Human disciplines like history and language mainly use the comparative method[6] and comparative research. Other methods used in the humanities include hermeneutics, source criticism, esthetic interpretation, and speculative reason.
The History Of Art As A Humanistic Discipline Pdf Files
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In common parlance, law means a rule that (unlike a rule of ethics) is enforceable through institutions.[10] The study of law crosses the boundaries between the social sciences and humanities, depending on one's view of research into its objectives and effects. Law is not always enforceable, especially in the international relations context. It has been defined as a "system of rules",[11] as an "interpretive concept"[12] to achieve justice, as an "authority"[13] to mediate people's interests, and even as "the command of a sovereign, backed by the threat of a sanction".[14] However one likes to think of law, it is a completely central social institution. Legal policy incorporates the practical manifestation of thinking from almost every social science and discipline of the humanities. Laws are politics, because politicians create them. Law is philosophy, because moral and ethical persuasions shape their ideas. Law tells many of history's stories, because statutes, case law and codifications build up over time. And law is economics, because any rule about contract, tort, property law, labour law, company law and many more can have long-lasting effects on how productivity is organised and the distribution of wealth. The noun law derives from the late Old English lagu, meaning something laid down or fixed,[15] and the adjective legal comes from the Latin word LEX.[16]
Some, like Stanley Fish, have claimed that the humanities can defend themselves best by refusing to make any claims of utility.[81] (Fish may well be thinking primarily of literary study, rather than history and philosophy.) Any attempt to justify the humanities in terms of outside benefits such as social usefulness (say increased productivity) or in terms of ennobling effects on the individual (such as greater wisdom or diminished prejudice) is ungrounded, according to Fish, and simply places impossible demands on the relevant academic departments. Furthermore, critical thinking, while arguably a result of humanistic training, can be acquired in other contexts.[82] And the humanities do not even provide any more the kind of social cachet (what sociologists sometimes call "cultural capital") that was helpful to succeed in Western society before the age of mass education following World War II.
The Film Studies major concentrates on cinema as an international social practice and shapes its study as a humanistic discipline. Students take core courses to develop a proficiency in film analysis, history, and theory. Courses in early, multicultural, and experimental traditions, as well as electives provide further exploration in the field. During their sophomore year students choose a focus area in film theory, screenwriting, or film production. Students complete an intensive senior seminar during the last year of study.
The Department of Art History offers programs that acquaint students with the humanistic discipline of art historical inquiry. While providing students with the opportunity for a broad education drawing on the liberal arts and humanities, the department also emphasizes a close bond with the studio and performing arts and enjoys a close relationship with the other departments in the School of the Arts.
Now, reports about replication focus on various quantitative empirical sciences.Footnote 8 The KNAW Advisory Report, for instance, makes explicit that it is confined to the medical sciences, life sciences, and psychology.Footnote 9 These reports, though invite researchers from other disciplines to consider the relevance of these documents and recommendations for their own fields. That is precisely the purpose of this paper: to explore to what extent replication is possible and desirable in another important field of scholarly activity, namely the humanities. After all, many humanistic disciplines, such as history, archeology, linguistics, and art theory are thoroughly empirical: they are based on the collection of data (as opposed to the deductive lines of reasoning that we find in mathematics, logic, parts of ethics, and metaphysics). This naturally leads to the question whether replication is also possible in the humanities.
In response to this objection, I think it is important to note that there is a wide variety of methods used in the humanities. Among them are: more or less formal logic (in philosophy, theology, and law), literary analysis (in literary studies, philosophy, and theology), historical analysis (in historical studies, philosophy, and theology) and various narrative approachesFootnote 36 (in historical studies), constructivism (in art theory, for instance), Socratic questioning (in philosophy), methods involving empathy (in literary studies and art studies), conceptual analysis (in philosophy and theology), the hermeneutical method (in any humanistic discipline that involves careful reading of texts, such as law, history, and theology), interviews (e.g., in anthropology), and phenomenology (in philosophy). This is important to note, because, as I pointed out above, I only want to argue that replication is possible in the humanities to the extent that they are empirical. Replication may not be possible in disciplines that primarily use a deductive method and that do not collect and analyze data, such as logic, mathematics, certain parts of ethics, and metaphysics. This leaves plenty of room for replication in disciplines that are empirical, such as literary studies, linguistics, history, and the study of the arts.
In reply, let me say that I will grant the assumption that the humanities are concerned with objects of value and meaning, whereas the sciences are not (or at least not with those aspects of those objects). I think this is not entirely true: some humanistic disciplines, such as metaphysics, are also concerned with objects that do not have meaning or value, such as numbers or the nature of space-time. It will still be true for most humanistic disciplines, though.
However, this point is not relevant for the issue of replication. This can be seen by considering, on the one hand, a scenario in which knowledge about value and meaning is not possible and, on the other, a scenario in which knowledge about value and meaning is possible. First, imagine that it is impossible to uncover knowledge about objects with value and meaning and specifically about those aspects of those objects that concern value and meaning. One may think, for instance, that there are no such facts about value and meaningFootnote 39 or that they are all socially constructed, so that it would not be right to say that the humanities can uncover them.Footnote 40 This is, of course, a controversial issue. Here, I will not delve into this complex issue, which would merit a paper or more of its own. Rather, I would like to point out that if it is indeed impossible to uncover knowledge about value and meaning, then that is a problem for the humanities in general, and not specifically for the issue of replication in the humanities. For, if there is no value and meaning, or if all value and meaning is socially constructed and the humanities can, therefore, not truly uncover value and meaning, one may rightly wonder to what extent humanistic scholarship as an academic discipline is still possible.
This is not to deny that there may be situations in which there is too much divergence on background assumptions, method, relevant auxiliary hypotheses, and so on, to carry out a replication study. This will be the case for some humanistic studies and research groups, as it will be the case for some scientific studies and research groups. What this means is that in some humanistic disciplines, replicability is still a desideratum and replicability surely is still a positive property, but the absence of replicability because of severe limits on the possibility of replication is not necessarily a reason to discard that study. In other words, in balancing the theoretical virtues of various hypotheses and studies in the humanities, replicability will sometimes not be weighed as heavily as, say, consistency with background knowledge, simplicity, internal coherence, and other intellectual virtues. That is, of course, as such not a problem at all, as the weight of various intellectual virtues differs from discipline to discipline anyway; predictive power, for instance, is crucial in much of physics, but carries much less weight in economics and evolutionary biology.
These awards, which are funded from the Eugene M. Kayden endowment, are intended to promote the completion of research and creative work in the arts and humanities, research leading to publication, and the celebration and dissemination of excellent arts and humanities research. The funds shall be used to promote scholarship and publication in the humanities at CU Boulder, across the broad range of humanistic disciplines, including the pursuit of those disciplines in other colleges.
The Review Committee considered these to constitute a broad mandate to foster and promote publication in the Humanities, research leading to publication, and the celebration and dissemination of such excellent published scholarship. The Committee determined that the funds should be used to promote scholarship and publication in the humanities at CU, across the broad range of humanistic disciplines, including the pursuit of those disciplines in other Colleges. With this mandate the Committee approved the above structure for the awards.
The Arts and Humanities area of emphasis is designed to provide the student with an opportunity to understand emotional and intellectual responses, increase awareness and appreciation of the traditional humanistic disciplines such as art, drama, literature, music, philosophy, and foreign language in addition to introducing and understanding of the interrelationships between these disciplines. This area of emphasis prepares students for baccalaureate majors including but not limited to: art, foreign language, history, philosophy and performing arts. 2ff7e9595c
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