
By Carol G. Thomas
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36 On the grounds that textual evidence is understood in a particular way by each individual author or reader, 36. Gertrude Himmelfarb, “Postmodernist History,” 71. 26 FINDING PEOPLE IN E A R LY G R E E C E there can be no absolute truth. ” To be sure, disagreement over the proper study of history is not new. 23). Why has the reaction to new approaches been so abrasive? The emergence of new fields within history contributed to the situation. The specialization that accompanied adoption of highly technical tools by the human-related disciplines carried into the subfields within the disciplines themselves.
30 FINDING PEOPLE IN E A R LY G R E E C E schools. ” Walter McDougall, professor of history at the University of Pennsylvania, conveys the sadness more vividly: “Those kids are bleeding. I see it every semester in my Ivy League classrooms. Graduate students who are ignorant of the bare skeleton of the historical narrative. Honor students who cannot write grammatical English. Average students who cannot write, do not read, and will not think. ”44 Is Ancient History Immune? These developments and attitudes characterize the conception of historical study in general, and the study of ancient history has not escaped their effect.
Neither concepts nor ideas have an intimate connection with the “truth”; they are instead exercises in power. That is, prevailing systems of power generate conformity of thought. Established theories, it is argued, also exert pressure for conformity. Thus, texts are not products of the thoughts of individuals, but rather they arise from the current dominant discourse. The underlying premise as put succinctly by Thomas Nagel is that “everything, including the physical world, is a social construct existing only from the perspective of this or that cognitive practice, that there is no truth but only conformity or nonconformity to the discourse of this or that community, and that the adoption of scientific theories is to be explained sociologically rather than by the probative weight of reasoning 30.