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Journal articles on the topic 'Annales School'

Author: Grafiati

Published: 4 June 2021

Last updated: 30 July 2024

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1

Yıldırım Delice, Didem. "Annales School and Ricoeur's critique of Annales School within the narrative context." History Studies International Journal Of History Volume 3 Issue 2, no. 3 (2011): 101–24. http://dx.doi.org/10.9737/hist_278.

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Hassan, Nagham Abd AL-Hadi Mahdi, and Mahmoud Abdulwahid M. Al-Qaysi. "Ecole des Annals and Iraqi Perception: Its Impact on Early Iraqi Historians." Al-Adab Journal 3, no. 138 (September 15, 2021): 33–40. http://dx.doi.org/10.31973/aj.v3i138.1764.

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The article is a study of the Ecole des annals' impact on the first generation of Iraqi historians and historiography during the 20th century. The Ecole des annals had emerged as a reaction of the 1st world war disasters and its destructive results which implicated on the political, economic and intellectual situations in Europe during the interwar period. The school had founded in 1929 by two French historians: Marc Bloch (1886-1944) and Lucien Febvre (1878-1956), and published its first journal " Annales d'histoire économique et sociale", in addition to publications of the school which concentrated on social and economic history, and kept away from the political history which was the main interest of "École méthodique" (Methodological school) since late 19th century and its journal " Revue historique" at 1876. The annals school had important influences on the European and American, and then world historiography since its rise up to present. The school had moved the historiography from political and diplomatic aspects to social, intellectual and economic issues.

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3

TANIOKA, Takeo. "Fernand Braudel and the "Annales" School." Japanese Journal of Human Geography 53, no. 4 (2001): 327–44. http://dx.doi.org/10.4200/jjhg1948.53.327.

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4

Lewkowicz, Nicolas. "The Annales School – An Intellectual History." Intellectual History Review 21, no. 2 (June 2011): 250–51. http://dx.doi.org/10.1080/17496977.2011.574432.

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5

Forrest, A. "The Annales School: An Intellectual History." French History 25, no. 2 (May 10, 2011): 264–66. http://dx.doi.org/10.1093/fh/crr040.

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6

Iggers, G. G. "The Annales School. An Intellectual History." Enterprise and Society 13, no. 1 (May 11, 2011): 221–24. http://dx.doi.org/10.1093/es/khr018.

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7

Baker, Alan R. H. "The Annales School: An Intellectual History." Journal of Historical Geography 36, no. 2 (April 2010): 235–36. http://dx.doi.org/10.1016/j.jhg.2010.02.013.

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8

Kalimonov, I. K., V. E. Tumanin, and E. I. Kamaletdinova. "Marc Ferro and the French School of the History of International Relations." Uchenye Zapiski Kazanskogo Universiteta. Seriya Gumanitarnye Nauki 164, no. 3 (2022): 29–36. http://dx.doi.org/10.26907/2541-7738.2022.3.29-36.

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This article focuses on an interesting aspect of the scholarly career of Marc Ferro, one of the most famous French historians of the 20th century. He was not only the editor-in-chief of the Annales, but also the co-editor of the Journal of Contemporary History, which encouraged him to attempt experiences beyond the traditional scope of the Annales. Historians who published their findings in the Annales were either medieval or modern history researchers, i.e., they believed that contemporary history provides no suitable material for historical studies. Thus, M. Ferro was a pioneer of the study of the modern history of France. In addition, as a disciple of Pierre Renouwen, he actively developed the history of international relations. P. Renouwen and M. Ferro, unlike most historians of the Annales School of History, held to the critical assessment of the role of mentality in historical change. Here we discuss their approach to the study of the world of perceptions as a factor determining the dynamics of change in the world of people’s perceptions and its reflection in the changing international situation. Based on an analysis of the works of these historians, it is concluded that a shortcoming of the traditional approaches of the Annales School is the desire for universalism, which became a source of misunderstanding of many contemporary processes that the West deals with in the former colonial countries.

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9

De Souza, Amauri Santos, and Andréa Kochhann. "The positivist and Annales schools: an analysis of their complex relationship." CONTRIBUCIONES A LAS CIENCIAS SOCIALES 16, no. 10 (October 5, 2023): 19347–59. http://dx.doi.org/10.55905/revconv.16n.10-039.

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Examining and scrutinizing historiographical paradigms are pivotal for the epistemology of historical studies, as fluctuations in the scientific discourse shape and echo through diverse interpretations within this intellectual domain. Hence, this study sought to dissect the intricate interplay between the positivist and Annales schools. This investigation is warranted by its potential to broaden the spectrum of understanding within historical epistemology, facilitated by exhaustive literature reviews and historiographical analyses. Notably, this study challenges the conventional dichotomy that portrays these two schools of thought as inherently antagonistic. The paper posits the following research query to elucidate this nuanced landscape: "To what degree do elements of synergy, antagonism, and rivalry manifest between the Annales school and the positivist school?" The overarching aim of this article was to unpack these multifaceted interactions using a qualitative exploratory approach, an extensive bibliography, and methodological and theoretical standards outlined in the literature by various scholars. A meticulous analysis was undertaken to gain relevant insights contributing to a coherent argument that addresses the central research question.

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10

Peter Paret. "The Annales School and the History of War." Journal of Military History 73, no. 4 (2009): 1289–94. http://dx.doi.org/10.1353/jmh.0.0449.

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11

Bermann, Sandra L., Peter Burke, and Philippe Carrard. "The French Historical Revolution: The Annales School 1929-89." Poetics Today 14, no. 1 (1993): 219. http://dx.doi.org/10.2307/1773151.

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12

Kolaja, Jiri, and Ivana Holzbachova. "Society-History-Structure: The "Annales School" and Historical Materialism." Contemporary Sociology 18, no. 5 (September 1989): 844. http://dx.doi.org/10.2307/2073414.

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13

Stoianovich, Traian, and Peter Burke. "The French Historical Revolution: The Annales School, 1929-89." American Historical Review 97, no. 3 (June 1992): 862. http://dx.doi.org/10.2307/2164842.

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14

Wandel, Torbjörn. "A Review of “The Annales School: An Intellectual History”." History: Reviews of New Books 38, no. 2 (January 18, 2010): 55–56. http://dx.doi.org/10.1080/03612750903462889.

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15

JONES, H. S. "The Annales School: an intellectual history - By André Burguière." Economic History Review 63, no. 1 (February 2010): 262–63. http://dx.doi.org/10.1111/j.1468-0289.2009.00511_21.x.

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16

Harrie, Jeanne. "The French Historical Revolution: The Annales School, 1929–89." History: Reviews of New Books 20, no. 2 (January 1992): 67. http://dx.doi.org/10.1080/03612759.1992.9949565.

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17

Smith, Dennis. "History, Geography and Sociology: Lessons from the Annales School." Theory, Culture & Society 5, no. 1 (February 1988): 137–48. http://dx.doi.org/10.1177/026327688005001010.

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18

Moreland, John. "The Annales School and Archaeology. Edited by J. Bintliff." Archaeological Journal 148, no. 1 (January 1991): 337–38. http://dx.doi.org/10.1080/00665983.1991.11021416.

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19

TIMMINS, ADAM. "The Annales School: An Intellectual History - By André Burguière." History 96, no. 321 (December 22, 2010): 86–87. http://dx.doi.org/10.1111/j.1468-229x.2010.00508_3.x.

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20

Jones, Colin. "The French Historical Revolution: The Annales School, 1929–2014." French Studies 70, no. 2 (March 14, 2016): 298.2–299. http://dx.doi.org/10.1093/fs/knw041.

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21

Toby Burrows. "The Annales School: An Intellectual History (review)." Parergon 27, no. 1 (2010): 195–97. http://dx.doi.org/10.1353/pgn.0.0199.

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22

Bonnet, Romain. "The French Historical Revolution. The Annales School 1929-2014." European Review of History: Revue européenne d'histoire 23, no. 1-2 (January 2, 2016): 299–300. http://dx.doi.org/10.1080/13507486.2016.1149938.

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23

Tortolero Villaseñor, Alejandro. "The Annales School and the Environmental History of Latin America." Historia Caribe 12, no. 30 (January 23, 2017): 301–40. http://dx.doi.org/10.15648/hc.30.2016.01.

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There are different influences in Environmental Latin-American History. From the historical demography to anthropology, this discipline has been benefit from Cook and Borah’s contributions to Carl Sauer’s. In this article, my contribution consists in broading the spectrum towards the European influence and particularly to the so-called Annales School. While it is true that this movement had a strong influence in Latin-American History, in contrast, in Environment Historians, such influence has not been comparable to quantity history or the history of prices. My purpose is to analyze the roots of this influence in Latin America, their scope and limits.

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Tortolero Villaseñor, Alejandro. "The Annales School and the Environmental History of Latin America." Historia Caribe 12, no. 30 (January 23, 2017): 301–40. http://dx.doi.org/10.15648/hc.30.2016.11.

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There are different influences in Environmental Latin-American History. From the historical demography to anthropology, this discipline has been benefit from Cook and Borah’s contributions to Carl Sauer’s. In this article, my contribution consists in broading the spectrum towards the European influence and particularly to the so-called Annales School. While it is true that this movement had a strong influence in Latin-American History, in contrast, in Environment Historians, such influence has not been comparable to quantity history or the history of prices. My purpose is to analyze the roots of this influence in Latin America, their scope and limits.

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25

Astarita, Carlos. "La periodización en la historia y una larga Edad Media. Comentario crítico / Periodization in History and a Long Middle Ages. A Critical Review." Historiografías, no. 12 (December 27, 2017): 113. http://dx.doi.org/10.26754/ojs_historiografias/hrht.2016122366.

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En este artículo se analiza el último libro de Jacques Le Goff, en el que expuso su idea de que la Edad Media se extendía hasta mediados del siglo XVIII. Se critica la debilidad de la demostración, a la que se achaca afirmaciones poco fundamentadas y un análisis superficial de autores y temas. Estas falencias se ven con claridad cuando Le Goff considera el aporte de los historiadores marxistas sobre los períodos históricos. Esta última actitud halla su explicación en el contexto de las complejas relaciones que los historiadores de la escuela de los Annales han mantenido con los historiadores marxistas y de la manera como estos últimos han considerado los aportes de la mencionada escuela.Palabras clavesJacques Le Goff, una larga Edad Media, períodos históricos, Marxismo, escuela de los Annales.AbstractThis article examines the last book of Jacques Le Goff, in which he exposed his idea that the Middle Ages extended until the middle of the eighteenth century. The weakness of the demonstration is criticized because of its unsubstantiated statements and superficial analysis of authors and themes. These shortcomings are clearly seen when Le Goff considers the contributions of Marxist historians to historical periods. This attitude can be explained in the context of the complex relationships that the historians of the Annales School have maintained with Marxist historians and how the latter have considered the contributions of that school.KeywordsJacques Le Goff, a long Middle Ages, historical periods, Marxism, Annales school.

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Hummel, H. C. "The month of August - an Annales approach to the history of the Kowie: August 1881 to August 1914." New Contree 18 (July 9, 2024): 9. http://dx.doi.org/10.4102/nc.v18i0.751.

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The Annales is an internationally renowned French school of historical analysis founded by Lucien Febvre and Marc Bloch and brilliantly expounded by Fernand Braudel in his classic work on rhe Mediterranean and the Mediterranean world (first published in 1949). By its emphasis on history that happened off the beaten track, the' Annales lends itself particularly well to rhe study of a local community. Its aim is inter alia to capture a community's mentalité, namely its peculiar attitudes and ethos as shaped by even the most elemental facts of its existence, including its pattern of weather. This article is an effort to analyse the mentalité of the Eastern Cape coastal community of the Kowie (Port Alfred) over a period of more than thirty years.

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27

Wear, Andrew. "Peter Burke, The French Historical Revolution: The Annales School, 1929–2014." Cultural History 6, no. 2 (October 2017): 229–31. http://dx.doi.org/10.3366/cult.2017.0152.

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28

Anheim, Étienne, and Bénédicte Girault. "History: Between Teaching and Research." Annales (English ed.) 70, no. 01 (March 2015): 137–44. http://dx.doi.org/10.1017/s2398568200001023.

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In France, the links between the teaching of history in secondary schools and historical research in universities, higher education institutes, and the National Center for Scientific Research (CNRS) often seem tenuous. Evocations of these links usually boil down to debates about updating school curricula, invocations—often with ulterior political motives—of the teaching profession’s unity in spite of obvious differences and inequalities, or, on the contrary, denunciations of an objective that is idealistic, if not demagogical and senseless. In such a context, it might seem odd to devote a dossier to this question in an international academic journal. Indeed, this choice provoked vigorous debate within the editorial board of the Annales, especially since the dossier has the peculiarity of drawing on direct experience by giving a voice to secondary-school teachers and teacher trainers rather than specialized academic researchers.

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29

Horowitz, Elliott. "Coffee, Coffeehouses, and the Nocturnal Rituals of Early Modern Jewry." AJS Review 14, no. 1 (1989): 17–46. http://dx.doi.org/10.1017/s0364009400002427.

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Although religious history has traditionally concerned itself with the transcendent dimension in human life, and social history with the mundane, the latter approach can also be used to illuminate the ways in which religion works itself out on the social plane. In fact, it might be argued that inquiries of this sort should occupy a prominent place on the agenda of any social and religious history of the Jews. Among historians of the Annales school, for whom the study of material life was long considered the backbone of historical inquiry, there has been a discernible move in recent years toward the study of religious life, especially in its popular forms. Whereas, for example, previous volumes in the valuable Johns Hopkins series of “Selections from the Annales” were devoted to such topics as food and drink in history, the one published in 1982 was entitled, significantly, Ritual, Religion and the Sacred.

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30

Ames, Kenneth M. "The archaeology of the longue durée: temporal and spatial scale in the evolution of social complexity on the southern Northwest Coast." Antiquity 65, no. 249 (December 1991): 935–45. http://dx.doi.org/10.1017/s0003598x0008073x.

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The emphasis on temporal and geographic scale of the French Annales school of history (cf. Braudel 1980; Baker 1984; Lewthwaite 1988) is the inspiration for this paper. Braudel (1980) divides time into three durations: short term events (days, weeks, months, a few years), medium length conjunctures (years, decades, even major portions of centuries), and longterm structures (which may last centuries, even millennia). This last duration is the longue durée. Basic to Annales’ thought – and the longue durée – is the idea that to understand historical developments, to explain their causes and dynamics, one must know their temporal and their geographic scale; one must know what happened at their edges and their centre, why they developed and why they passed away; and how they changed during their span. To do this, since we cannot assume we know the scales relevant to the phenomena which interest us (Braudel 1980), we must continually play different temporal and geographic scales off against each other.

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Torstendahl, R. "DIRECTIONS OF KNOWLEDGE AND SCHOOLS IN HISTORIOGRAPHY." Uchenye Zapiski Kazanskogo Universiteta. Seriya Gumanitarnye Nauki 163, no. 6 (2021): 9–15. http://dx.doi.org/10.26907/2541-7738.2021.6.9-15.

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After a short terminological introduction, this article discusses the origin of schools as collective knowledge producers. European historiography had not seen such schools until Leopold von Ranke started his teaching, which included historical research through seminars. His school became paradigmatic. However, from the late 19th century, nationalist historians, who rallied around political ideas rather than around new historical knowledge, challenged the Rankean conception. Another challenge came from historians gathering around a French journal, the Annales. From Marc Bloch and Lucien Febvre, these historians had different ideas about historical research, but there were links between the conceptions of history in the second and third generation of editors. Thereby, they also came to precede the present with its different directions of historiography based on ideas of fruitful areas for research.

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32

Frey, Linda. "Le Goff, History And Memory." Teaching History: A Journal of Methods 18, no. 1 (April 1, 1993): 27–28. http://dx.doi.org/10.33043/th.18.1.27-28.

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According to the Greeks, the goddess Mnemosyne, the personification of memory, gave birth to the muses after sleeping with Zeus. Jacques Le Goff explores the relationship between the goddess and one of her muse offspring, Clio, in this thought-provoking work on the historian's craft. A leading member of the Annales school, Jacques Le Goff demonstrates the tools of the school that has so revolutionized historical studies. Steven Randall and Elizabeth Claman have selected and translated four of ten articles that appeared a decade ago in Italian translation in the Enciclopedia and later separately as Storia e Memoria. These texts focus on Past/Present, Antique/Modern, Memory, and History.

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Polańska, Aurelia. "O etyce pracy nauczyciela akademickiego." Annales. Etyka w Życiu Gospodarczym 11, no. 2 (May 15, 2008): 37–44. http://dx.doi.org/10.18778/1899-2226.11.2.03.

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In all the volumes of Annales. Ethics in Economy there are several interesting papers about the ethics of teaching in academic schools. I would like to add my paper to this collection at the conference in 2007. In my paper I write about my own experiences during the work with students in several schools. In this description I use the method of job analysis recommended by the International Labour Organization in Geneva: the praxeological method of prof. Kotarbiński and an encyclical of John Paul II. I attempt to prove the thesis that teaching of ethics to students makes sense and gives results only when the teacher is able to convince young people to the value of honest work in their personal lives. This thesis may be promoted by positively motivated teachers and well organized working processes in the school.

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Huang, Chih-Hong, and Yi-Ting Huang. "An annales school-based serious game creation framework for taiwanese indigenous cultural heritage." Journal on Computing and Cultural Heritage 6, no. 2 (May 2013): 1–31. http://dx.doi.org/10.1145/2460376.2460380.

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35

Janus‑Sitarz, Anna. "Dylematy kształcenia polonistycznego, czyli czego nas uczą pierwsze lata reformy." Z Teorii i Praktyki Dydaktycznej Języka Polskiego 29 (October 6, 2020): 175–86. http://dx.doi.org/10.31261/tpdjp.2020.29.12.

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The review article describes the effects of the hastily implemented reform of school education. Its effects were monitored by researchers whose observations appeared in the volume Dilemmas of Polish Studies in the reformed primary school edited by Zofia Budrewicz and Danuta Łazarska, published as part of the Annales Universitatis Paedagogicae Cracovienesis. Authors from many academic centres address the topics of overcrowded high schools (the socalled effect of the double year), students overloaded with learning, return of rote learning, as well as the process of full centralisation in education management (no teachers’ participation in preparing reforms), or politicised programme changes and haste. The volume contains many texts that critically analyse the new core curriculum in the field of Polish language education. Repeated allegations include: anachronism, lack of autonomy in the choice of texts, deprivation of references to modern times, dominance of theoretical terminology, marginalisation of communication practice, etc. In addition, some of the dissertations contained in the publication are based on empirical research and examples of so-called good educational practices.

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36

Leng, Loh Wei. "Centring the Periphery: New Forays in Malaysian Economic History." Journal of the Malaysian Branch of the Royal Asiatic Society 96, no. 2 (December 2023): 89–102. http://dx.doi.org/10.1353/ras.2023.a916914.

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Abstract: Writings on Malaysian history follow trends that affect history writing around the world, but not always at the same pace. This article revolves around the significance of centring the periphery in looking at Malaysian history and discusses the effects of innovations associated with the New History, the new economic history, the Annales school, women’s history and gender studies, post-modernism, and global history on historical writing in Malaysia. It begins with a broad regional focus and culminates in a discussion of how Penang, a peripheral actor from some perspectives, also serves as a centre.

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Lee, William R. "Book Review: The French Historical Revolution: The Annales School 1929-2014, by Peter Burke." Journal of Historical Research in Music Education 40, no. 2 (January 24, 2019): 200–202. http://dx.doi.org/10.1177/1536600618824176.

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Huijbens, Edward H. "Earthly tourism and travel’s contribution to a planetary genre de vie." Tourist Studies 21, no. 1 (January 9, 2021): 108–18. http://dx.doi.org/10.1177/1468797620986345.

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In this reflective commentary celebrating 20 years of Tourist Studies I draw on my forthcoming book, Developing Earthly Attachments in the Anthropocene, explicitly relating its message to a future looking tourist studies agenda. I outline how such an agenda can underpin the development of ‘earthly tourism’ and thereby explore practices of travel and mobilities informing a planetary mode of living, or what the French Annales school of geography would call genre de vie. The article will detail the meaning of these terms and how these can be informed by, and in turn, inform a future looking academic tourist studies agenda.

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Elgabsi, Natan. "The Ethical Presupposition of Historical Understanding." Culture and Dialogue 5, no. 2 (December 4, 2017): 223–41. http://dx.doi.org/10.1163/24683949-12340034.

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Abstract Discussions on Marc Bloch usually focus on The Annales School, his comparative method, or his defence of a distinct historical science. In contrast, I emphasise his seldom-investigated ideas of what historical understanding should involve. I contend that Bloch distinguishes between three different ethical attitudes in studying people and ways of life from the past: scientific passivity; critical judgements; understanding. The task of the historian amounts to understanding other worlds in their own terms. This essay is an exploration of Bloch’s methodology and what historical understanding is needed to do justice to cultures that belong to the past, both conceptually and practically.

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Megill, Allan. "Coherence and Incoherence in Historical Studies: From the Annales School to the New Cultural History." New Literary History 35, no. 2 (2004): 207–31. http://dx.doi.org/10.1353/nlh.2004.0033.

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Dichdji, Ayelen. "La historia medioambiental: la mirada latinoamericana y argentina / Environmental History: a Latin American and Argentinian Perspective." Historiografías, no. 12 (December 27, 2017): 54. http://dx.doi.org/10.26754/ojs_historiografias/hrht.2016122363.

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El presente trabajo es una presentación de la llamada historia medioambiental en el que se hace hincapié en el estado de la cuestión en Latinoamérica y Argentina. Se trata de una corriente que nace a finales de los años 1960 y durante la década siguiente en los Estados Unidos con aportaciones de tradiciones europeas como la Escuela de los Annales, para hacerse eco de los conflictos socio-ambientales y el incremento de las preocupaciones ambientales. En el caso latinoamericano y argentino el artículo examina cómo esta nueva historia, aunque se halla todavía en una etapa temprana de desarrollo, en las dos últimas décadas está mostrando una gran viveza.Palabras claveHistoria ambiental, historiografía, revisión, Latinoamérica, Argentina.AbstractThis work is a presentation of the so-called Environmental History in which a state of the art in Latin America and Argentina is emphasized. This is a trend which was born at the end of the 1960s and the next decade in the US, with European contributions such as the Annales School, to discuss the increasing social-environmental conflicts and reflect concern about them. To Latin American and Argentina’s case the paper examines how this new history, albeit still in an early step of development, is showing a great liveliness in the last two decades.Key WordsEnvironmental history, historiography, review, Latin America, Argentina.

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Li (李松), Song, Huangkun Wu (吴煌琨), and Ping Liu (刘苹). "Peasant Studies in the Journal Modern China, 1979–1991." Rural China 19, no. 2 (September 5, 2022): 181–209. http://dx.doi.org/10.1163/22136746-12341286.

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Abstract From 1979 to 1991, Modern China, a landmark journal of Chinese studies, published a large number of articles in the field of peasant studies. These articles are of two types: studies of peasants in premodern China, which focus on the rural economy, politics, and ideology; and studies on the history of “peasant studies” itself, which focus on the problems, paradigms and directions of the field. Taken together, all these articles reveal the influence of three major approaches to history: the longue durée perspective of the French Annales school, the “bottom-up” approach to lived experience of the British new social history movement, and the time, space, and demography frame of reference of G. William Skinner.

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Aksoy Sheridan, R. Aslıhan. "Nostalgia of a Frustrated Ottoman Subject: Reading Osman Agha of Timișoara's Memoirs as Self-Narrative." International Journal of Middle East Studies 53, no. 2 (May 2021): 323–30. http://dx.doi.org/10.1017/s0020743821000386.

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Ego-documents let us hear the voices of those who have been little heard in historiography. Such documents, especially when narrative in nature, provide insight into historical events and periods by illustrating how individuals—in correspondence with their own (in)actions, (in)decisions, and (mis)convictions as well as emotions, fears, aspirations, and frustrations—experienced and perceived these historical phenomena from a contemporary personal viewpoint. Since the revival of narrative historiography in the 1980s, partly in response to the Annales school, such documents have been increasingly recognized and employed as important historical sources. Nonetheless, the terminology for designating the generic nature and encompassing the diversity of such sources, as well as the methodology for historicizing them, remain under debate.

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Klein, Herbert S. "CLAH Lecture: Living with History as a Social Science." Americas 73, no. 3 (July 2016): 291–301. http://dx.doi.org/10.1017/tam.2016.67.

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Looking over the course of my half century working in the fields of Latin American and US history, I find that from the beginning to the end I have been working in a relatively isolated area of our historical profession. I have been committed to history as a social science, and in that framework, using mostly comparative and quantitative analysis to study themes related to basic social and economic structures. In this I have been much influenced by the traditional vision of the Annales school of historical research. I have also been totally committed to working within the social sciences, having completed a minor doctoral field in Anthropology at the University of Chicago.

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Straus, Lawrence G. "The "Annales" School and Archaeology, edited by J. Bintliff, New York University Press, New York, 1991." Bulletin of the History of Archaeology 2, no. 2 (November 2, 1992): 13. http://dx.doi.org/10.5334/bha.02204.

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Chwedczuk-Szulc, Karol, and Andrzej Polus. "Social Constructivism as Forecasting Matrix. Collective Habitus in International Relations." Polish Political Science Review 8, no. 1 (June 1, 2020): 1–19. http://dx.doi.org/10.2478/ppsr-2020-0001.

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AbstractSocial constructivism is not among the most popular theoretical approaches used in forecasting in International Relations. The article argues that constructivism suffers from the same limitations as any other paradigm in IR, therefore, there is no reason to exclude this theory from forecasting effort. In this paper, social constructivism is perceived to offer a new conceptual framework for sound and robust projections of the future. The core of our concept is constituted by the term of collective habitus. Habitus is a relatively stable, yet mutable social structure that can enable deliberations about future. It is based on a long-term history study programme of the School of Annales, as we identify long lasting habits-like patterns of behaviours among IR actors.

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Barros, Antonio Evaldo Almeida, Fábio Henrique Monteiro Silva, and Sylvain Mbohou. "Beyond the epistemological debates about the time in history, the relativity of historical time: decolonial theory facing the Western historiographical hegemony." Caderno Pedagógico 20, no. 10 (December 28, 2023): 4860–78. http://dx.doi.org/10.54033/cadpedv20n10-029.

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This article is a theoretical reflection on the epistemological debate about the time in history. The aim here is to put the temporality of the Western historiographical hegemony into orbit in order to highlight its limitations. Based on the axiological principles of the decolonial studies theory, we put the emphasis on the philosophy of the “New History” (Nouvelle Histoire) born in the historiographical extension of the Ecole des Annales, french History school founded in 1929 by Lucien Febvre and Marc Bloch. The result is that the hegemony of Western historiography has shown its limits across the classical divisions of history. The existence of multiple conceptions of time throughout the world requires the construction of a complex epistemology of temporality in historical research.

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Lyons, Martyn. "The end of the annales? Some thoughts on the so‐called death of the French historical school." European Legacy 1, no. 1 (March 1996): 8–13. http://dx.doi.org/10.1080/10848779608579363.

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Lepetit, Bernard. "Peter Burke, The French historical Révolution. The Annales School, 1929-1989, Cambridge, Polity Press, 1990, 152 p." Annales. Histoire, Sciences Sociales 46, no. 6 (December 1991): 1490–91. http://dx.doi.org/10.1017/s0395264900073017.

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AVILOVA, I. A. "THE INFLUENCE OF THE METHODOLOGY OF THE FRENCH ANNALES SCHOOL ON THE RUSSIAN HISTORICAL AND CULTUROLOGICAL STUDIES." JOURNAL OF PUBLIC AND MUNICIPAL ADMINISTRATION 9, no. 2 (2020): 70–80. http://dx.doi.org/10.22394/2225-8272-2020-9-2-70-80.

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