Beyond truth: an epistemic normativity for historiography

IF 0.5 2区 历史学 Q1 HISTORY Rethinking History Pub Date : 2022-04-03 DOI:10.1080/13642529.2022.2087015
Mariana Imaz-Sheinbaum
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Abstract

ABSTRACT How can we compare two historical narratives about the same occurrence when each of the narratives satisfies the criteria of truth but nevertheless, portray incongruent views about the past? To answer such a question, we can identify a conservative view in history that commits to a correspondence theory of the past that argues that the scrutiny of the primary and secondary sources alongside a precise division of what counts as ‘objective facts’ and ‘subjective information’ can discern which narrative is the correct one. In other words, they value ‘truth as correspondence’ as the ultimate way to settle epistemological disagreements. In this paper, I challenge such a view and argue that it does not answer our primary question. I will propose a new standard for historiographic normativity, one that takes Catherine Elgin’s notion of understanding and Alva Noë’s idea of reorganization at its center. I will further argue that Elgin and Noë’s work allows us to bring Arthur Danto’s idea of redescription and Louis Mink’s notion of understanding from the descriptive to the normative realm.
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超越真理:史学的认识规范
摘要:当两个关于同一事件的历史叙事都满足真理的标准,但却对过去描绘了不一致的观点时,我们如何比较这两个故事?为了回答这样一个问题,我们可以在历史上找到一种保守的观点,这种观点致力于过去的对应理论,即对主要和次要来源的审查,以及对“客观事实”和“主观信息”的精确划分,可以辨别出哪种叙述是正确的。换句话说,他们将“真理即对应”视为解决认识论分歧的终极途径。在本文中,我对这种观点提出质疑,并认为它不能回答我们的主要问题。我将提出一个新的史学规范性标准,以凯瑟琳·埃尔金的理解概念和阿尔瓦·诺的重组思想为中心。我将进一步论证,埃尔金和诺的工作使我们能够将阿瑟·丹托的重新描述思想和路易斯·明克的理解概念从描述性领域带入规范性领域。
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来源期刊
Rethinking History
Rethinking History Multiple-
CiteScore
1.20
自引率
0.00%
发文量
26
期刊介绍: This acclaimed journal allows historians in a broad range of specialities to experiment with new ways of presenting and interpreting history. Rethinking History challenges the accepted ways of doing history and rethinks the traditional paradigms, providing a unique forum in which practitioners and theorists can debate and expand the boundaries of the discipline.
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