realities. We cannot fully feel the influence of the historical character, we can just imagine. We try on the images of the past, fantasize a bit, we give emotions and feelings, including the subjectivity of perception of historical events in modern times. The society draws historical parallels, evaluates the past from the standpoint of the paradigm of thinking that it understands, which leads to the transformation of historical assessments in different historical periods. All of the above, of course, is characteristic of the transformational process of national history, as shown in a number of examples. They reflect the interpretation characteristic of modern society rather than the position of the author. Particular attention is paid to the assessment of the Great Patriotic War, which is necessary to remember to strengthen the unity of the society and to broadcast patriotic values.

아베 정권의 우경화와 동북아 안보 향배－집단적 자위권 추진과 대응방향을 중심으로－

By actively propelling policies that would strengthen the ties between the United States and Japan by means of revising US-Japan policies, the Abe regime has recently increased its right for collective self-protection. By closely examining the trend in the US-Japan alliance and its future directions, the Republic of Korea (ROK) should prepare for upcoming changes. First, the ROK government should establish and develop its policies toward Japan under the presupposition that Japan is both “common nation” and “nation of great military power.” Second, attentively observing the possibility of a US-Japan alliance shifting its recognition of a threat from North Korea to China, the ROK government should strategically approach ROK-Japan and ROK-US-Japan cooperation. Third, the ROK government should analyze the competition over power in Northeast Asia between Japan and China based on alliances with the United States and its impact on the security of Korea is necessary. Fourth, even though disparate perceptions of historical events still exist between the ROK and Japan, as an effective measure toward issues such as North Korean nuclear missiles and the currently unstable security environment of Northeast Asia, there is a need for ROK government to make a prudent and yet positive approach toward reopening talks and resuming cooperation with Japan.

World on the head of a pin: Visualizing micro and macro points of view in China’s Boxer War of 1900

The vast visual coverage of the Boxer Uprising in northern China that ended with foreigners traipsing through the Forbidden City in Beijing reflects both the richly innovative image technology at the turn of the century and the international interest in events that involved many of the world’s most powerful nations. Historians and students who seek to understand the incident through the innovative technology of today can, for the first time, access primary source images in large numbers malleably displayed in the digital environment. The sheer volume of images collected in one place offers powerful new insights into a history already broadly covered in analytical texts and first-person accounts. One qualitative difference from previous histories is the emergence of subjective points of view that can be conveyed in multidimensional models that juxtapose experiential recordings of the day. Harnessing the tension of contrasting viewpoints – who knew what when – enables today’s learners to see through the lenses of past participants whose understanding was limited by location, communications and, one must remember, by not knowing the outcome. Those who were besieged in the Foreign Legations did not know if they would survive; soldiers and rebels on the road to Beijing knew only the difficulties of the march; illustrations in newspaper reports overseas were coloured by politics and both national and international rivalries. Digital visual representations have the possibility of recreating the collision of experiences that allow users to move between personal records and public reporting from the time to gain a knowledge that is unmitigated by an author’s text-based presentation and conclusions. The result is as much a revolution in perception of historical events – perception-based learning – as it is in information about these events.

Social representation of events in world history: Crosscultural consensus or Western discourse? How Turkish students view events in world history

The perceptions of historical events are considered to be an important cultural, political, and social psychological variable. Earlier studies have shown a crosscultural consensus on historical events that are considered to be important. It has been indicated that a strong Western-Christian European template dominates the view of which events are considered to be important events in history, by many samples across the world. It was the aim of this study to test this finding with a Turkish sample, which would represent some unique characteristics in that it is Muslim, comes from an Empire background, and has undergone a recent nation-building process. College students (n = 372) responded to a questionnaire that was utilized in seven other countries. It was shown that Turkish students were not Eurocentric as expected by the literature: They were highly sociocentric; they gave importance to events related to Turkish history. They were similar to their European counterparts in that war and violence were given primary importance when selecting events as important in history. However, they did not behave as predicted by earlier literature: They did not see Western European events as having a primary importance in history but gave at least equal importance to events that originated from Ottoman Empire roots. The results were discussed in terms of the unique cultural and historical variables that contribute to the identity and social psychological attributions of Turkish students. Further research should focus on not only which events are considered as important historical events but also the reasons behind these.

Social Position and the Dynamics of Attitudes Toward the Events of 1980–1981

:This article presents the results of an empirical study devoted to testing a hypothesis about a causal relationship between the current location of individuals in the social structure and their perception of historical events of 1980-81 in Poland. These events included massive workers’ strikes, the emergence of a politically independent trade union, Solidarity, and, finally, the imposition of martial law. After 1989, the post-communist transition caused the Poles to revise many of their opinions and attitudes aboui the past. The survey data gathered in 2001 in the western part of Poland (N = 326) confirm the hypothesis according to which individuals who have not succeeded blame their failed outcomes on some external, historical factors. In contrast, high occupational status and achievement of economic success tend to increase a positive attitude toward the past. These results are interpreted in terms of mechanisms of adaptation to radical social change.

The Vietnam War: History, Learning, and Leadership

When I was a graduate student, the most interesting course I took was called Interpreting the Past, in which consider the different perspectives that can be applied to learning about the While technically accurate, this description from the course catalog does not begin to describe what I learned from my studies. At each meeting of Interpreting the Past, my colleagues and I shared personal views and perceptions of historical events and listened to guest speakers who shared their own, usually contro versial (and sometimes offbeat), views of history. We read texts that juxtaposed conventional historical views with less traditional ones and analyzed documents from the event or time period in question. Topics of discussion ranged from the mystery of Stonehenge to Custer's Last Stand, from Leonardo da Vinci to racial discrimination in Scottsboro, Alabama. At each meeting, the class would establish what we collectively believed was the historical truth about the individual or event in question. Then we would examine documents, look at works of art or artifacts, read texts, listen to guest speakers, and more often than not arrive at new conclusions about history. Certainly, neither my colleagues nor I always accepted the views of the historians whose work we read or to which we listened. But by examining historical topics in a more comprehensive way, we learned that what we had taken to be historical fact (and therefore indisputable) often repre sented just one, albeit popular, version of history. It was a great lesson in the value of examining more than one side of an event and looking beyond traditional teachings. I left this class excited about history and, more importantly, wondering why most of us leam only one version of America's great past. While it is impossible to teach students all sides o{ every event in history, it is clear to me that we must encourage them not simply to memorize what a textbook tells them or to take what one author states as the only account of a historical event. Instead, we must teach students to examine different views of an event and to think critically about what they read and what they are told, so that they may come to their own conclusions about history. By reading various historical perspectives, learning about the experi ences of different individuals and groups, and being exposed to primary sources like documents, works of art, and oral histories, students gain a more well-rounded view of history. At the same time, they also learn to respect viewpoints and ideas that differ from their own, to articulate their positions clearly, and ultimately to make better decisions for their own?and the nation's?future. Indeed, this one graduate course did much to shape my views on history education and made me realize the importance of actively engaging students in the study of the past. Today, as a professional educator, I see first hand how effective this sort of education can be. As the program director for the Vietnam Veterans Memorial Fund (the nonprofit organization authorized by Congress in 1979 to build a national memorial to Vietnam veterans and whose mission today is to educate about the effects of the Vietnam War), I encourage educators to teach their students about the Vietnam era using a comprehensive, balanced approach that draws on a variety of resources. Using this educational methodology, the Memorial Fund developed a curriculum titled Echoes From The Wall: History, Learning and Leadership Through the Lens of the Vietnam War Era. In October 1999 the curriculum was distributed cost-free to the country's 27,000 public and private high schools. In April 2001 a modified version of the curriculum was sent to each middle school. The kits include two books of essays on the war and The Wall; two posters that chronicle the Vietnam War era and the history of the Memorial; a Veterans of Foreign Wars combat chronology; a video; and a teachers' guide that includes background informa tion, lesson plans, activities, and appendices with documents, bibliographies, and a glossary (1). The purpose of these materials is three-fold. First, we want students to learn the dates, facts, and figures relevant to the Vietnam War. (When did the war start? When did it end? Who led which side? Where did it take place?) From a 1999 survey, the