In 1958, the American Historical Association began a study to determine the status and condition of history education in U.S. colleges and universities. Published in 1962 and addressing such issues as the supply and demand for teachers, student recruitment, and training for advanced degrees, that report set a lasting benchmark against which to judge the study of history thereafter. Now, more than forty years later, the AHA has commissioned a new report. The Education of Historians for the Twenty-first Century documents this important new study's remarkable conclusions. Both the American academy and the study of history have been dramatically transformed since the original study, but doctoral programs in history have barely changed. This report from the AHA explains why and offers concrete, practical recommendations for improving the state of graduate education. The Education of Historians for the Twenty-first Century stands as the first investigation of graduate training for historians in more than four decades and the best available study of doctoral education in any major academic discipline. Prepared for the AHA by the Committee on Graduate Education, the report represents the combined efforts of a cross-section of the entire historical profession. It draws upon a detailed review of the existing studies and data on graduate education and builds upon this foundation with an exhaustive survey of history doctoral programs. This included actual visits to history departments across the country and consultations with scores of individual historians, graduate students, deans, academic and non-academic employers of historians, as well as other stakeholders in graduate education. As the ethnic and gender composition of both graduate students and faculty has changed, methodologies have been refined and the domains of historical inquiry expanded. By addressing these revolutionary intellectual and demographic changes in the historical profession, The Education of Historians for the Twenty-first Century breaks important new ground. Combining a detailed historical snapshot of the profession with a rigorous analysis of these intellectual changes, this volume is ideally positioned as the definitive guide to strategic planning for history departments. It includes practical recommendations for handling institutional challenges as well as advice for everyone involved in the advanced training of historians, from department chairs to their students, and from university administrators to the AHA itself. Although focused on history, there are lessons here for any department. The Education of Historians for the Twenty-first Century is a model for in-depth analysis of doctoral education, with recommendations and analyses that have implications for the entire academy. This volume is required reading for historians, graduate students, university administrators, or anyone interested in the future of higher education.

The Education of Historians for Twenty-first Century

History

Bender, Thomas

Katz, Philip M.

Palmer, Colin

The Committee on Graduate Education (AHA)

Americas

University of Illinois Press

In 1958, the American Historical Association began a study to determine the status and condition of history education in U.S. colleges and universities. Published in 1962 and addressing such issues as the supply and demand for teachers, student recruitment, and training for advanced degrees, that report set a lasting benchmark against which to judge the study of history thereafter. Now, more than forty years later, the AHA has commissioned a new report. The Education of Historians for the Twenty-first Century documents this important new study's remarkable conclusions. Both the American academy and the study of history have been dramatically transformed since the original study, but doctoral programs in history have barely changed. This report from the AHA explains why and offers concrete, practical recommendations for improving the state of graduate education. The Education of Historians for the Twenty-first Century stands as the first investigation of graduate training for historians in more than four decades and the best available study of doctoral education in any major academic discipline. Prepared for the AHA by the Committee on Graduate Education, the report represents the combined efforts of a cross-section of the entire historical profession. It draws upon a detailed review of the existing studies and data on graduate education and builds upon this foundation with an exhaustive survey of history doctoral programs. This included actual visits to history departments across the country and consultations with scores of individual historians, graduate students, deans, academic and non-academic employers of historians, as well as other stakeholders in graduate education. As the ethnic and gender composition of both graduate students and faculty has changed, methodologies have been refined and the domains of historical inquiry expanded. By addressing these revolutionary intellectual and demographic changes in the historical profession, The Education of Historians for the Twenty-first Century breaks important new ground. Combining a detailed historical snapshot of the profession with a rigorous analysis of these intellectual changes, this volume is ideally positioned as the definitive guide to strategic planning for history departments. It includes practical recommendations for handling institutional challenges as well as advice for everyone involved in the advanced training of historians, from department chairs to their students, and from university administrators to the AHA itself.

Focuses on the changing definitions of intellectual life in New York City, discussing how the aspirations for the European pattern of intellectual life and the historical and sociological conditions of the city produced a distinctive cultural formation

New York Intellect

KNOPF

This volume brings together one of the most provocative debates among historians in recent years. The center of controversy is the emergence of the antislavery movement in the United States and Britain and the relation of capitalism to this development. The essays delve beyond these issues, however, to raise a deeper question of historical interpretation: What are the relations between consciousness, moral action, and social change? The debate illustrates that concepts common in historical practice are not so stable as we have thought them to be. It is about concepts as much as evidence, about the need for clarity in using the tools of contemporary historical practice. The participating historians are scholars of great distinction. Beginning with an essay published in the American Historical Review (AHR), Thomas L. Haskell challenged the interpretive framework of David Brion Davis's celebrated study, The Problem of Slavery in the Age of Revolution. The AHR subsequently published responses by Davis and by John Ashworth, as well as a rejoinder by Haskell. The AHR essays and the relevant portions of Davis's book are reprinted here. In addition, there are two new essays by Davis and Ashworth and a general consideration of the subject by Thomas Bender. This is a highly disciplined, insightful presentation of a major controversy in historical interpretation that will expand the debate into new realms.

The Antislavery Debate: Capitalism and Abolitionism as a Problem in Historical Interpretation

DAVIS, David Brion

Ashworth, John

Haskell, Thomas L.

University of California Press

This compendium offers a textured historical and compara- tive examination of the significance of locality or "place," and the role of urban representations and spatial practices in defining national identities. Drawing upon a wide range of disciplines-from literature to architecture and planning, sociology, and history -these essays problematize the dynamic between the local and the national, the cultural and the material, revealing the complex interplay of social forces by which place is constituted and contributes to the social construction of national identity in Asia, Latin America, and the United States. These essays explore the dialogue between past and present, local and national identities in the making of "modern" places. Contributions range from an assessment of historical discourses on the relationship between modernity and heritage in turn-of-the-century Suzhou to the social construction of San Antonio's Market Square as a contested presencing of the city's Mexican past. Case studies of the socio-spatial restructuring of Penang and Jakarta show how place-making from above by modernizing states is articulated with a claims-making politics of class and ethnic difference from below. An examination of nineteenth-century Central America reveals a case of local grassroots formation not only of national identity but national institutions. Finally, a close examination of Latin American literature at the end of the nineteenth century reveals the importance of a fantastic reversal of Balzac's dystopian vision of Parisian cosmopolitanism in defining the place of Latin America and the possibilities of importing urban modernity. Michael Peter Smith is professor of community studies at the University of California at Davis and a faculty associate of the Center for California Studies at the University of California at Berkeley. An urban social theorist, he has published numerous books on cities, globalization, and transnationalism, including The City and Social Theory; The Capitalist City; City, State and Market; Transnationalism from Below; and, most recently, Transnational Urbanism: Locating Globalization. Thomas Bender is professor of history and director of the Project on Cities and Urban Knowledge and the International Center for Advanced Studies at New York University. His books include Toward an Urban Vision; Community and Social Change in America; New York Intellect; and (with Carl Schorske) Budapest and New York. He is editor of the forthcoming book Rethinking American History in a Global Age.

City and Nation: Rethinking Place and Identity (Comparative Urban and Community Research)

Politics & Social Sciences

Smith, Michael Peter

Social Sciences

Routledge

Did urbanization kill `community' in the nineteenth century, or even earlier? In this highly regarded volume Bender argues not only that community survivedthe trials of industrialization and urbanization but that it remains a fundamental element of American society today.

Community and Social Change in America

Johns Hopkins University Press

Toward an Urban Vision: Ideas and Institutions in Nineteenth-Century America

New York Intellect is Thomas Bender's remarkable look at the connections between the life of a city and the life of the mind. New York has never been comfortable or convenient as a milieu for art and intellect, Bender notes. Yet New Yorkers have always struggled to create institutions and styles of thought and writing that reflect the special character of the city, its boundless energies and deep divisions.

New York Intellect: A History of Intellectual Life in New York City from 1750 to the Beginnings of Our Own Time

Thomas Bender explores both the nineteenth-century origins and the twentieth-century configurations of academic intellect in the United States.
Periodic "crises" in our academic culture remind us that the organization of our intellectual life is a product of history―neither fixed by the logic of social development nor inherent in the nature of knowledge itself. At a time of much unease in academia and among the general public about the relation of intellect to public life, Thomas Bender explores both the nineteenth-century origins and the twentieth-century configurations of academic intellect in the United States.
Intellect and Public Life pays special attention to the changing relationship of academic to urban culture. Examining the historical tensions faced by intellectuals who aspired to be at once academics and citizens, Bender traces the growing commitment of intellectuals to professional expertise and autonomy. He finds, as well, a historical pattern of academic withdrawal from the public discussion of matters of general concern. Yet the volume concludes on a hopeful note. With the demise of the classical republican notion of the public, Bender contends, there has emerged a more pluralistic notion of the public that―combined with the revival of interest in pragmatic theories of truth―may offer the possibility of a richer collaboration of democracy and intellect.

Intellect and Public Life: Essays on the Social History of Academic Intellectuals in the United States

Health, Fitness & Dieting

Mental Health

A Nation Among Nations: America's Place in World History

A provocative new book that shows us why we must put American history firmly in a global context--from 1492 to today
Americans like to tell their country's story as if the United States were naturally autonomous and self-sufficient, with characters, ideas, and situations unique to itself. Thomas Bender asks us to rethink this "exceptionalism" and to reconsider the conventional narrative. He proposes that America has grappled with circumstances, doctrines, new developments, and events that other nations, too, have faced, and that we can only benefit from recognizing this. 
Bender's exciting argument begins with the discovery of the Americas at a time when peoples everywhere first felt the transforming effects of oceanic travel and trade. He then reconsiders our founding Revolution, occurring in an age of rebellion on many continents; the Civil War, happening when many countries were redefining their core beliefs about the nature of freedom and the meaning of nationhood; and the later imperialism that pitted the United States against Germany, Spain, France, and England. Industrialism and urbanization, laissez-faire economics, capitalism and socialism, and new technologies are other factors that Bender views in the light of global developments.
A Nation Among Nations is a passionate, persuasive book that makes clear what damage is done when we let the old view of America alone in the world falsify our history. Bender boldly challenges us to think beyond our borders.

Hill and Wang

See the best price to sell, buy, or rent books by Bender, Thomas. BookScouter helps to compare book prices from 25+ online bookstores and 30+ buyback vendors with a single search.

Books by Bender, Thomas

See the best price to sell, buy, or rent books by Bender, Thomas. BookScouter helps to compare book prices from 25+ online bookstores and 30+ buyback vendors with a single search.

The Education of Historians for Twenty-first Century

The Education of Historians for Twenty-first Century

New York Intellect

The Antislavery Debate: Capitalism and Abolitionism as a Problem in Historical Interpretation

City and Nation: Rethinking Place and Identity (Comparative Urban and Community Research)

Community and Social Change in America

Toward an Urban Vision: Ideas and Institutions in Nineteenth-Century America

New York Intellect: A History of Intellectual Life in New York City from 1750 to the Beginnings of Our Own Time

Intellect and Public Life: Essays on the Social History of Academic Intellectuals in the United States

A Nation Among Nations: America's Place in World History