definition of history essay

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Philosophy of History

The concept of history plays a fundamental role in human thought. It invokes notions of human agency, change, the role of material circumstances in human affairs, and the putative meaning of historical events. It raises the possibility of “learning from history.” And it suggests the possibility of better understanding ourselves in the present, by understanding the forces, choices, and circumstances that brought us to our current situation. It is therefore unsurprising that philosophers have sometimes turned their attention to efforts to examine history itself and the nature of historical knowledge. These reflections can be grouped together into a body of work called “philosophy of history.” This work is heterogeneous, comprising analyses and arguments of idealists, positivists, logicians, theologians, and others, and moving back and forth over the divides between European and Anglo-American philosophy, and between hermeneutics and positivism.

Given the plurality of voices within the “philosophy of history,” it is impossible to give one definition of the field that suits all these approaches. In fact, it is misleading to imagine that we refer to a single philosophical tradition when we invoke the phrase, “philosophy of history,” because the strands of research characterized here rarely engage in dialogue with each other. Still, we can usefully think of philosophers’ writings about history as clustering around several large questions, involving metaphysics, hermeneutics, epistemology, and ethics: (1) What does history consist of—individual actions, social structures, periods and regions, civilizations, large causal processes, divine intervention? (2) Does history as a whole have meaning, structure, or direction, beyond the individual events and actions that make it up? (3) What is involved in our knowing, representing, and explaining history? (4) To what extent do facts about human history create moral responsibilities for the present generation?

1.1 Actors, structures, and causes in history

1.2 selectivity and scale in history, 1.3 memory, history, and narrative, 2.1 universal or historical human nature, 2.2 does history possess directionality, 2.3 hegel’s philosophy of history, 2.4 hermeneutic approaches to history.

• 2.5 Conceptual philosophy of history

3.1 General laws in history?

3.2 historical objectivity, 3.3 causation in history, 3.4 recent topics in the philosophy of history, 4. historiography and the philosophy of history, 5. historical understanding and the twentieth century, 6. ethics, history, and memory, other internet resources, related entries, 1. history and its representation.

What are the intellectual tasks that define the historian’s work? In a sense, this question is best answered on the basis of a careful reading of some good historians. But it will be useful to offer several simple answers to this foundational question as a sort of conceptual map of the nature of historical knowing.

First, historians are interested in providing conceptualizations and factual descriptions of events and circumstances in the past. This effort is an answer to questions like these: “What happened? What was it like? What were some of the circumstances and happenings that took place during this period in the past?” Sometimes this means simply reconstructing a complicated story from scattered historical sources—for example, in constructing a narrative of the Spanish Civil War or attempting to sort out the series of events that culminated in the Detroit race riot / uprising of 1967. But sometimes it means engaging in substantial conceptual work in order to arrive at a vocabulary in terms of which to characterize “what happened.” Concerning the disorders of 1967 in Detroit: was this a riot or an uprising? How did participants and contemporaries think about it?

Second, historians often want to answer “why” questions: “Why did this event occur? What were the conditions and forces that brought it about?” What were the motivations of the participants? This body of questions invites the historian to provide an explanation of the event or pattern he or she describes: the rise of fascism in Spain, the collapse of the Ottoman Empire, the occurrence of ethnic cleansing in Bosnia in 1992 and later. And providing an explanation requires, most basically, an account of the causal mechanisms, background circumstances, and human choices that brought the outcome about. We explain an historical outcome when we identify the social causes, forces, events, and actions that brought it about, or made it more likely.

Third, and related to the previous point, historians are sometimes interested in answering a “how” question: “How did this outcome come to pass? What were the processes through which the outcome occurred?” How did the Prussian Army succeed in defeating the superior French Army in 1870? How did the Polish trade union Solidarity manage to bring about the end of Communist rule in Poland in 1989? Here the pragmatic interest of the historian’s account derives from the antecedent unlikelihood of the event in question: how was this outcome possible? This too is an explanation; but it is an answer to a “how possible” question rather than a “why necessary” question.

Fourth, often historians are interested in piecing together the human meanings and intentions that underlie a given complex series of historical actions. They want to help the reader make sense of the historical events and actions, in terms of the thoughts, motives, and states of mind of the participants. For example: Why did Napoleon III carelessly provoke Prussia into war in 1870? Why did the parties of the far right in Germany gain popular support among German citizens in the 1990s? Why did northern cities in the United States develop such marked patterns of racial segregation after World War II? Answers to questions like these require interpretation of actions, meanings, and intentions—of individual actors and of cultures that characterize whole populations. This aspect of historical thinking is “hermeneutic,” interpretive, and ethnographic.

And, of course, the historian faces an even more basic intellectual task: that of discovering and making sense of the archival and historical information that exists about a given event or time in the past. Historical data do not speak for themselves; archives are incomplete, ambiguous, contradictory, and confusing. The historian needs to interpret individual pieces of evidence, and he or she needs to be able to somehow fit the mass of evidence into a coherent and truthful story. Complex events like the Spanish Civil War present the historian with an ocean of historical traces in repositories and archives all over the world; these collections sometimes reflect specific efforts at concealment by the powerful (for example, Franco’s efforts to conceal all evidence of mass killings of Republicans after the end of fighting); and the historian’s task is to find ways of using this body of evidence to discern some of the truth about the past.

In short, historians conceptualize, describe, contextualize, explain, and interpret events and circumstances of the past. They sketch out ways of representing the complex activities and events of the past; they explain and interpret significant outcomes; and they base their findings on evidence in the present that bears upon facts about the past. Their accounts need to be grounded on the evidence of the available historical record, and their explanations and interpretations require that the historian arrive at hypotheses about social causes and cultural meanings. Historians can turn to the best available theories in the social and behavioral sciences to arrive at theories about causal mechanisms and human behavior; so historical statements depend ultimately upon factual inquiry and theoretical reasoning. Ultimately, the historian’s task is to shed light on the what, why, and how of the past, based on inferences from the evidence of the present.

Three preliminary issues are relevant to almost all discussions of history and the philosophy of history. The first is a set of issues having to do with the "ontology" of history, the kinds of entities, processes, and events that make up the historical past. This topic concerns the entities, forces, and structures that we postulate in describing the historical phenomena, whether the medieval manor or the Weimar Republic, and the theory we have of how these social entities depend upon the actions of the historical actors who embody them. The second issue has to do with the problems of selectivity unavoidable for the historian of any period or epoch. Here we take up the question of how the unavoidable selectivity of historical inquiry in terms of theme, location, scope, and scale influences the nature of historical knowledge. The third issue has to do with the complicated relationship that exists between history, narrative, and collective memory. This topic addresses the point that real human beings make history. And, as Marc Bloch insists (1953), we humans are historical beings, we tell stories about ourselves, and those stories sometimes themselves have major historical consequences. The collective memories and identities of Serb nationalism were a historical fact in the 1990s, and these elements of mythic collective identity led to massive bloodshed, ethnic cleansing, and murder during the violent breakup of Yugoslavia (Judt and Snyder, 2012; Judt, 2006).

An important problem for the philosophy of history is how to conceptualize “history” happenings. What are the "objects" of which history consists? Are there social structures or systems that play a role in history? Are there causes at work in the historical process? Or is history simply an concatenation of the actions and mental frameworks of myriad individuals, high and low? If both structures and actors are crucial to understanding history, what is the relationship between them?

Marc Bloch (1953) provided a very simple and penetrating definition of history. History is "man in time". By this he meant that history is the product of human action, creativity, invention, conflict, and interaction. Bloch was skeptical about many other categories commonly used to analyze history—periods, epochs, civilizations, reigns, and centuries. Instead, he advocated for what can be called an "actor-centered" conception of history. If there are structures and systems in history, they depend upon the beliefs, attitudes, and actions of individual actors. If there are causes in history, they likewise depend upon the actions and interactions of human actors within a setting of humanly created institutions and norms. The task of the historian is to reconstruct the meanings, beliefs, values, purposes, constraints, and actions that jointly explain the moments of history, from the meaning of an ancient stele to the causes of the rapid defeat of France in 1940.

This perspective does not diminish the ontological importance of structures, systems, and ideologies in history. It simply forces the historian, like the social scientist, to be attentive to the problem of articulating the relationship that exists between actors and structures. A system of norms, a property system, and a moral ideology of feudal loyalty can all be understood as being both objectively present at a time and place, and being ontologically dependent upon the mental frameworks, actions, and relationships of the individual actors who make up these systems. This problem has been thoroughly discussed in the philosophy of social science under the rubric of "ontological individualism" (Zahle and Collin, 2014). Higher-level social entities are indeed causally powerful in the social world; and they depend entirely for their causal powers on the characteristics of the individual actors who constitute them. This is the requirement of microfoundations: extended social structures and causes depend upon microfoundations at the level of the individuals who constitute them (Little 2017). In particular, we need to have some idea about how individuals have been brought to think and act in the ways required by the structures and ideologies in which they function as adults. On this approach, history is the result of the actions and thoughts of vast numbers of actors, and institutions, structures, and norms are likewise embodied in the actions and mental frameworks of historically situated individuals. Such an approach helps to inoculate us against the error of reification of historical structures, periods, or forces, in favor of a more disaggregated conception of multiple actors and shifting conditions of action. This is the conception to which we are drawn when we understand history along the lines proposed by Bloch.

This orientation brings along with it the importance of analyzing closely the social and natural environment in which actors frame their choices. A historian’s account of the flow of human action eventuating in historical change unavoidably needs to take into account the institutional and situational environment in which these actions take place. Part of the social environment of a period of historical change is the ensemble of institutions that exist more or less stably in the period: property relations, political institutions, family structures, educational practices, religious and moral values. So historical explanations need to be sophisticated in their treatment of institutions, cultures, and practices. It is an important fact that a given period in time possesses a fund of scientific and technical knowledge, a set of social relationships of power, and a level of material productivity. It is also an important fact that knowledge is limited; that coercion exists; and that resources for action are limited. Within these opportunities and limitations, individuals, from leaders to ordinary people, make out their lives and ambitions through action.

Similar microfoundational accounts must be given in support of the idea of "causes in history". Once established, it is reasonably straightforward to see how a social structure such as a property system or an ideology "causes" a historical outcome: by constraining the choices of actors and contributing to their motivations and values in the choices they make, a structure or an ideology influences historically important events like social movements, market crashes, or outbreaks of ethnic violence. Structures influence individual actors, and individual actors collectively constitute structures. This approach gives a basis for judging that such-and-so circumstance “caused” a given historical change; but it also provides an understanding of the way in which this kind of historical cause is embodied and conveyed—through the actions and thoughts of individuals in response to given natural and social circumstances.

Are there large scale causes at work in historical processes? Historians often pose questions like these: “What were some of the causes of the fall of Rome?”, “what were the causes of the rise of fascism?”, or “what were the causes of the Industrial Revolution?”. These kinds of questions presuppose that there were grand causes at work that had grand effects. However, it is more plausible to believe that the causes of some very large and significant historical events are themselves small, granular, gradual, and cumulative. If this is the case, then there is no satisfyingly simple and high-level answer to the question, why did Rome fall? Moreover, astute historians like Bloch and his contemporaries recognized that there is a very large amount of contingency and path dependency in historical change (Pierson, 2004). Historical outcomes are not determined by a few large scale causes; instead, multiple local, contingent, and conjunctural processes and happening jointly come together in the production of the outcome of interest. It is possible, for example, that the collapse of the Roman Empire resulted from a myriad of very different contingencies and organizational features in different parts of the empire. A contingent account of the fall of Rome might refer to logistical difficulties in supplying armies in the German winter, particularly stubborn local resistance in Palestine, administrative decay in Roman Britain, population pressure in Egypt, and a particularly inept series of commanders in Gaul. Without drama, administrative and military collapse ensues. The best we can do sometimes is to identify a swarm of independent, small-scale processes and contingencies that eventually produced the large outcome of interest.

This approach might be called "actor-centered history": we explain a historical moment or event when we have an account of what people thought and believed; what they wanted; and what social, institutional, and environmental conditions framed their choices. It is a view of history that gives close attention to states of knowledge, ideology, and agency, as well as institutions, organizations, and structures, and examines the actions and practices of individuals as they lived their lives within these constraining and enabling circumstances. Further, it emphasizes the contingency and path-dependency of history, and it acknowledges the fact of heterogeneity of institutions, beliefs, and actions across time and place.

Historical research unavoidably requires selectivity in deciding what particular phenomena to emphasize. As Max Weber (1949) notes, there is an infinite depth to historical reality, and therefore it is necessary to select a finite representation of the object of study if we want to approach a problem rigorously. Let us imagine, for example, that a historian is interested in cities and their development over time. This might be pursued as an economic question, a question of regional geography, a question about cultural change, a question about poverty and segregation, a question about municipal governance, or a question about civil disturbances, and so one, for indefinitely many aspects of urban life. One generation of historians may be especially interested in cultural topics, while another generation is preoccupied with the organization of the economy at various points in history. The two orientations lead to very different historical representations of the past. Both inquiries lead to true depictions of the cities in question, but their findings and interpretations are very different. Likewise, the historian needs to make choices about location; is he or she interested in the cities of Britain, the cities of Europe, or all cities in the world? Further, the historian must consider whether to conduct a comparative history of cities, examining similarities and differences in the development of Paris and London; or instead restrict attention to a single case. Simply collecting “historical facts” about cities in the past is not a valid mode of historical inquiry. The question of how historians select and identify their subjects for research is an important one for the philosophy of history, and it has great significance for how we think about “knowing the past”.

Weber’s essays on methodology (1949) provide insight about these questions. Weber emphasizes the role that the scholar’s values play in his or her selection of a subject matter and a conceptual framework. So it is always open to historians of later generations to reevaluate prior interpretations of various aspects and periods of history. There is no general or comprehensive approach to defining the historical; there is only the possibility of a series of selective and value-guided approaches to defining specific aspects of history. We are always at liberty to bring forward new perspectives and new aspects of the problem, and to arrive at new insights about how the phenomena hang together when characterized in these new ways. This inherent selectivity of historical knowledge does not undermine the objectivity or veridicality of our knowledge; it merely entails that – like mathematics – history is inherently incomplete.

Doing history also forces the historian to make choices about the scale of the history with which he or she is concerned. Suppose we are interested in Asian history. Are we concerned with Asia as a continent, including China, India, Cambodia, and Japan, or the whole of China during the Ming Dynasty, or Hubei Province? Or if we define our interest in terms of a single important historical event like the Chinese Revolution, are we concerned with the whole of the Chinese Revolution, the base area of Yenan, or the specific experience of a handful of villages in Shandong during the 1940s? Given the fundamental heterogeneity of social life, the choice of scale makes an important difference to the findings.

Historians differ greatly around the decisions they make about scale. It is possible to treat any historical subject at the micro-scale. William Hinton provides what is almost a month-to-month description of the Chinese Revolution in Fanshen village—a collection of a few hundred families (Hinton 1966). Likewise, Emmanuel Le Roy Ladurie offers a deep treatment of the villagers of Montaillou; once again, a single village and a limited time (Le Roy Ladurie 1979). William Cronon provides a focused and detailed account of the development of Chicago as a metropolis for the middle of the United States (Cronon 1991). These histories are limited in time and space, and they can appropriately be called “micro-history.”

Macro-level history is possible as well. William McNeill provides a history of the world’s diseases (McNeill 1976); Massimo Livi-Bacci offers a history of the world’s population (Livi-Bacci 2007); and De Vries and Goudsblom provide an environmental history of the world (De Vries and Goudsblom 2002). In each of these cases, the historian has chosen a scale that encompasses virtually the whole of the globe, over millennia of time. These histories can certainly be called “macro-history.”

Both micro- and macro-histories have important shortcomings. Micro-history leaves us with the question, “how does this particular village shed light on anything larger?”. Macro-history leaves us with the question, “how do these large assertions about the nature of revolution or the importance of class conflict in mobilization apply in the context of Canada or Warsaw?”. The first threatens to be so particular as to lose all interest, whereas the second threatens to be so general as to lose all empirical relevance to real historical processes.

There is a third choice available to the historian that addresses both points. This is to choose a scale that encompasses enough time and space to be genuinely interesting and important, but not so much as to defy valid analysis. This level of scale might be regional—for example, G. William Skinner’s analysis of the macro-regions of China (Skinner 1977). It might be national—for example, a social and political history of Indonesia. And it might be supra-national—for example, an economic history of Western Europe or comparative treatment of Eurasian history. The key point is that historians in this middle range are free to choose the scale of analysis that seems to permit the best level of conceptualization of history, given the evidence that is available and the social processes that appear to be at work. And this mid-level scale permits the historian to make substantive judgments about the “reach” of social processes that are likely to play a causal role in the story that needs telling. This level of analysis can be referred to as “meso-history,” and it appears to offer an ideal mix of specificity and generality.

What is the relation between history, memory, and narrative? We might put these concepts into a crude map by saying that "history" is an organized and evidence-based presentation of of the processes, actions, and events that have occurred for a people over an extended period of time; "memory" is the personal recollections and representations of individuals who lived through a series of events and processes; and "narratives" are the stories that ordinary people and historians weave together to make sense of the events and happenings through which a people and a person have lived. Collective memory, the idea that groups such as Welsh miners, Serbian villagers, or black Alabama farmers possess a collective representation of the past that binds them together, can be understood as a shared set of narratives and stories about the past events of the given group or community. We use narratives to make sense of things that have happened; to identify meanings and causes within this series of events; and to select the "important" events and processes out from the ordinary and inconsequential.

What is a narrative? Most generally, it is an account of how and why a situation or event came to be. A narrative is intended to provide an account of how a complex historical event unfolded and why. We want to understand the event in time. What were the contextual features that were relevant to the outcome—the conditions at one or more points in time that played a role? What were the actions and choices that agents performed, and why did they take these actions rather than other possible choices? What causal processes—either social or natural—may have played a role in influencing the outcome? So a narrative seeks to provide hermeneutic understanding of the outcome—why did actors behave as they did in bringing about the outcome?—and causal explanation —what social and natural processes were acting behind the backs of the actors in bringing about the outcome? And different narratives represent different mixes of hermeneutic and causal factors. A crucial and unavoidable feature of narrative history is the fact of selectivity. The narrative historian is forced to make choices and selections at every stage: between "significant" and "insignificant", between "sideshow" and "main event", and between levels of description.

It is evident that there are often multiple truthful, unbiased, and inconsistent narratives that can be told for a single complex event. Exactly because many things happened at once, actors’ motives were ambiguous, and the causal connections among events are debatable, it is possible to construct inconsistent narratives that are equally well supported by the evidence. Further, the intellectual interest that different historians bring to the happening can lead to differences in the narrative. One historian may be primarily interested in the role that different views of social justice played in the actions of the participants; another may be primarily interested in the role that social networks played; and a third may be especially interested in the role of charismatic personalities, with a consequent structuring to the narrative around the actions and speeches of the charismatic leader. Each of these may be truthful, objective, and unbiased—and inconsistent in important ways with the others. So narratives are underdetermined by the facts, and there is no such thing as an exhaustive and comprehensive telling of the story—only various tellings that emphasize one set of themes or another.

When we consider collective memory and social identity, we are also forced to recognize that powerful institutions attempt to shape the narrative of important events in ways that serve political interests. A group identity can be defined as a set of beliefs and stories about one’s home, one’s people, and one’s past. These ideas often involve answers to questions like these: Where did we come from? How did we get here? And perhaps, who are my enemies? So an identity involves a narrative, a creation story, or perhaps a remembrance of a long chain of disasters and crimes. Identity and collective memory are intertwined; monuments, songs, icons, and flags help to set the way points in the history of a people and the collective emotions that this group experiences. They have to do with the stories we tell each other about who we are; how our histories brought us to this place; and what large events shaped us as a "people". Governments, leaders, activists, and political parties all have an interest in shaping collective memory to their own ends. Collective memories and identities are interwoven with myths and folk histories. And, as Benedict Anderson (1983) demonstrated, these stories are more often than not fictions of various kinds, promulgated by individuals and groups who have an interest in shaping collective consciousness in one way or another.

The philosophy of history must pay attention to the nexus of experience, memory, and history. There is no single “Civil Rights era” experience or “Great Depression” experience; instead, historians must consider a wide range of sources and evidence, including oral histories, first-person accounts, photographs, and other traces of the human experience of the time to allow them to discern both variation and some degree of thematicization of memory and identity in the periods they study. Second, attention to history and memory highlights the amount of human and individual agency involved in memory. Memories must be created; agents must find frameworks within which to understand their moments of historical experience. Museums and monuments curate historical memories — often with biases of their own. A third and equally important point is the fact that memories become part of the political mobilization possibilities that exist for a group. Groups find their collective identities through shared understandings of the past; and these shared understandings provide a basis for future collective action. Paul Ricoeur’s  Time and Narrative (1984-1988) sheds profound light on the profound relations that extend among memory, identity, narrative, and history.

2. Continental philosophy of history

The topic of history has been treated frequently in modern European philosophy. A long, largely German, tradition of thought looks at history as a total and comprehensible process of events, structures, and processes, for which the philosophy of history can serve as an interpretive tool. This approach, speculative and meta-historical, aims to discern large, embracing patterns and directions in the unfolding of human history, persistent notwithstanding the erratic back-and-forth of particular historical developments. Modern philosophers raising this set of questions about the large direction and meaning of history include Vico, Herder, and Hegel. A somewhat different line of thought in the continental tradition that has been very relevant to the philosophy of history is the hermeneutic tradition of the human sciences. Through their emphasis on the “hermeneutic circle” through which humans undertake to understand the meanings created by other humans—in texts, symbols, and actions—hermeneutic philosophers such as Schleiermacher (1838), Dilthey (1860–1903), and Ricoeur (1984-1988, 2000) offer philosophical arguments for emphasizing the importance of narrative interpretation within our understanding of history. Understanding history means providing a narrative that makes sense of it from beginning to end.

Human beings make history; but what is the fundamental nature of the human being? Is there one fundamental “human nature,” or are the most basic features of humanity historically conditioned (Mandelbaum 1971)? Can the study of history shed light on this question? When we study different historical epochs, do we learn something about unchanging human beings—or do we learn about fundamental differences of motivation, reasoning, desire, and collectivity? Is humanity a historical product? Giambattista Vico’s New Science (1725) offered an interpretation of history that turned on the idea of a universal human nature and a universal history (see Berlin 2000 for commentary). Vico’s interpretation of the history of civilization offers the view that there is an underlying uniformity in human nature across historical settings that permits explanation of historical actions and processes. The common features of human nature give rise to a fixed series of stages of development of civil society, law, commerce, and government: universal human beings, faced with recurring civilizational challenges, produce the same set of responses over time. Two things are worth noting about this perspective on history: first, that it simplifies the task of interpreting and explaining history (because we can take it as given that we can understand the actors of the past based on our own experiences and nature); and second, it has an intellectual heir in twentieth-century social science theory in the form of rational choice theory as a basis for comprehensive social explanation.

Johann Gottfried Herder offers a strikingly different view about human nature and human ideas and motivations. Herder argues for the historical contextuality of human nature in his work, Ideas for the Philosophy of History of Humanity (1791). He offers a historicized understanding of human nature, advocating the idea that human nature is itself a historical product and that human beings act differently in different periods of historical development (1800–1877, 1791). Herder’s views set the stage for the historicist philosophy of human nature later found in such nineteenth-century figures as Hegel and Nietzsche. His perspective too prefigures an important current of thought about the social world in the late twentieth century, the idea of the “social construction” of human nature and social identities (Anderson 1983; Hacking 1999; Foucault 1971).

Philosophers have raised questions about the meaning and structure of the totality of human history. Some philosophers have sought to discover a large organizing theme, meaning, or direction in human history. This may take the form of an effort to demonstrate how history enacts a divine order, or reveals a large pattern (cyclical, teleological, progressive), or plays out an important theme (for example, Hegel’s conception of history as the unfolding of human freedom discussed below). The ambition in each case is to demonstrate that the apparent contingency and arbitrariness of historical events can be related to a more fundamental underlying purpose or order.

This approach to history may be described as hermeneutic; but it is focused on interpretation of large historical features rather than the interpretation of individual meanings and actions. In effect, it treats the sweep of history as a complicated, tangled text, in which the interpreter assigns meanings to some elements of the story in order to fit these elements into the larger themes and motifs of the story. (Ranke makes this point explicitly (1881).)

A recurring current in this approach to the philosophy of history falls in the area of theodicy or eschatology: religiously inspired attempts to find meaning and structure in history by relating the past and present to some specific, divinely ordained plan. Theologians and religious thinkers have attempted to find meaning in historical events as expressions of divine will. One reason for theological interest in this question is the problem of evil; thus Leibniz’s Theodicy attempts to provide a logical interpretation of history that makes the tragedies of history compatible with a benevolent God’s will (1709). In the twentieth century, theologians such as Maritain (1957), Rust (1947), and Dawson (1929) offered systematic efforts to provide Christian interpretations of history.

Enlightenment thinkers rejected the religious interpretation of history but brought in their own teleology, the idea of progress—the idea that humanity is moving in the direction of better and more perfect civilization, and that this progression can be witnessed through study of the history of civilization (Condorcet 1795; Montesquieu 1748). Vico’s philosophy of history seeks to identify a foundational series of stages of human civilization. Different civilizations go through the same stages, because human nature is constant across history (Pompa 1990). Rousseau (1762a; 1762b) and Kant (1784–5; 1784–6) brought some of these assumptions about rationality and progress into their political philosophies, and Adam Smith embodies some of this optimism about the progressive effects of rationality in his account of the unfolding of the modern European economic system (1776). This effort to derive a fixed series of stages as a tool of interpretation of the history of civilization is repeated throughout the eighteenth and nineteenth centuries; it finds expression in Hegel’s philosophy (discussed below), as well as Marx’s materialist theory of the development of economic modes of production (Marx and Engels 1845–49; Marx and Engels 1848).

The effort to find directionality or stages in history found a new expression in the early twentieth century, in the hands of several “meta-historians” who sought to provide a macro-interpretation that brought order to world history: Spengler (1934), Toynbee (1934), Wittfogel (1935), and Lattimore (1932). These authors offered a reading of world history in terms of the rise and fall of civilizations, races, or cultures. Their writings were not primarily inspired by philosophical or theological theories, but they were also not works of primary historical scholarship. Spengler and Toynbee portrayed human history as a coherent process in which civilizations pass through specific stages of youth, maturity, and senescence. Wittfogel and Lattimore interpreted Asian civilizations in terms of large determining factors. Wittfogel contrasts China’s history with that of Europe by characterizing China’s civilization as one of “hydraulic despotism”, with the attendant consequence that China’s history was cyclical rather than directional. Lattimore applies the key of geographic and ecological determinism to the development of Asian civilization (Rowe 2007).

A legitimate criticism of many efforts to offer an interpretation of the sweep of history is the view that it looks for meaning where none can exist. Interpretation of individual actions and life histories is intelligible, because we can ground our attributions of meaning in a theory of the individual person as possessing and creating meanings. But there is no super-agent lying behind historical events—for example, the French Revolution—and so it is a metaphysical mistake to attempt to find the meaning of the features of the event (e.g., the Terror). The theological approach purports to evade this criticism by attributing agency to God as the author of history, but the assumption that there is a divine author of history takes the making of history out of the hands of humanity.

Efforts to discern large stages in history such as those of Vico, Spengler, or Toynbee are vulnerable to a different criticism based on their mono-causal interpretations of the full complexity of human history. These authors single out one factor that is thought to drive history: a universal human nature (Vico), or a common set of civilizational challenges (Spengler, Toynbee). But their hypotheses need to be evaluated on the basis of concrete historical evidence. And the evidence concerning the large features of historical change over the past three millennia offers little support for the idea of one fixed process of civilizational development. Instead, human history, at virtually every scale, appears to embody a large degree of contingency and multiple pathways of development. This is not to say that there are no credible “large historical” interpretations available for human history and society. For example, Michael Mann’s sociology of early agrarian civilizations (1986), De Vries and Goudsblom’s efforts at global environmental history (2002), and Jared Diamond’s treatment of disease and warfare (1997) offer examples of scholars who attempt to explain some large features of human history on the basis of a few common human circumstances: the efforts of states to collect revenues, the need of human communities to exploit resources, or the global transmission of disease. The challenge for macro-history is to preserve the discipline of empirical evaluation for the large hypotheses that are put forward.

Hegel’s philosophy of history is perhaps the most fully developed philosophical theory of history that attempts to discover meaning or direction in history (1824a, 1824b, 1857). Hegel regards history as an intelligible process moving towards a specific condition—the realization of human freedom. “The question at issue is therefore the ultimate end of mankind, the end which the spirit sets itself in the world” (1857: 63). Hegel incorporates a deeper historicism into his philosophical theories than his predecessors or successors. He regards the relationship between “objective” history and the subjective development of the individual consciousness (“spirit”) as an intimate one; this is a central thesis in his Phenomenology of Spirit (1807). And he views it to be a central task for philosophy to comprehend its place in the unfolding of history. “History is the process whereby the spirit discovers itself and its own concept” (1857: 62). Hegel constructs world history into a narrative of stages of human freedom, from the public freedom of the polis and the citizenship of the Roman Republic, to the individual freedom of the Protestant Reformation, to the civic freedom of the modern state. He attempts to incorporate the civilizations of India and China into his understanding of world history, though he regards those civilizations as static and therefore pre-historical (O’Brien 1975). He constructs specific moments as “world-historical” events that were in the process of bringing about the final, full stage of history and human freedom. For example, Napoleon’s conquest of much of Europe is portrayed as a world-historical event doing history’s work by establishing the terms of the rational bureaucratic state. Hegel finds reason in history; but it is a latent reason, and one that can only be comprehended when the fullness of history’s work is finished: “When philosophy paints its grey on grey, then has a shape of life grown old. … The owl of Minerva spreads its wings only with the falling of the dusk” ((Hegel 1821: 13). (See O’Brien (1975), Taylor (1975), and Kojève (1969) for treatments of Hegel’s philosophy of history.)

It is worth observing that Hegel’s philosophy of history is not the indefensible exercise of speculative philosophical reasoning that analytic philosophers sometimes paint it. His philosophical approach is not based solely on foundational apriori reasoning, and many of his interpretations of concrete historical developments are quite insightful. Instead he proposes an “immanent” encounter between philosophical reason and the historical given. Here is how W. H. Walsh (1960) describes Hegel’s intellectual project in his philosophy of history:

To accomplish this task the philosopher must take the results of empirical history as data, but it will not suffice for him merely to reproduce them. He must try to illuminate history by bringing his knowledge of the Idea, the formal articulation of reason, to bear upon it, striving, in a phrase Hegel uses elsewhere, to elevate empirical contents to the rank of necessary truth. (Walsh 1960: 143)

Hegel’s prescription is that the philosopher should seek to discover the rational within the real—not to impose the rational upon the real. “To comprehend what is, this is the task of philosophy, because what is, is reason” (1821: 11). His approach is neither purely philosophical nor purely empirical; instead, he undertakes to discover within the best historical knowledge of his time, an underlying rational principle that can be philosophically articulated (Avineri 1972).

Another important strand of continental philosophy of history proposes to apply hermeneutics to problems of historical interpretation. This approach focuses on the meaning of the actions and intentions of historical individuals rather than historical wholes. This tradition derives from the tradition of scholarly Biblical interpretation. Hermeneutic scholars emphasized the linguistic and symbolic core of human interactions and maintained that the techniques that had been developed for the purpose of interpreting texts could also be employed to interpret symbolic human actions and products. Wilhelm Dilthey maintained that the human sciences were inherently distinct from the natural sciences in that the former depend on the understanding of meaningful human actions, while the latter depend on causal explanation of non-intensional events (1883, 1860-1903, 1910). Human life is structured and carried out through meaningful action and symbolic expressions. Dilthey maintains that the intellectual tools of hermeneutics—the interpretation of meaningful texts—are suited to the interpretation of human action and history. The method of verstehen (understanding) makes a methodology of this approach; it invites the thinker to engage in an active construction of the meanings and intentions of the actors from their point of view (Outhwaite 1975). This line of interpretation of human history found expression in the twentieth-century philosophical writings of Heidegger, Gadamer, Ricoeur, and Foucault. This tradition approaches the philosophy of history from the perspective of meaning and language. It argues that historical knowledge depends upon interpretation of meaningful human actions and practices. Historians should probe historical events and actions in order to discover the interconnections of meaning and symbolic interaction that human actions have created (Sherratt 2006).

The hermeneutic tradition took an important new turn in the mid-twentieth century, as philosophers attempted to make sense of modern historical developments including war, racism, and the Holocaust. Narratives of progress were no longer compelling, following the terrible events of the first half of the twentieth century. The focus of this approach might be labeled “history as remembrance.” Contributors to this strand of thought emerged from twentieth-century European philosophy, including existentialism and Marxism, and were influenced by the search for meaning in the Holocaust. Paul Ricoeur draws out the parallels between personal memory, cultural memory, and history (2000). Dominick LaCapra brings the tools of interpretation theory and critical theory to bear on his treatment of the representation of the trauma of the Holocaust (1994, 1998). Others emphasize the role that folk histories play in the construction and interpretation of “our” past. This is a theme that has been taken up by contemporary historians, for example, by Michael Kammen in his treatment of public remembrance of the American Civil War (1991). Memory and the representation of the past play a key role in the formation of racial and national identities; numerous twentieth-century philosophers have noted the degree of subjectivity and construction that are inherent in the national memories represented in a group’s telling of its history.

Although not himself falling within the continental lineage, R. G. Collingwood’s philosophy of history falls within the general framework of hermeneutic philosophy of history (1946). Collingwood focuses on the question of how to specify the content of history. He argues that history is constituted by human actions. Actions are the result of intentional deliberation and choice; so historians are able to explain historical processes “from within” as a reconstruction of the thought processes of the agents who bring them about. He presents the idea of re-enactment as a solution to the problem of knowledge of the past from the point of view of the present. The past is accessible to historians in the present, because it is open to them to re-enact important historical moments through imaginative reconstruction of the actors’ states of mind and intentions. He describes this activity of re-enactment in the context of the historical problem of understanding Plato’s meanings as a philosopher or Caesar’s intentions as a ruler:

This re-enactment is only accomplished, in the case of Plato and Caesar respectively, so far as the historian brings to bear on the problem all the powers of his own mind and all his knowledge of philosophy and politics. It is not a passive surrender to the spell of another’s mind; it is a labour of active and therefore critical thinking. (Collingwood 1946: 215)

2.5 Conceptual history

The post-war German historian Reinhart Koselleck made important contributions to the philosophy of history that are largely independent from the other sources of Continental philosophy of history mentioned here. (Koselleck’s contributions are ably discussed in Olsen 2012.) Koselleck contributed to a “conceptual and critical theory of history” (2002, 2004). His major compendium, with Brunner and Conze, of the history of concepts of history in the German-speaking world is one of the major expressions of this work (Brunner, Conze, and Koselleck 1972-97). Koselleck believes there are three key tasks for the metahistorian or philosopher: to identify the concepts that are either possible or necessary in characterizing history; to locate those concepts within the context of the social and political discourses and conflicts of the time period; and to critically evaluate various of these concepts for their usefulness in historical analysis.

Key examples that Koselleck develops include “space of experience” and “horizon of expectation”. Examples of metahistorical categories in Koselleck’s account include “capacity to die and capacity to kill,” “friend and foe,” “inside and outside,” and “master and servant”. Koselleck represents these conceptual oppositions as representing conditions of possibility of any representation of history (Bouton 2016: 178).

A large part of Koselleck’s work thus involves identifying and describing various kinds of historical concepts. In order to represent history it is necessary to make use of a vocabulary that distinguishes the things we need to talk about; and historical concepts permit these identifications. This in turn requires both conceptual and historical treatment: how the concepts are understood, and how they have changed over time. Christophe Bouton encapsulates Koselleck’s approach in these terms: “[It is an] inquiry into the historical categories that are used in, or presupposed by, the experience of history at its different levels, as events, traces, and narratives” (Bouton 2016: 164). Further, Bouton argues that Koselleck also brings a critical perspective to the concepts that he discusses: he asks the question of validity (Bouton 2016). To what extent do these particular concepts work well to characterize history?

What this amounts to is the idea that history is the result of conceptualization of the past on the part of the people who tell it—professional historians, politicians, partisans, and ordinary citizens. (It is interesting to note that Koselleck’s research in the final years of his career focused on the meaning of public monuments, especially war memorials.) It is therefore an important, even crucial, task to investigate the historical concepts that have been used to characterize the past. A key concept that was of interest to Koselleck was the idea of “modernity”. This approach might seem to fall within the larger field of intellectual history; but Koselleck and other exponents believe that the historical concepts in use actually play a role as well in the concrete historical developments that occur within a period.

It is worth noticing that history comes into Koselleck’s notion of Begriffsgeschichte in two ways. Koselleck is concerned to uncover the logic and semantics of the concepts that have been used to describe historical events and processes; and he is interested in the historical evolution of some of those concepts over time. (In this latter interest his definition of the question parallels that of the so-called Cambridge School of Quentin Skinner, John Dunn, and J. G. A. Pocock.) Numerous observers emphasize the importance of political conflict in Koselleck’s account of historical concepts: concepts are used by partisans to define the field of battle over values and loyalties (Pankakoski 2010). More generally, Koselleck’s aim is to excavate the layers of meaning that have been associated with key historical concepts in different historical periods. (Whatmore and Young 2015 provide extensive and useful accounts of each of the positions mentioned here.)

Conceptual history may appear to have a Kantian background—an exploration of the “categories” of thought on the basis of which alone history is intelligible. But this appears not to be Koselleck’s intention, and his approach is not apriori. Rather, he looks at historical concepts on a spectrum of abstraction, from relatively close to events (the French Revolution) to more abstract (revolutionary change). Moreover, he makes rigorous attempts to discover the meanings and uses of these concepts in their historical contexts.

Koselleck’s work defines a separate space within the field of the philosophy of history. It has to do with meanings in history, but it is neither teleological nor hermeneutic. It takes seriously the obligation of the historian excavate the historical facts with scrupulous rigor, but it is not empiricist or reductionist. It emphasizes the dependence of “history” on the conceptual resources of those who live history and those who tell history, but it is not post-modernist or relativist. Koselleck provides an innovative and constructive way of formulating the problem of historical knowledge.

3. Anglo-American philosophy of history

The traditions of empiricism and Anglo-American philosophy have also devoted occasional attention to history. Philosophers in this tradition have avoided the questions of speculative philosophy of history and have instead raised questions about the logic and epistemology of historical knowledge. Here the guiding question is, “What are the logical and epistemological characteristics of historical knowledge and historical explanation?”.

David Hume’s empiricism cast a dominant key for almost all subsequent Anglo-American philosophy, and this influence extends to the interpretation of human behavior and the human sciences. Hume wrote a widely read history of England (1754–1762). His interpretation of history was based on the assumption of ordinary actions, motives, and causes, with no sympathy for theological interpretations of the past. His philosophical view of history was premised on the idea that explanations of the past can be based on the assumption of a fixed human nature.

Anglo-American interest in the philosophy of history was renewed at mid-twentieth century with the emergence of “analytical philosophy of history.” Representative contributors include Dray (1957, 1964, 1966), Danto (1965), and Gardiner (1952, 1974). This approach involves the application of the methods and tools of analytic philosophy to the special problems that arise in the pursuit of historical explanations and historical knowledge (Gardiner 1952). Here the interest is in the characteristics of historical knowledge: how we know facts about the past, what constitutes a good historical explanation, whether explanations in history require general laws, and whether historical knowledge is underdetermined by available historical evidence. Analytic philosophers emphasized the empirical and scientific status of historical knowledge, and attempted to understand this claim along the lines of the scientific standing of the natural sciences (Nagel 1961).

Philosophers in the analytic tradition are deeply skeptical about the power of non-empirical reason to arrive at substantive conclusions about the structure of the world—including human history. Philosophical reasoning by itself cannot be a source of substantive knowledge about the natural world, or about the sequence of events, actions, states, classes, empires, plagues, and conquests that we call “history.” Rather, substantive knowledge about the world can only derive from empirical investigation and logical analysis of the consequences of these findings. So analytic philosophers of history have had little interest in the large questions about the meaning and structure of history considered above. The practitioners of speculative philosophy of history, on the other hand, are convinced of the power of philosophical thought to reason through to a foundational understanding of history, and would be impatient with a call for a purely empirical and conceptual approach to the subject.

W. H. Walsh’s Philosophy of History (Walsh 1960 [1951]), first published in 1951 and revised in 1960, is an open-minded and well-grounded effort to provide an in-depth presentation of the field that crosses the separation between continental and analytical philosophy. The book attempts to treat both major questions driving much of the philosophy of history: the nature of historical knowledge and the possibility of gaining “metaphysical” knowledge about history. An Oxford philosopher trained in modern philosophy, Walsh was strongly influenced by Collingwood and was well aware of the European idealist tradition of philosophical thinking about history, including Rickert, Dilthey, and Croce, and he treats this tradition in a serious way. He draws the distinction between these traditions along the lines of “critical” and “speculative” philosophy of history. Walsh’s goal for the book is ambitious; he hopes to propose a framework within which the main questions about history can be addressed, including both major traditions. He advances the view that the historian is presented with a number of events, actions, and developments during a period. How do they hang together? The process of cognition through which the historian makes sense of a set of separate historical events Walsh refers to as “colligation” — “to locate a historical event in a larger historical process in terms of which it makes sense” (23).

Walsh fundamentally accepts Collingwood’s most basic premise: that history concerns conscious human action. Collingwood’s slogan was that “history is the science of the mind,” and Walsh appears to accept much of this perspective. So the key intellectual task for the historian, on this approach, is to reconstruct the reasons or motives that actors had at various points in history (and perhaps the conditions that led them to have these reasons and motives). This means that the tools of interpretation of meanings and reasons are crucial for the historian—much as the hermeneutic philosophers in the German tradition had argued.

Walsh suggests that the philosophical content of the philosophy of history falls naturally into two different sorts of inquiry, parallel to the distinction between philosophy of nature and philosophy of science. The first has to do with metaphysical questions about the reality of history as a whole; the latter has to do with the epistemic issues that arise in the pursuit and formulation of knowledge of history. He refers to these approaches as “speculative” and “critical” aspects of the philosophy of history. And he attempts to formulate a view of what the key questions are for each approach. Speculative philosophy of history asks about the meaning and purpose of the historical process. Critical philosophy of history is what we now refer to as “analytic” philosophy; it is the equivalent for history of what the philosophy of science is for nature.

The philosopher of science Carl Hempel stimulated analytic philosophers’ interest in historical knowledge in his essay, “The Function of General Laws in History” (1942). Hempel’s general theory of scientific explanation held that all scientific explanations require subsumption under general laws. Hempel considered historical explanation as an apparent exception to the covering-law model and attempted to show the suitability of the covering-law model even to this special case. He argued that valid historical explanations too must invoke general laws. The covering-law approach to historical explanation was supported by other analytical philosophers of science, including Ernest Nagel (1961). Hempel’s essay provoked a prolonged controversy between supporters who cited generalizations about human behavior as the relevant general laws, and critics who argued that historical explanations are more akin to explanations of individual behavior, based on interpretation that makes the outcome comprehensible. Especially important discussions were offered by William Dray (1957), Michael Scriven (1962), and Alan Donagan (1966). Donagan and others pointed out the difficulty that many social explanations depend on probabilistic regularities rather than universal laws. Others, including Scriven, pointed out the pragmatic features of explanation, suggesting that arguments that fall far short of deductive validity are nonetheless sufficient to “explain” a given historical event in a given context of belief. The most fundamental objections, however, are these: first, that there are virtually no good examples of universal laws in history, whether of human behavior or of historical event succession (Donagan 1966: 143–45); and second, that there are other compelling schemata through which we can understand historical actions and outcomes that do not involve subsumption under general laws (Elster 1989). These include the processes of reasoning through which we understand individual actions—analogous to the methods of verstehen and the interpretation of rational behavior mentioned above (Dray 1966: 131–37); and the processes through which we can trace out chains of causation and specific causal mechanisms without invoking universal laws.

A careful re-reading of these debates over the covering-law model in history suggests that the debate took place largely because of the erroneous assumption of the unity of science and the postulation of the regulative logical similarity of all areas of scientific reasoning to a few clear examples of explanation in a few natural sciences. This approach was a deeply impoverished one, and handicapped from the start in its ability to pose genuinely important questions about the nature of history and historical knowledge. Explanation of human actions and outcomes should not be understood along the lines of an explanation of why radiators burst when the temperature falls below zero degrees centigrade. As Donagan concludes, “It is harmful to overlook the fundamental identity of the social sciences with history, and to mutilate research into human affairs by remodeling the social sciences into deformed likenesses of physics” (1966: 157). The insistence on naturalistic models for social and historical research leads easily to a presumption in favor of the covering-law model of explanation, but this presumption is misleading.

Another issue that provoked significant attention among analytic philosophers of history is the issue of “objectivity.” Is it possible for historical knowledge to objectively represent the past? Or are forms of bias, omission, selection, and interpretation such as to make all historical representations dependent on the perspective of the individual historian? Does the fact that human actions are value-laden make it impossible for the historian to provide a non-value-laden account of those actions?

This topic divides into several different problems, as noted by John Passmore (1966: 76). The most studied of these within the analytic tradition is that of the value-ladenness of social action. Second is the possibility that the historian’s interpretations are themselves value-laden—raising the question of the capacity for objectivity or neutrality of the historian herself. Does the intellectual have the ability to investigate the world without regard to the biases that are built into her political or ethical beliefs, her ideology, or her commitments to a class or a social group? And third is the question of the objectivity of the historical circumstances themselves. Is there a fixed historical reality, independent from later representations of the facts? Or is history intrinsically “constructed,” with no objective reality independent from the ways in which it is constructed? Is there a reality corresponding to the phrase, “the French Revolution,” or is there simply an accumulation of written versions of the French Revolution?

There are solutions to each of these problems that are highly consonant with the philosophical assumptions of the analytic tradition. First, concerning values: There is no fundamental difficulty in reconciling the idea of a researcher with one set of religious values, who nonetheless carefully traces out the religious values of a historical actor possessing radically different values. This research can be done badly, of course; but there is no inherent epistemic barrier that makes it impossible for the researcher to examine the body of statements, behaviors, and contemporary cultural institutions corresponding to the other, and to come to a justified representation of the other. One need not share the values or worldview of a sans-culotte , in order to arrive at a justified appraisal of those values and worldview. This leads us to a resolution of the second issue as well—the possibility of neutrality on the part of the researcher. The set of epistemic values that we impart to scientists and historians include the value of intellectual discipline and a willingness to subject their hypotheses to the test of uncomfortable facts. Once again, review of the history of science and historical writing makes it apparent that this intellectual value has effect. There are plentiful examples of scientists and historians whose conclusions are guided by their interrogation of the evidence rather than their ideological presuppositions. Objectivity in pursuit of truth is itself a value, and one that can be followed.

Finally, on the question of the objectivity of the past: Is there a basis for saying that events or circumstances in the past have objective, fixed characteristics that are independent from our representation of those events? Is there a representation-independent reality underlying the large historical structures to which historians commonly refer (the Roman Empire, the Great Wall of China, the imperial administration of the Qianlong Emperor)? We can work our way carefully through this issue, by recognizing a distinction between the objectivity of past events, actions and circumstances, the objectivity of the contemporary facts that resulted from these past events, and the objectivity and fixity of large historical entities. The past occurred in precisely the way that it did—agents acted, droughts occurred, armies were defeated, new technologies were invented. These occurrences left traces of varying degrees of information richness; and these traces give us a rational basis for arriving at beliefs about the occurrences of the past. So we can offer a non-controversial interpretation of the “objectivity of the past.” However, this objectivity of events and occurrences does not extend very far upward as we consider more abstract historical events: the creation of the Greek city-state, the invention of Enlightenment rationality, the Taiping Rebellion. In each of these instances the noun’s referent is an interpretive construction by historical actors and historians, and one that may be undone by future historians. To refer to the “Taiping Rebellion” requires an act of synthesis of a large number of historical facts, along with an interpretive story that draws these facts together in this way rather than that way. The underlying facts of behavior, and their historical traces, remain; but the knitting-together of these facts into a large historical event does not constitute an objective historical entity. Consider research in the past twenty years that questions the existence of the “Industrial Revolution.” In this debate, the same set of historical facts were first constructed into an abrupt episode of qualitative change in technology and output in Western Europe; under the more recent interpretation, these changes were more gradual and less correctly characterized as a “revolution” (O’Brien and Keyder 1978). Or consider Arthur Waldron’s sustained and detailed argument to the effect that there was no “Great Wall of China,” as that structure is usually conceptualized (1990).

A third important set of issues that received attention from analytic philosophers concerned the role of causal ascriptions in historical explanations. What is involved in saying that “The American Civil War was caused by economic conflict between the North and the South”? Does causal ascription require identifying an underlying causal regularity—for example, “periods of rapid inflation cause political instability”? Is causation established by discovering a set of necessary and sufficient conditions? Can we identify causal connections among historical events by tracing a series of causal mechanisms linking one to the next? This topic raises the related problem of determinism in history: are certain events inevitable in the circumstances? Was the fall of the Roman Empire inevitable, given the configuration of military and material circumstances prior to the crucial events?

Analytic philosophers of history most commonly approached these issues on the basis of a theory of causation drawn from positivist philosophy of science. This theory is ultimately grounded in Humean assumptions about causation: that causation is nothing but constant conjunction. So analytic philosophers were drawn to the covering-law model of explanation, because it appeared to provide a basis for asserting historical causation. As noted above, this approach to causal explanation is fatally flawed in the social sciences, because universal causal regularities among social phenomena are unavailable. So it is necessary either to arrive at other interpretations of causality or to abandon the language of causality. A second approach was to define causes in terms of a set of causally relevant conditions for the occurrence of the event—for example, necessary and/or sufficient conditions, or a set of conditions that enhance or reduce the likelihood of the event. This approach found support in “ordinary language” philosophy and in analysis of the use of causal language in such contexts as the courtroom (Hart and Honoré 1959). Counterfactual reasoning is an important element of discovery of a set of necessary and/or sufficient conditions; to say that \(C\) was necessary for the occurrence of \(E\) requires that we provide evidence that \(E\) would not have occurred if \(C\) were not present (Mackie 1965, 1974). And it is evident that there are causal circumstances in which no single factor is necessary for the occurrence of the effect; the outcome may be overdetermined by multiple independent factors.

The convergence of reasons and causes in historical processes is helpful in this context, because historical causes are frequently the effect of deliberate human action (Davidson 1963). So specifying the reason for the action is simultaneously identifying a part of the cause of the consequences of the action. It is often justifiable to identify a concrete action as the cause of a particular event (a circumstance that was sufficient in the existing circumstances to bring about the outcome), and it is feasible to provide a convincing interpretation of the reasons that led the actor to carry out the action.

What analytic philosophers of the 1960s did not come to, but what is crucial for current understanding of historical causality, is the feasibility of tracing causal mechanisms through a complex series of events (causal realism). Historical narratives often take the form of an account of a series of events, each of which was a causal condition or trigger for later events. Subsequent research in the philosophy of the social sciences has provided substantial support for historical explanations that depend on tracing a series of causal mechanisms (Little 2018; Hedström and Swedberg 1998).

English-speaking philosophy of history shifted significantly in the 1970s, beginning with the publication of Hayden White’s Metahistory (1973) and Louis Mink’s writings of the same period (1966; Mink et al. 1987). The so-called “linguistic turn” that marked many areas of philosophy and literature also influenced the philosophy of history. Whereas analytic philosophy of history had emphasized scientific analogies for historical knowledge and advanced the goals of verifiability and generalizability in historical knowledge, English-speaking philosophers in the 1970s and 1980s were increasingly influenced by hermeneutic philosophy, post-modernism, and French literary theory (Rorty 1979). These philosophers emphasized the rhetoric of historical writing, the non-reducibility of historical narrative to a sequence of “facts”, and the degree of construction that is involved in historical representation. Affinities with literature and anthropology came to eclipse examples from the natural sciences as guides for representing historical knowledge and historical understanding. The richness and texture of the historical narrative came in for greater attention than the attempt to provide causal explanations of historical outcomes. Frank Ankersmit captured many of these themes in his treatment of historical narrative (1995; Ankersmit and Kellner 1995); see also Berkhofer (1995).

This “new” philosophy of history is distinguished from analytic philosophy of history in several important respects. It emphasizes historical narrative rather than historical causation. It is intellectually closer to the hermeneutic tradition than to the positivism that underlay the analytic philosophy of history of the 1960s. It highlights features of subjectivity and multiple interpretation over those of objectivity, truth, and correspondence to the facts. Another important strand in this approach to the philosophy of history is a clear theoretical preference for the historicist rather than the universalist position on the status of human nature—Herder rather than Vico. The prevalent perspective holds that human consciousness is itself a historical product, and that it is an important part of the historian’s work to piece together the mentality and assumptions of actors in the past (Pompa 1990). Significantly, contemporary historians such as Robert Darnton have turned to the tools of ethnography to permit this sort of discovery (1984).

Another important strand of thinking within analytic philosophy has focused attention on historical ontology (Hacking 2002, Little 2010). The topic of historical ontology is important, both for philosophers and for practicing historians. Ontology has to do with the question, what kinds of things do we need to postulate in a given realm? Historical ontology poses this question with regard to the realities of the past. Should large constructs like ‘revolution’, ‘market society’, ‘fascism’, or ‘Protestant religious identity’ be included in our ontology as real things? Or should we treat these ideas in a purely nominalistic way, treating them as convenient ways of aggregating complex patterns of social action and knowledge by large numbers of social actors in a time and place? Further, how should we think about the relationship between instances and categories in the realm of history, for example, the relation between the French, Chinese, or Russian Revolutions and the general category of ‘revolution’? Are there social kinds that recur in history, or is each historical formation unique in important ways? These are all questions of ontology, and the answers we give to them will have important consequences for how we conceptualize and explain the past.

When historians discuss methodological issues in their research they more commonly refer to “historiography” than to “philosophy of history.” What is the relation between these bodies of thought about the writing of history? We should begin by asking the basic question: what is historiography? In its most general sense, the term refers to the study of historians’ methods and practices. Any intellectual or creative practice is guided by a set of standards and heuristics about how to proceed, and “experts” evaluate the performances of practitioners based on their judgments of how well the practitioner meets the standards. So one task we always have in considering an expert activity is to attempt to identify these standards and criteria of good performance. This is true for theatre and literature, and it is true for writing history. Historiography is at least in part the effort to do this work for a particular body of historical writing. (Several handbooks contain a wealth of recent writings on various aspects of historiography; Tucker 2009, Bentley 1997, Breisach 2007. Important and innovative contributions to understanding the intellectual tasks of the historian include Bloch 1953 and Paul 2015.)

Historians normally make truth claims, and they ask us to accept those claims based on the reasoning they present. So a major aspect of the study of historiography has to do with defining the ideas of evidence, rigor, and standards of reasoning for historical inquiry. We presume that historians want to discover empirically supported truths about the past, and we presume that they want to offer inferences and interpretations that are somehow regulated by standards of scientific rationality. (Simon Schama challenges some of these ideas in Dead Certainties (Schama 1991).) So the apprentice practitioner seeks to gain knowledge of the practices of his/her elders in the profession: what counts as a compelling argument, how to assess a body of archival evidence, how to offer or criticize an interpretation of complex events that necessarily exceeds the available evidence. The historiographer has a related task: he/she would like to be able to codify the main methods and standards of one historical school or another.

There are other desiderata governing a good historical work, and these criteria may change from culture to culture and epoch to epoch. Discerning the historian’s goals is crucial to deciding how well he or she succeeds. So discovering these stylistic and aesthetic standards that guide the historian’s work is itself an important task for historiography. This means that the student of historiography will naturally be interested in the conventions of historical writing and rhetoric that are characteristic of a given period or school.

A full historiographic assessment of a given historian might include questions like these: What methods of discovery does he/she use? What rhetorical and persuasive goals does he/she pursue? What models of explanation? What paradigm of presentation? What standards of style and rhetoric? What interpretive assumptions?

A historical school might be defined as a group of interrelated historians who share a significant number of specific assumptions about evidence, explanation, and narrative. The Annales school, established by Marc Bloch and Lucien Febvre in the 1920s, represented a distinctive and fertile approach to social history (Burguière 2009), united by shared assumptions about both topics and intellectual approaches to the past. Historiography becomes itself historical when we recognize that frameworks of assumptions about historical knowledge and reasoning change over time. On this assumption, the history of historical thinking and writing is itself an important subject. How did historians of various periods in human history conduct their study and presentation of history? Under this rubric we find books on the historiography of the ancient Greeks; Renaissance historiography; or the historiography of German romanticism. Arnaldo Momigliano’s writings on the ancient historians fall in this category (Momigliano 1990). In a nutshell, Momigliano is looking at the several traditions of ancient history-writing as a set of normative practices that can be dissected and understood in their specificity and their cultural contexts.

A second primary use of the concept of historiography is more present-oriented and methodological. It involves the study and analysis of historical methods of research, inquiry, inference, and presentation used by more-or-less contemporary historians. How do contemporary historians go about their tasks of understanding the past? Here we can reflect upon the historiographical challenges that confronted Philip Huang as he investigated the Chinese peasant economy in the 1920s and 1930s (Huang 1990), or the historiographical issues raised in Robert Darnton’s telling of a peculiar and trivial event, the Great Cat Massacre by printers’ apprentices in Paris in the 1730s (Darnton 1984). Sometimes these issues have to do with the scarcity or bias in the available bodies of historical records (for example, the fact that much of what Huang refers to about the village economy of North China was gathered by the research teams of the occupying Japanese army). Sometimes they have to do with the difficulty of interpreting historical sources (for example, the unavoidable necessity Darnton faced of providing meaningful interpretation of a range of documented actions that appear fundamentally irrational).

An important question that arises in recent historiography is that of the status of the notion of “global history.” One important reason for thinking globally as an historian is the fact that the history discipline—since the Greeks—has tended to be Eurocentric in its choice of topics, framing assumptions, and methods. Economic and political history, for example, often privileges the industrial revolution in England and the creation of the modern bureaucratic state in France, Britain, and Germany, as being exemplars of “modern” development in economics and politics. This has led to a tendency to look at other countries’ development as non-standard or stunted. So global history is, in part, a framework within which the historian avoids privileging one regional center as primary and others as secondary or peripheral. Bin Wong makes this point in China Transformed (Wong 1997).

Second is the related fact that when Western historical thinkers—for example, Hegel, Malthus, Montesquieu—have turned their attention to Asia, they have often engaged in a high degree of stereotyping without much factual historical knowledge. The ideas of Oriental despotism, Asian overpopulation, and Chinese stagnation have encouraged a cartoonish replacement of the intricate and diverse processes of development of different parts of Asia by a single-dimensional and reductive set of simplifying frameworks of thought. This is one of the points of Edward Said’s critique of orientalism (Said 1978). So doing “global” history means paying rigorous attention to the specificities of social, political, and cultural arrangements in other parts of the world besides Europe.

So a historiography that takes global diversity seriously should be expected to be more agnostic about patterns of development, and more open to discovery of surprising patterns, twists, and variations in the experiences of India, China, Indochina, the Arab world, the Ottoman Empire, and Sub-Saharan Africa. Variation and complexity are what we should expect, not stereotyped simplicity. Clifford Geertz’s historical reconstruction of the “theatre state” of Bali is a case in point—he uncovers a complex system of governance, symbol, value, and hierarchy that represents a substantially different structure of politics than the models derived from the emergence of bureaucratic states in early modern Europe (Geertz 1980). A global history needs to free itself from Eurocentrism.

This step away from Eurocentrism in outlook should also be accompanied by a broadening of the geographical range of what is historically interesting. So a global history ought to be global and trans-national in its selection of topics—even while recognizing the fact that all historical research is selective. A globally oriented historian will recognize that the political systems of classical India are as interesting and complex as the organization of the Roman Republic.

An important current underlying much work in global history is the reality of colonialism through the nineteenth and twentieth centuries, and the equally important reality of anti-colonial struggles and nation building in the 1960s and 1970s. “The world” was important in the early-modern capitals of Great Britain, France, Germany, and Belgium because those nations exerted colonial rule in various parts of Africa, Asia, and South America. So there was a specific interest in gaining certain kinds of knowledge about those societies—in order to better govern them and exploit them. And post-colonial states had a symmetrical interest in supporting global historiography in their own universities and knowledge systems, in order to better understand and better critique the forming relations of the past.

A final way in which history needs to become global is to incorporate the perspectives and historical traditions of historians in non-western countries into the mainstream of discussion of major world developments. Indian and Chinese historians have their own intellectual traditions in conducting historical research and explanation; a global history is one that pays attention to the insights and arguments of these traditions. So global historiography has to do with a broadened definition of the arena of historical change to include Europe, Asia, Africa, the Middle East, and the Americas; a recognition of the complexity and sophistication of institutions and systems in many parts of the world; a recognition of the trans-national interrelatedness that has existed among continents for at least four centuries; and a recognition of the complexity and distinctiveness of different national traditions of historiography

Dominic Sachsenmaier provides a significant recent discussion of some of these issues (Sachsenmaier 2011). Sachsenmaier devotes much of his attention to the last point mentioned here, the “multiple global perspectives” point. He wants to take this idea seriously and try to discover some of the implications of different national traditions of academic historiography. He writes, “It will become quite clear that in European societies the question of historiographical traditions tended to be answered in ways that were profoundly different from most academic communities in other parts of the world” (17).

As should be clear from these remarks, there is a degree of overlap between historiography and the philosophy of history in the fact that both are concerned with identifying and evaluating the standards of reasoning that are used in various historical traditions. That said, historiography is generally more descriptive and less evaluative than the philosophy of history. And it is more concerned with the specifics of research and writing than is the philosophy of history.

Every period presents challenges for the historian, and every period raises problems for historiography and the philosophy of history. The twentieth century is exceptional, however, even by this standard. Events of truly global significance occurred from beginning to end. War, totalitarianism, genocide, mass starvation, ideologies of murder and extermination, and states that dominated their populations with unprecedented violence all transpired during the century. The Holocaust (Snyder 2010, 2015), the Holodomor (Applebaum 2017), the Gulag (Applebaum 2003), and the cultural and ideological premises of the Nazi regime (Rabinbach et al 2020) have all presented historians with major new challenges of research, framing, and understanding. How should historians seek to come to grips with these complex and horrifying circumstances? These occurrences were highly complex and extended and often hidden: many thousands of active participants, many groups and populations, millions of victims, conflicting purposes and goals, new organizations and institutions, numerous ideologies. Moreover, through too many of these novelties is woven the theme of evil – deliberate destruction, degradation, and murder of masses of innocent human beings. The historian of virtually any aspect of the twentieth century is confronted with great problems of frame-setting, explanatory purpose, and moral reflection.

These facts about the twentieth century raise problems for the philosophy of history for several reasons. They challenge historians to consider the depth, detail, and human experience that the historian must convey of the events and experiences that war, genocide, and totalitarianism imposed on millions of people. The discovery and truthful documentation of the extent and lived experience of these crimes is a painful but crucial necessity. Second, historians are forced to reflect on the assumptions they bring to their research and interpretations – assumptions about geography, political causation, individual motivation, and behavior resulting in these crimes. Third, historians must reconsider and sharpen their hypotheses about causation of these vast and extended crimes against humanity. Fourth, it appears inescapable that historians have a human responsibility to contribute to worldwide changes in culture, memory, and politics in ways that make genocide and totalitarian oppression less likely in the future.

The ways in which historians have sought to understand the Holocaust have undergone important historical realignment in the past twenty years. Raul Hilberg (1961) and Lucy Dawidowicz (1975) captured much of the postwar historical consensus about the Holocaust. However, recent historians have offered new ways of thinking about the Nazi plan of extermination. Timothy Snyder (2010, 2015) argues that the Nazi war of extermination against the Jews has been importantly misunderstood—too centered on Germany, when the majority of genocide and murder occurred further east, in the lands that he calls the “bloodlands” of central Europe (Poland, Latvia, Lithuania, Ukraine, the Soviet Union); largely focused on extermination camps, whereas most killing of Jews occurred near the cities and villages where they lived, and most commonly by gunfire; insufficiently attentive to the relationship between extermination of people and destruction of the institutions of state in subject countries; and without sufficient attention to Hitler’s own worldview, within which the Nazi war of extermination against Europe’s Jews was framed. Alexander Prusin (2010) conceptualizes the topic of mass murder in the period 1933–1945 in much the same geographical terms. Like Snyder, Prusin defines his subject matter as a region rather than a nation or collection of nations. The national borders that exist within the region are of less importance in his account than the facts of ethnic, religious, and community disparities that are evident across the region. Thus both historians argue that we need to understand the geography of the Holocaust differently. Snyder believes that these attempts at refocusing the way we understand the Holocaust lead to a new assessment: bad as we thought the Holocaust was, it was much, much worse.

Another strand of re-thinking that has occurred in the study of the Holocaust concerns a renewed focus on the motivations of the ordinary people who participated in the machinery of mass murder. A major field of research into ordinary behavior during the Holocaust was made possible by the availability of investigative files concerning the actions of a Hamburg police unit that was assigned special duties as “Order Police” in Poland in 1940. These duties amounted to collecting and massacring large numbers of Jewish men, women, and children. Christopher Browning (1992) and Daniel Goldhagen (1996) made extensive use of investigatory files and testimonies of the men of Reserve Police Battalion 101. Both books came to shocking conclusions: very ordinary, middle-aged, apolitical men of the police unit picked up the work of murder and extermination with zeal and efficiency. They were not coerced, they were not indoctrinated, and they were not deranged; and yet they turned to the work of mass murder with enthusiasm. A small percentage of the men of the unit declined the shooting assignments, but the great majority did not. Another important example of research on ordinary people committing mass murder is Jan Gross’s (2001) case study of a single massacre of Jews in Jedwabne, a small Polish town during the Nazi occupation, but not ordered or directed by the German occupation. Instead, this was a local, indigenous action by non-Jewish residents in the town who gathered up their Jewish neighbors and then murdered large numbers of them. Gross’s account has stimulated much debate, but Anna Bikont (2015) validates almost every detail of Gross’s original narrative.

As a different example, consider now the history of the Gulag in the Soviet Union. Anne Applebaum (2003) provides a detailed and honest history of the Gulag and its role in maintaining Soviet dictatorship. Stalin’s dictatorship depended on a leader, a party, and a set of institutions that worked to terrorize and repress the population of the USSR. The NKVD (the system of internal security police that enforced Stalin’s repression), a justice system that was embodied in the Moscow Show Trials of 1936–38, and especially the system of forced labor and prison camps that came to be known as the Gulag constituted the machinery of repression through which a population of several hundred million people were controlled, imprisoned, and repressed. Further, like the Nazi regime, Stalin used the slave labor of the camps to contribute to the economic output of the Soviet economy. Applebaum estimates that roughly two million prisoners inhabited several thousand camps of the Gulag at a time in the 1940s, and that as many as 18 million people had passed through the camps by 1953 (Applebaum 2003: 13). The economic role of the Gulag was considerable; significant portions of Soviet-era mining, logging, and manufacturing took place within the forced labor camps of the Gulag (13). Applebaum makes a crucial and important point about historical knowledge in her history of the Gulag: the inherent incompleteness of historical understanding and the mechanisms of overlooking and forgetting that get in the way of historical honesty. The public outside the USSR did not want to know about these realities. Applebaum notes that public knowledge of the camps in the West was available, but was de-dramatized and treated as a fairly minor part of the reality of the USSR. The reality—that the USSR embodied and depended upon a massive set of concentrations camps where millions of people were enslaved and sometimes killed—was never a major part of the Western conception of the USSR. She comments, "far more common, however, is a reaction of boredom or indifference to Stalinist terror" (18). Wide knowledge in the West of the scope and specific human catastrophe of the Gulag was first made available by Aleksandr Isayevich Solzhenitsyn (1974).

Similar references could be offered concerning Stalin’s war on the kulaks in the Ukraine (1930s), mass starvation in China (1958–61), the widespread violence of the Cultural Revolution in China (1966–1976), and the use of violence in the American South to enforce Jim Crow-era race relations (1930s–1960s). In each case terrible things took place on a wide scale, and barriers exist that make it difficult for historians and the public to come to know the details of these periods.

The twentieth century poses one additional challenge for the historian because it falls within the human memories of the living generation of historians grappling with its intricacies. When Tony Judt writes (2006) about the fall of Ceaușescu in Romania in 1989, or Timothy Snyder (2010) writes about the murderous actions of German order police in Ukraine in 1940, or Marc Bloch (1949) writes about the “strange defeat” of France in 1940, they are writing about events for which they themselves, or their parents, or Poles and Ukrainian Jews with whom they can interact, have direct lived experiences and memories. Timothy Snyder’s style of historical writing suggests that the nearness in time of the killings in the bloodlands both supports and warrants an especially personal and individual approach; thus Snyder’s use of many individual stories of victims of the killings of peasants, Jews, and other human victims of the killing machines of Hitler and Stalin suggests that he believes it is important for the historian to make an effort to convey the individual meanings of these events affecting millions of people. How does this accessibility of the recent past affect the problems facing the historian? Does it influence the ways in which historians select events, causes, and actions as “crucial”? Does this experiential access through living memory provide a more secure form of historical evidence than other sources available to the historian? Does it give rise to an experiential content and detail to historical writing that solve an interpretive problem for the reader – for example, how to put oneself in the position of a Ukrainian peasant slowly starving to death? Did the stories told in the Judt household in London in 1942 about beloved cousins then facing deadly threats in Brussels shape the historical consciousness of the adult historian (Judt and Snyder 2012)? Did Marc Bloch’s own experience as a French army officer in defeat at Dunkirk influence the way that he understood war and violence? Access to individuals who lived through the Holodomor or the Spanish Civil War is of course valuable historical evidence. Here too, however, Marc Bloch has important insights, for Bloch specifically challenges the idea that participants have an inherently more reliable or complete form of knowledge than more temporally distant historians (1953: chapter II). Memories and personal accounts are valuable for the historian, but equally, historians have access to other forms of historical evidence (archaeological, archival, government records, …) which may be comparably important and epistemically secure in attempting to piece together the complex history of Stalin’s war on the Ukrainian peasantry.

These topics in twentieth-century history create an important reminder for historians and for philosophers: a truthful understanding of inhuman atrocity is deeply important for humanity, and it is difficult to attain. We learn from Judt, Snyder, and Applebaum that there are powerful mechanisms of deception and forgetting that stand in the way of an honest accounting of these periods of the recent human past. Discovering and telling the truth about our past is the highest and most important moral imperative that history conveys.

As the previous section suggests, there is an ethical dimension involved in the quest for historical knowledge. Historians have obligations of truthfulness and objectivity; peoples have obligations of honest recognition; and nations have obligations of memory and reconciliation.

Historians themselves have obligations of truthfulness and objectivity in the accounts they provide of the past. This topic has occupied much of the discussion of history and ethics in the past few years (Fay 2004). Much of this discussion has centered on the intellectual virtues to which historians need to aspire, such as truthfulness, objectivity, and persistence (Creyghton et al 2016, Paul 2015). Perhaps more generally, we might argue that historians have an obligation to deliberately and actively include those aspects of the past for further research that are the most morally troublesome—for example, the origins and experience of slavery during the eighteenth century in the American South, or the role of the Gulag in the Soviet Union in the twentieth century. We may reasonably fault the historian of the American South in the nineteenth century who confines her investigation to the economics of the cotton industry without examining the role of slavery in that industry, or the historian of the USSR who studies the institutions of engineering research in the 1950s while ignoring the fact of forced labor camps. Historians have an obligation to squarely confront the hard truths of their subject matter.

There is a broader ethical question to ask about history that goes beyond the professional ethics of the historian to the responsibilities of the public in relation to its own history. The facts of genocide and other crimes against humanity make it clear that there are moral reasons for believing that all of humanity has a moral responsibility to attempt to discover our past with honesty and exactness. In particular, the facts of past horrific actions (genocide, mass repression, slavery, suppression of ethnic minorities, dictatorship) create a moral responsibility for historians and the public alike to uncover the details, causes, and consequences of those actions.

The thread of honesty and truthfulness runs through all of these ethical issues. Tony Judt (1992) argues that a people or nation at a point in time have a collective responsibility to face the facts of its own history honestly and without mythology. Judt’s points can be distilled into a few key ideas. Knowledge of the past matters in the present; being truthful about the past is a key responsibility for all of us. Standing in the way of honest recognition is the fact that oppressors and tyrants are invariably interested in concealing their culpability, while “innocent citizens” are likewise inclined to minimize their own involvement in the crimes of their governments. The result is "myth-making", according to Judt. Anna Wylegala (2017) illustrates the moral importance and complexity of this kind of investigation with regard to collective memory in post-1991 Ukraine. The history of the twentieth century has shown itself to be especially prone to myth-making, whether about resistance to Nazi occupation or refusal to collaborate with Soviet-installed regimes in Poland or Czechoslovakia. Judt (1992) argues that a very pervasive process of myth-making and forgetting has been a deep part of the narrative-making in post-war Europe. But, Judt argues, bad myths give rise eventually to bad collective behavior—more conflict, more tyranny, more violence. So the work of honest history is crucial to humanity’s ability to achieve a better future. Judt expresses throughout his work a credo of truth-telling about the past: we have a weighty obligation to discover, represent, and understand the circumstances of our past, even when those facts are deeply unpalatable. Myth-making about the past is not only bad history and bad politics, it is morally deficient.

This observation brings us to a final way in which moral questions arise in the context of honest history. The crimes of the past have consequences in the present. The facts of trans-Atlantic slavery continue to have consequences for millions of descendants of the men and women who were transported from Africa to the Americas; the facts of the Rwandan genocide have consequences for the living victims of these mass killings and their kin; and the fact of colonial exploitation of the Congo or southern Africa has consequences for the current poverty of much of Africa. Does knowledge of the crimes of the past create for the current generation an obligation of engagement in contributing actively to healing those wounds in the present and preventing their recurrence in the future? Does “truth and reconciliation” require more than simply recognizing ugly truths about the past? Does it require that we act differently, individually and collectively? It is of course a tragic and immutable reality of the human condition that the past cannot be changed; the murdered cannot be unmurdered, and the primary perpetrators of horrific crimes within a few generations are certainly beyond the reach of justice. The future is deeply contingent, while the past is fixed and unchangeable. But does this immutability imply that the present generation has no obligations created by past crimes? Or rather, does knowing the truth about our past create for us the obligation to learn from those tragic human actions how to avoid such crimes in the future? Does honest knowledge of the human crimes of the past bring with it an obligation to strive in good faith to address the consequences of those crimes in the present? Finally, can knowledge of history help us to become more empathetic, more just, and more farsighted in our dealings with each other in the grand affairs that make up future history? One would hope so; and perhaps this is the most pressing moral obligation of all that is created by our recognition of our own historicity.

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How to cite this entry . Preview the PDF version of this entry at the Friends of the SEP Society . Look up topics and thinkers related to this entry at the Internet Philosophy Ontology Project (InPhO). Enhanced bibliography for this entry at PhilPapers , with links to its database.

• History and Theory , at historyandtheory.org.
• UnderstandingSociety , maintained by Daniel Little (University of Michigan-Dearborn).

Berlin, Isaiah | Dilthey, Wilhelm | Hegel, Georg Wilhelm Friedrich | Hempel, Carl | Herder, Johann Gottfried von | hermeneutics | -->historiography --> | Ricoeur, Paul | Vico, Giambattista

Acknowledgments

Acknowledgement is offered to Christopher Bouton for valuable feedback on section 2.5.

Copyright © 2020 by Daniel Little < delittle @ umd . umich . edu >

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The Essay: History and Definition

Attempts at Defining Slippery Literary Form

• An Introduction to Punctuation
• Ph.D., Rhetoric and English, University of Georgia
• M.A., Modern English and American Literature, University of Leicester
• B.A., English, State University of New York

"One damned thing after another" is how Aldous Huxley described the essay: "a literary device for saying almost everything about almost anything."

As definitions go, Huxley's is no more or less exact than Francis Bacon's "dispersed meditations," Samuel Johnson's "loose sally of the mind" or Edward Hoagland's "greased pig."

Since Montaigne adopted the term "essay" in the 16th century to describe his "attempts" at self-portrayal in prose , this slippery form has resisted any sort of precise, universal definition. But that won't an attempt to define the term in this brief article.

In the broadest sense, the term "essay" can refer to just about any short piece of nonfiction  -- an editorial, feature story, critical study, even an excerpt from a book. However, literary definitions of a genre are usually a bit fussier.

One way to start is to draw a distinction between articles , which are read primarily for the information they contain, and essays, in which the pleasure of reading takes precedence over the information in the text . Although handy, this loose division points chiefly to kinds of reading rather than to kinds of texts. So here are some other ways that the essay might be defined.

Standard definitions often stress the loose structure or apparent shapelessness of the essay. Johnson, for example, called the essay "an irregular, indigested piece, not a regular and orderly performance."

True, the writings of several well-known essayists ( William Hazlitt and Ralph Waldo Emerson , for instance, after the fashion of Montaigne) can be recognized by the casual nature of their explorations -- or "ramblings." But that's not to say that anything goes. Each of these essayists follows certain organizing principles of his own.

Oddly enough, critics haven't paid much attention to the principles of design actually employed by successful essayists. These principles are rarely formal patterns of organization , that is, the "modes of exposition" found in many composition textbooks. Instead, they might be described as patterns of thought -- progressions of a mind working out an idea.

Unfortunately, the customary divisions of the essay into opposing types --  formal and informal, impersonal and familiar  -- are also troublesome. Consider this suspiciously neat dividing line drawn by Michele Richman:

Post-Montaigne, the essay split into two distinct modalities: One remained informal, personal, intimate, relaxed, conversational and often humorous; the other, dogmatic, impersonal, systematic and expository .

The terms used here to qualify the term "essay" are convenient as a kind of critical shorthand, but they're imprecise at best and potentially contradictory. Informal can describe either the shape or the tone of the work -- or both. Personal refers to the stance of the essayist, conversational to the language of the piece, and expository to its content and aim. When the writings of particular essayists are studied carefully, Richman's "distinct modalities" grow increasingly vague.

But as fuzzy as these terms might be, the qualities of shape and personality, form and voice, are clearly integral to an understanding of the essay as an artful literary kind. 

Many of the terms used to characterize the essay -- personal, familiar, intimate, subjective, friendly, conversational -- represent efforts to identify the genre's most powerful organizing force: the rhetorical voice or projected character (or persona ) of the essayist.

In his study of Charles Lamb , Fred Randel observes that the "principal declared allegiance" of the essay is to "the experience of the essayistic voice." Similarly, British author Virginia Woolf has described this textual quality of personality or voice as "the essayist's most proper but most dangerous and delicate tool."

Similarly, at the beginning of "Walden, "  Henry David Thoreau reminds the reader that "it is ... always the first person that is speaking." Whether expressed directly or not, there's always an "I" in the essay -- a voice shaping the text and fashioning a role for the reader.

Fictional Qualities

The terms "voice" and "persona" are often used interchangeably to suggest the rhetorical nature of the essayist himself on the page. At times an author may consciously strike a pose or play a role. He can, as E.B. White confirms in his preface to "The Essays," "be any sort of person, according to his mood or his subject matter." 

In "What I Think, What I Am," essayist Edward Hoagland points out that "the artful 'I' of an essay can be as chameleon as any narrator in fiction." Similar considerations of voice and persona lead Carl H. Klaus to conclude that the essay is "profoundly fictive":

It seems to convey the sense of human presence that is indisputably related to its author's deepest sense of self, but that is also a complex illusion of that self -- an enactment of it as if it were both in the process of thought and in the process of sharing the outcome of that thought with others.

But to acknowledge the fictional qualities of the essay isn't to deny its special status as nonfiction.

Reader's Role

A basic aspect of the relationship between a writer (or a writer's persona) and a reader (the implied audience ) is the presumption that what the essayist says is literally true. The difference between a short story, say, and an autobiographical essay  lies less in the narrative structure or the nature of the material than in the narrator's implied contract with the reader about the kind of truth being offered.

Under the terms of this contract, the essayist presents experience as it actually occurred -- as it occurred, that is, in the version by the essayist. The narrator of an essay, the editor George Dillon says, "attempts to convince the reader that its model of experience of the world is valid." 

In other words, the reader of an essay is called on to join in the making of meaning. And it's up to the reader to decide whether to play along. Viewed in this way, the drama of an essay might lie in the conflict between the conceptions of self and world that the reader brings to a text and the conceptions that the essayist tries to arouse.

At Last, a Definition—of Sorts

With these thoughts in mind, the essay might be defined as a short work of nonfiction, often artfully disordered and highly polished, in which an authorial voice invites an implied reader to accept as authentic a certain textual mode of experience.

Sure. But it's still a greased pig.

Sometimes the best way to learn exactly what an essay is -- is to read some great ones. You'll find more than 300 of them in this collection of  Classic British and American Essays and Speeches .

• What Are the Different Types and Characteristics of Essays?
• What Is a Personal Essay (Personal Statement)?
• Rhetorical Analysis Definition and Examples
• The Writer's Voice in Literature and Rhetoric
• What Is Expository Writing?
• Point of View in Grammar and Composition
• What Is Tone In Writing?
• The Difference Between an Article and an Essay
• How to Write a Narrative Essay or Speech
• Topical Organization Essay
• Writers on Writing: The Art of Paragraphing
• What is a Familiar Essay in Composition?
• Compose a Narrative Essay or Personal Statement
• Mood in Composition and Literature
• Writing Prompt (Composition)

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What is History?

Four historians consider the most fundamental question of all, one famously posed by E.H. Carr almost 60 years ago.

‘History is the study of people, actions, decisions, interactions and behaviours’

Francesca Morphakis, PhD Candidate in History at the University of Leeds

H istory is narratives. From chaos comes order. We seek to understand the past by determining and ordering ‘facts’; and from these narratives we hope to explain the decisions and processes which shape our existence. Perhaps we might even distill patterns and lessons to guide – but never to determine – our responses to the challenges faced today. History is the study of people, actions, decisions, interactions and behaviours. It is so compelling a subject because it encapsulates themes which expose the human condition in all of its guises and that resonate throughout time: power, weakness, corruption, tragedy, triumph … Nowhere are these themes clearer than in political history, still the necessary core of the field and the most meaningful of the myriad approaches to the study of history. Yet political history has fallen out of fashion and subsequently into disrepute, wrongly demonised as stale and irrelevant. The result has been to significantly erode the utility of ordering, explaining and distilling lessons from the past. 

History’s primary purpose is to stand at the centre of diverse, tolerant, intellectually rigorous debate about our existence: our political systems, leadership, society, economy and culture. However, open and free debate – as in so many areas of life – is too often lacking and it is not difficult to locate the cause of this intolerance. 

Writing history can be a powerful tool; it has shaped identities, particularly at the national level. Moreover, it grants those who control the narrative the ability to legitimise or discredit actions, events and individuals in the present. Yet to marshal history and send it into battle merely to serve the needs of the present is misuse and abuse. History should never be a weapon at the heart of culture wars. Sadly, once again, it is: clumsily wielded by those who deliberately seek to impose a clear ideological agenda. History is becoming the handmaiden of identity politics and self-flagellation. This only promotes poor, one-dimensional understandings of the past and continually diminishes the utility of the field. History stands at a crossroads; it must refuse to follow the trend of the times. 

Read Next: How Did Christianity Change the Roman Empire?

‘i have a preference for historians who probe into the “why” and the “how”’.

Chandak Sengoopta, Professor of History at Birkbeck, University of London

A ny thoroughly researched and well-argued study of any aspect of the past counts, for me, as history. I do have a preference for historians who probe into the ‘why’ and the ‘how’ but, overall, I think that our scope should be as broad and as catholic as possible. I am old enough to remember a time when women’s history was a separate field – left, in many universities, to Women’s Studies programmes – and the existence of non-white people was recognised by historians only in the context of imperial history. Back then – I am talking only about the late 1980s – English, Anthropology and even History of Science departments were often more adventurous in addressing the history of ‘others’ but their work, we were often told by ‘real’ historians, wasn’t proper history: ‘they use novels as evidence, for heaven’s sake!’ ‘Have any of them been near an archive?’ 

If things are better today in History departments, it is because the disciplinary frontiers have been redrawn. But we still have our borders, not all of which are imposed by our institutions or funding authorities. How many History departments would exclude an otherwise excellent candidate only because her sources are mostly literary? A great many, I dare say, including my own. Many of the field’s old fixations may have disappeared, but quite a few antiquated fences still await a well-aimed boot.

Political, economic and social history are, without question, essential; so is the history of Europe and America. But they are not the alpha and the omega of History as a discipline. We still do not pay enough attention to histories of ideas, of the arts, of medicine, of philosophy, of entertainment, of technology, whether in Europe or America or elsewhere. Nor do we feel particularly comfortable about biographical approaches to history. None of these potentially enriching themes can be addressed unless we jettison our atavistic equation of the archive with a collection of yellowing reams of paper. It won’t be easy to dislodge this idol, but I would like to hope that coming generations of historians will chip away at it with greater conviction than mine has been able to muster. 

‘History is fundamentally a problem-solving discipline’

Marcus Colla, Departmental Lecturer in European History at Christ Church, Oxford

T hough almost 60 years have passed since E.H. Carr first posed the question, undergraduates still continue to find much to unpack in his answers. Indeed, Carr’s 1961 book What is History? has enjoyed a longer shelf-life than most works of actual history.

But it is a curious fact that What is History? remains a go-to reference for teachers and students everywhere. After all, much of Carr’s argument and the debates to which he was contributing might strike us now, as we attempt to answer the question, as being quaintly archaic. The interim 60 years encompass postmodernism, the rise of gender history and the ‘memory boom’, to name but a tiny sample. Today’s students inhabit a completely different intellectual universe. 

Carr’s ideas clearly resonate more with our contemporary sensibilities than do those of his detractors, who remained wedded to the idea of an objective historian unfettered from all current assumptions. By contrast, Carr saw history as fundamentally a problem-solving discipline. Not only should historians divest themselves of the illusion that they could somehow stand outside the world in which they live, he argued. They should in fact embrace the fact that the study of the past could be oriented to the needs of the present.

One can immediately see the appeal of such an argument today. In an academic world where the humanities are under greater pressure to justify their significance than ever before, studying ‘the past for the past’s sake’ no longer cuts it. But I don’t think this is the whole story. Rather, I sense that the enduring fascination with Carr reflects something much more fundamental in how we view the relationship between past and present. For instance, we are surely less inclined than previous generations to demand rigid dichotomies between ‘history’ on the one hand and ‘memory’ or ‘heritage’ on the other. Furthermore, we’re more democratic in who we believe history belongs to: who from the past it includes, and who in the present can benefit from it.

Each historian will view the relationship between past and present differently. But it was Carr’s great achievement to identify the tensions of this relationship as the very engine of the discipline itself. 

Read Next: What Can Historical Clothing Reveal That Other Sources Cannot? 

‘histories are useful for telling us how we got “here”’.

Faridah Zaman, Associate Professor of History, University of Oxford

O ne way to attempt to answer this question is to ask ourselves what and who are histories for? A common starting point might be that histories are useful for telling us how we got ‘here’. Such histories might take the form of origin stories, of relatively linear and perhaps teleological accounts – how did we come to organise our societies and political systems in the ways that we have now, for instance – or, as the apocryphal saying goes, a series of lessons to learn from in order to avoid the ignominy of repetition. 

Such an understanding of history conceals within itself a more exciting and fraught – though not necessarily antithetical – possibility. Just as we might look to the past to better understand the myriad, complicated ways in which our present world came to exist, historians might also set themselves the task of illuminating worlds unrealised and of other presents that might have existed. Such histories, counter-intuitively, help us understand our own times better either by underscoring the contingency of the world around us or, depending on your perspective, the enduring power of the structures responsible for foreclosing those other paths. 

These kinds of histories require attending to – and often recovering and reconstructing – narratives and perspectives that have been lost in dominant historical accounts. My own work has focused on unsuccessful revolutions and failed political visions in the early 20th century. More broadly, we might consider it a fundamental task of history to reveal the complexity and plurality that people lived with in the past. Such histories can demonstrate how differently people have thought about and related to the world around them, including other ways of recording their ideas and experiences. Much of this terrain used to be marginal to ‘History’ proper; M.K. Gandhi noted as much in 1909 when he dismissed conventional history as simply a record of war. In recovering what has been subsumed and forgotten – for instance, radical dissenting traditions that were drowned out, or anticolonial resistance movements that were defeated – history might instead serve much more emancipatory ends and open up spaces of critical and imaginative possibility for our own times.

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1 What is History?

Though you have likely spent a good part of your education sitting in history classes and reading history books, you probably have not really thought deeply about how to define the subject.  In many ways, it’s easier to start with what history is not:  It is not simply a record of what happened in the past.  For one thing, clearly too much happened yesterday alone—let alone ten, one hundred, one thousand years ago—to record. People ate meals, chose which socks to wear, kissed someone new, scanned their Twitter feed, etc., etc.  History is not even a record of important things that happened in the past, because that definition raises the question of what counts as important and who gets to decide.  If those new lovers kissing for the first time were Antony and Cleopatra—whose relationship redirected Egyptian history—or if the meal inspired an immigrant activist by reminding of her roots, then those seemingly mundane actions were critical.  Deciding what is important—which among myriad of past events should be retold, the order to put them in, how to phrase stories so that they reach the right audience—that is what history is.  As historians James Davidson and Mark Lytle put it, “History is not ‘what happened in the past;’ rather it is the act of selecting, analyzing, and writing about the past.”

Historians are tasked with finding evidence about the past and then deciding what to do with it. They research, evaluate, and write using what past actors have left behind. That means that the historical narratives scholars (including you!) create actually depend upon scholars’ interpretations of extant evidence— on what we call “primary sources.” Primary sources are those produced by the actors of the time and can run the gamut from oral histories to government documents to Hollywood films to material culture and beyond. Historians also keep in mind other historians’ writings, or secondary sources . Historians seek as many sources from as many different perspectives as possible, and scrutinize each one carefully, in the attempt to overcome any biases infusing those sources. Yet, no matter how skilled the researcher there will be gaps in the sources that require interpretation. Gaps or silences in the record merit attention, meaning that historians must consider why some perspectives are not found in archives or in published scholarship. The reason may be perfectly harmless, such as the warehouse fire in 1921 that destroyed the 1890 U.S. Census manuscript schedules (the millions of records  left by enumerators who went house-to-house with questionnaires).  The resulting silence about literacy rates among immigrants (or a number of other topics that rely on Census records) for that decade is frustrating and has certainly diminished our knowledge of the past, but historians do not need to explain the silence beyond noting this accident of history.  At other times, silences speak directly to the experience of those under study, such as the shortage of written records by enslaved peoples. In this case, the silence must be explained by the pernicious decision by White legislators to limit the literacy of enslaved Americans and is itself a part of the history of slavery.  In sum, historians must be adept at not only ferreting out sources and assessing their meaning, but also evaluating the meaning of what remains hidden. Writing history is at heart the art and science of deciding how to stitch together what remains of the past in a way that is meaningful to readers in the present.

Where does the (social) science part come from? Though gaps in the record mean that we can never know everything about the past–and thus a certain amount of art and interpretation is necessarily a part of history–historians mimic scientific processes, posing and testing hypotheses and placing weight on the use of peer review before publication. Guidelines about the value of a source, rules about how you record where you find it, and advice on how to present your findings when you present them to the public (or just your instructor) are all part of an effort to create reliable scholarship that can be replicated—the key elements of reason.  Writing and teaching history successfully depends upon your ability to understand and master those guidelines. Indeed, your obligation to take this course reflects the opinion among historians that while we know a good deal of art shapes our interpretations, we still value the role of scientific inquiry in our discipline.  You have been assigned this book because your instructor wants you to think like an historian.

The philosophy of history

It’s worth pointing out that while the present-day discipline of history is marked by shared standards of practice, historians as a group debate virtually everything, from what should be studied to the precise cause and effect of almost every event.  While historians today no longer embrace the notion of cyclical history (that time is not linear, and events reoccur repeatedly) or providential history (that God is directing all events for a particular outcome), they do sometimes accept a progressive view (that humanity is constantly improving).  Most contemporary historians, however, exist somewhat closer to a postmodern view of history—that is, that a pure understanding of the past is unknowable, but that learning as much as we can about the past from our current (changing) perspectives helps us learn more about ourselves and our own time.

These different philosophies of history are part of the long-term history of history.  In the past century though, with the rise of professional history , the history of history involves chronicling and analyzing historical debates–discussions in which some historians lobby others to revise previous interpretations of past people and events for a range of reasons.  Some of these debates stem from differences in political perspective, some emerge out of access to new sources or new ideas about how to read old sources.  Other conflicts between historians happen because of a difference in epistemology—roughly speaking, because some historians emphasize the ability of culture and ideas to shape the importance of  economic/material infrastructure, and other historians see it the opposite way around (that is, that certain geographies or other material structures  permit or promote what sort of ideas and cultural artifacts develop).

History graduate students and professional historians spend a good deal of time thinking about the implications of these different philosophies.  While the really old philosophies (cyclical or providential history) are seldom discussed, the newer ones based upon political and epistemological differences are at the heart of many  lively debates among historians.  For most readers of this text, it’s enough to understand that such distinctions exist, and to be aware of the fact that historical interpretations vary not only over time, but between competing points of view. The section below, which explains historiography, and guidance in the next part Reading Historically , will give you some tools for discerning interpretive points of view.  Awarness of differences and understanding where they come from will be among the most important critical thinking skills you develop as a history student.

historiograPHY

Writing about the past has changed over time.  In other words, history has a history, and the fancy term for how historians recount and analyze previous interpretations of the past is “historiography.”    Historiographical change   refers to the fact that over time, historians have altered their explanations of past events, and the discipline of history keeps track of, and continuously reconsiders, these changing interpretations; writing about historians (or the history of history as opposed to the story of the past) is called historiography .

One of the easiest ways to grasp the importance of historiography involves looking at a subject such as slavery in the United States, for which the history has changed dramatically over the last one hundred years. The first professional historians of slavery wrote in the very years in which state and local governments were establishing and justifying racial segregation.  Their interpretations of the “peculiar institution” (as slavery was sometimes called) fit in with their society’s world view, and often suggested slavery was benign or at least a critical part of the process of “improving” those of African descent.  As legal segregation, the concept of eugenics, and other types of racialized thinking came increasingly under attack over the course of the twentieth century, such views were criticized and the historians of slavery more often focused on the violence and dehumanizing elements of the institution.  As the Civil Rights Movement led to the outlawing of segregated education, it opened the door to new scholars with new perspectives. Critical race studies today–scholarship that assesses the many ways that the justification of racial slavery has shaped U.S. politics and society–has a decidedly different view of enslaved peoples than did the history written in the past.  The scholarship about the history of race also actually has within it  a variety of perspectives, including differences between historians about how the global economy, technology, religion, gender and/or disability  shaped the experience of the enslaved, those who claimed ownership, and those who fought for and against the institution of slavery.

Though other historical topics may not have seen shifts as dramatic as the scholarship on slavery, every subject has experienced some shifting over time. As you read secondary sources on historical topics that interest you, try to become conversant with some of the most prominent historiographical debates for your own periods of interest. Most scholarly history essays have an historiographical section, that is a section near the beginning that notes how previous historians have approached the same topic, or ones closely related to the subject under study.  Historians touch on earlier interpretations in order to show how their own work will add to what we already know, perhaps by pointing out errors in the use of a primary source or how a particular philosophical or political assumption unfairly limited analysis. More likely for student researchers, this reference to earlier interpretations will point to a gap–by place, or era, or perspective–that the student’s research can help fill. Because it will fill a gap in what we know, the historical research presented is thus more meaningful, a positive reason to be aware of the historiography of your subject. A negative reason also exists:  Those who don’t consider current knowledge risk “reinventing the wheel” or worse, erring in interpretation because of unfamiliarity with a major finding by an earlier historian. Whatever side motivates you as a student, it’s important you attempt to learn the historiography of topics in which you hope to specialize.

those produced by the actors of the time and can run the gamut from oral histories to government documents to Hollywood films to material culture and beyond.

what a historian has written about the topic

ideas about what drives historical change or what history means. For example, a progressive historical philosophy views humanity as getting better overtime.

whereby many of those who write history have undergone formal training resulting in the acquisition of a doctorate degree in history.

the change in the way historians at large view a particular topic

the study of the the collective work done by historians about a particular topic

How History is Made: A Student’s Guide to Reading, Writing, and Thinking in the Discipline Copyright © 2022 by Stephanie Cole; Kimberly Breuer; Scott W. Palmer; and Brandon Blakeslee is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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How to Write a Good History Essay. A Sequence of Actions and Useful Tips

Before you start writing your history essay, there is quite a lot of work that has to be done in order to gain success.

You may ask: what is history essay? What is the difference between it and other kinds of essays? Well, the main goal of a history essay is to measure your progress in learning history and test your range of skills (such as analysis, logic, planning, research, and writing), it is necessary to prepare yourself very well.

Your plan of action may look like this. First of all, you will have to explore the topic. If you are going to write about a certain historical event, think of its causes and premises, and analyze what its impact on history was. In case you are writing about a person, find out why and how he or she came to power and how they influenced society and historical situations.

The next step is to make research and collect all the available information about the person or event, and also find evidence.

Finally, you will have to compose a well-organized response.

During the research, make notes and excerpts of the most notable data, write out the important dates and personalities. And of course, write down all your thoughts and findings.

It all may seem complicated at first sight, but in fact, it is not so scary! To complete this task successfully and compose a good history essay, simply follow several easy steps provided below.

Detailed Writing Instruction for Students to Follow

If you want to successfully complete your essay, it would be better to organize the writing process. You will complete the assignment faster and more efficient if you divide the whole work into several sections or steps.

• Introduction

Writing a good and strong introduction part is important because this is the first thing your reader will see. It gives the first impression of your essay and induces people to reading (or not reading) it.

To make the introduction catchy and interesting, express the contention and address the main question of the essay. Be confident and clear as this is the moment when you define the direction your whole essay will take. And remember that introduction is not the right place for rambling! The best of all is, to begin with, a brief context summary, then go to addressing the question and express the content. Finally, mark the direction your essay about history will take.

Its quality depends on how clear you divided the whole essay into sections in the previous part. As long as you have provided a readable and understandable scheme, your readers will know exactly what to expect.

The body of your essay must give a clear vision of what question you are considering. In this section, you can develop your idea and support it with the evidence you have found. Use certain facts and quotations for that. When being judicial and analytical, they will help you to easily support your point of view and argument.

As long as your essay has a limited size, don’t be too precise. It is allowed to summarize the most essential background information, for example, instead of giving a precise list of all the issues that matter.

It is also good to keep in mind that each paragraph of your essay’s body must tell about only one issue. Don’t make a mess out of your paper!

It is not only essential to start your essay well. How you will end it also matters. A properly-written conclusion is the one that restates the whole paper’s content and gives a logical completion of the issue or question discussed above. Your conclusion must leave to chance for further discussion or arguments on the case. It’s time, to sum up, give a verdict.

That is why it is strongly forbidden to provide any new evidence or information here, as well as start a new discussion, etc.

After you finish writing, give yourself some time and put the paper away for a while. When you turn back to it will be easier to take a fresh look at it and find any mistakes or things to improve. Of course, remember to proofread your writing and check it for any grammar, spelling and punctuation errors. All these tips will help you to learn how to write a history essay.

How to Write a History Essay With Tips and Examples

22 December 2023

last updated

When students attend history classes, they need to write many historical essays through their courses. Basically, this article provides a guideline on how to write a history essay, teaching students and anyone passionate about the text what is most important. The guideline begins by defining what is a history essay and its meaning, listing possible topics, showing an outline of such a paper, and giving a practical example of a history essay. Students also learn the technical aspects of writing a historical essay, emphasizing the four steps: preparation, stage setup, writing an initial draft, and wrap-up. Finally, the article provides 20 tips for writing a high-standard history essay, including 10 things to do and 10 things not to do when writing such a paper.

General Aspects of How to Write an Outstanding Essay in History and Examples

Reading and writing are interrelated academic exercises because they develop each other. When students develop a habit of reading different types of papers , they induce their mental faculties of intellect, memory, reason, imagination, and intuition, which are vital in constructing logical academic papers, like essays, reports, and research papers. This guideline on how to write a history essay that offers critical insights into how students can create a high-standard text. The article begins by defining what is a history essay and its meaning, listing possible essay topics students can choose from to write it, the technical steps for creating a document, and 20 tips for producing a high-quality paper. It also provides a sample outline template for writing a historical essay and a practical example. Therefore, reading this guideline is helpful to students because it not only educates them about what is essential but also gives a practical example of how to start writing a history essay.

Definition of What Is a History Essay and Its Meaning

From a simple definition, a history essay is a text that gives a historical account of an issue or topic, such as colonialism, slavery, constitutionalism, human rights activism, or feminism. In this respect, it differs from other types of essays , including an analytical essay , a compare and contrast essay , an argumentative essay , a cause and effect essay , or a report and a research paper . Students write history essays when their instructors require them to examine the origin and evolution of an idea with current and future implications. Ideally, writers interrogate their ideas from different historical perspectives and credible sources to understand how some events began, how they have progressed, the people or entities involved in their developments, and how they affect society currently and may influence it in the future. For example, a history essay about a theory would mean that students need to mention the theorist behind it, its application over time, and any developments, such as incorporating new concepts by contemporary scholars.

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Examples of History Essay Topics

Typically, instructors specify essay topics for students in any writing assignment. However, sometimes, students may have to select a topic individually. In the latter case, students should choose history essay topics , history research paper topics , or American history essay topics that are easy to write about, meaning one can easily access materials helpful in creating them, such as books, articles, and videos. The best way to accomplish this task is to read history course content and additional materials to develop and incubate ideas that become rich sources of topics. The following topics are ideal for writing a good history essay because they suggest giving a historical account of an idea.

• Racial Dynamics in the Harlem Renaissance: A Detailed Study
• The Impact of the Printing Press on Renaissance Europe
• Examination of Manifest Destiny’s Influence on Territorial Expansion
• Exploring the Factors that Led to the American Revolutionary War
• Discussing the Development of the United States as a Republic
• Examining the Sentiments that Have Shaped the Abortion Debate
• Explaining How the Republican and Democratic Parties Differ From a Philosophical Perspective
• Discussing the Shift of U.S. Foreign Policy From Isolationism to Interventionism
• Covering the Circumstances That Contributed to the End of the Cold War
• Discussing Religion in the Aztec Era
• Understanding the Role of City-States in Ancient Greece
• Exploring the Cultural Aspects of Immigration

Sample Outline Template for Writing a History Essay

I. Introduction

• Hook : Use a quote, history fact, or question to capture the reader’s attention and trigger their interest to continue reading.
• Brief background: Tell readers about an assigned topic by addressing issues central to this theme that help contextualize a historical discussion.
• Thesis statement : Use a short sentence to tell readers the history essay’s primary objective or ultimate agenda.

Use all body paragraphs with the following:

• A topic sentence that introduces a single idea about an assigned history theme that supports a central claim of an essay.
• Incorporate evidence from reliable sources or primary sources that help back up a single history idea.
• Comment on evidence cited and how it helps readers understand an assigned history topic.
• End with a concluding sentence with a transition or bridge sentence that enhances a logical progression to the next paragraph or section.

Note: The number of body paragraphs depends on the volume of work, essay structure , college essay length , and assignment requirements. For example, for writing a 1000-word history essay (4 double spaced pages or 2 single spaced pages), there should be 3-5 body paragraphs, meaning 100-200 words per one body paragraph. In turn, first and last paragraphs of a history essay must be only 5-10% of the whole word count.

III. Conclusion

• Restate a central thesis in different words.
• Provide a summary of the main ideas discussed in topic sentences.
• Give a final remark about an assigned topic that leaves readers with a lasting impression after reading a history essay.

Example of a Good History Essay

Topic: Discussing the Shift of U.S. Foreign Policy from Isolationism to Interventionism

I. Example of an Introduction in a History Essay

American foreign policy is the most significant in world history for good and bad reasons. The early 20th century saw the United States adopt an isolationist foreign policy under the administration of President Herbert Hoover. The reason behind this stance was the prosperity and high standard of living the country experienced, making it meaningless to meddle in the affairs of Europe. However, the spread of fascism in Europe disturbed this illusion of safety and compelled the country to shift its foreign policy from isolationism to interventionism.

II. Examples of Body Paragraphs in a History Essay

A. isolationism.

The U.S. maintained isolationism in its foreign policy in the early 20th century because, while the nation was developing economically, some issues required internal politicking. As such, the country was increasingly insensitive to the threat of fascism in European democracies. Even if its allies were in trouble created by Adolf Hitler and Benito Mussolini, the U.S. determined to avoid all conflicts at all costs. Ideally, American politicians saw no prospect of European troubles reaching their motherland if the country was not involved. Nonetheless, Americans feared that the instability in Europe could spread to their land. In turn, optimistically naïve politicians began initiatives to protect the country from the threat of war. For example, Frank B. Kellogg created the Kellogg-Briand Pact, which saw 15 countries agree to protect America from the threat of war. Consequently, the Nine Power Treaty affirmed China’s territorial integrity through the Open Door policy. However, Japan’s invasion of Manchuria in 1931 marked the end of the policy. Therefore, while the U.S. was keen to keep the world stable, events were moving too fast to remain aloof and optimistic. The takeover of free countries one by one by the Nazi war machine triggered panic among Americans who realized the folly of optimism in a world under crisis. Besides, politicians began clamoring for the country’s involvement in foreign affairs between 1930 and 1941, when the focus shifted from isolationism to interventionism.

B. Reasons for Moving to Interventionism

The 1940s were instrumental to U.S. foreign policy because the country finally realized that it could no longer be unconcerned about what was happening in Europe. For example, Adolf Hitler and Benito Mussolini, the faces of fascism, were wreaking havoc in the region to create fear among Americans that this idea may reach their shores in no time. As a country with a history with Britain, the U.S. could no longer assume that Britain’s fate was irrelevant. Therefore, support for Britain marked the first sign of the shift of U.S. foreign policy from isolationism to interventionism. However, this shift was minimal because it was based on material support for Britain. It took the Pearl Harbor attack on December 7, 1941, for the U.S. to embrace interventionism fully as Americans anger propelled the country’s immediate revenge against Japan.

C. Adopting Interventionism

The administration of President Franklin D. Roosevelt propelled the U.S. to full interventionism when it agreed to dispatch American troops to aid European allies in repelling fascist forces. For example, the president’s famous “Quarantine Speech” called for ending isolationism because it was dangerous to a free world. In 1940, the U.S. deployed 50 World War I destroyers to Britain, which offered eight defense bases in its colonies in South America and other regions strategic to a global conflict. The U.S. Congress repealed the Neutrality Acts, officially ending isolationism as a foreign policy stance in favor of interventionism. The new perspective saw the country sell weapons to Britain on a ‘cash-and-carry’ basis to avoid the Nazi war machine attacking American ships. America’s dedication to the new policy compelled President Roosevelt to establish the lend-lease system that provided billions of dollars to Britain in American military equipment. The League of Nations gave the U.S. a stage to demonstrate its involvement in foreign affairs because its provisions affirmed people’s right to peace and security. As such, the Pearl Harbor attack gave the U.S. every reason to attack Japan.

III. Example of a Conclusion in a History Essay

The instability in Europe triggered the shift from an isolationist position to an interventionist stance in the U.S. foreign policy. As fascism spread in Europe and the Nazi war machine overran democracies in this part of the world, the U.S. feared that being aloof to these events was dangerous to its citizens and future. As such, politicians and Congress took measures to ensure the country’s involvement in foreign affairs, specifically to end the threat that Hitler and Mussolini presented to the peace and security of free nations.

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4 Easy Steps for Writing a Great History Essay

Writing a well-organized history essay is a technical process involving four main steps: preparation, stage setup, writing a first draft of a history essay, and wrap-up. Students should approach each step fully armed with essential details to make the paper meet quality expectations. For example, these details include a topic, background information, thesis statement, topic sentences, evidence, and transitions. Each element must appear in the right section. Therefore, the most crucial factor for students is knowing the basic structure of a history essay because it helps to shape their writing mindset.

Step 1: Preparation

The first step in writing a history essay is preparation, which involves several tasks. The first aspect is to define a specific topic if instructions are not provided. For example, the best approach to selecting a particular topic is using ideas one has generated and incubated over time. In this case, history topics must reflect course content, meaning writers should not define their themes without historical context. The second task is to organize the ideas following the paper’s basic structure, meaning one must determine where each idea falls: introduction, body, or conclusion. In this respect, creating a well-organized essay outline is the third task in the preparation stage. Lastly, writers should consider the audience and the history essay’s purpose, such as assessment or publication. These details determine if one should use simple or technical language. As a result, preparation is where students undertake activities that make it easy to turn ideas into starting a history essay.

Step 2: Stage Setup

Setting the stage is the second step in writing a history essay. In this case, students should research to find evidence to back up their claims about their topics. When doing research, people should make notes of ideas, concepts, statistics, and interesting facts to incorporate into a historical paper. The next task is to match these details with a history essay’s outline, meaning each element must appear in the right section. Since evidence appears in the main section of a history essay, one should ensure all body paragraphs are sufficient for the ideas, concepts, data, and facts from the research process. For example, the best way to collect evidence is to research credible materials, like government reports and primary resources , from key figures involved in the historical development of the idea. As such, libraries and online archives are good places to search for evidence.

Step 3: Writing an Initial Draft

Writing an initial draft is the third step in writing a history essay. For example, students should focus on organizing the ideas into writing the text. People can also search for more information from secondary sources if the ideas are insufficient. However, if there are too many, one should delete some of them and their corresponding sources. The paper’s outline will change whether one adds or deletes some history course sources. Moreover, students must ensure this change does not affect their ability to communicate their ideas logically. In essence, writing a first draft allows people to construct a paper following a history essay’s outline correctly.

Writing an Introduction Paragraph for a History Essay

When writing an introduction paragraph, students must know the expectations. The first thing is to develop a hook, a statement with a quote, data, question, or other interesting fact that grabs the readers’ attention and triggers their interest to continue reading a history essay. The next aspect is to provide a brief background to contextualize an assigned topic and make readers aware of some of the issues central to the main theme. The next activity is to conclude the section with a clear historical thesis, which means a short sentence communicating the writer’s claim and serving the paper’s primary purpose or main agenda. When writing an introduction section, students should know their goal in history is to contextualize a central topic and state a claim demonstrating their thoughts.

Writing Body Paragraphs for a History Essay

A body part of a history essay is the most comprehensive section because it provides substantial details about a specific topic. For example, it is standard for students to construct several body paragraphs depending on the paper’s length and the ideas they wish to use to back up their claim. The first detail in each body paragraph of a history essay is a topic sentence with an idea that links the section to the thesis. The following detail is evidence that establishes a single idea and demonstrates evidence-based writing. In this case, students should use a sandwich rule in each body paragraph, meaning they must comment on evidence cited before proceeding to another history idea. Furthermore, writers should provide a concluding sentence with a transition to allow a logical progression to the next paragraph or section. Hence, students should understand that the body of a history essay is where they must convince the audience that they know an assigned topic well to make a valid claim.

Writing a Conclusion Paragraph for a History Essay

A conclusion paragraph is the part of a history essay that marks the end of writing a paper. As such, students should restate a central thesis from an introduction part using different words, summarize the main ideas discussed in body paragraphs, and give a final remark that leaves a lasting impression on the audience. Moreover, students must refrain from introducing new ideas in this last section because it would be useless and affect the paper’s quality. In turn, this part of a history essay aims to reiterate the ideas covered in body paragraphs and provide the writer’s final remark about their understanding of a particular topic.

Step 4: Wrap-Up

Wrapping up a final paper is the last step in writing a history essay. Because the focus is to perfect an initial draft, students should read and reread their history essays to identify and eliminate mistakes. Therefore, the activities that should define this step are revising a history essay to fix inconsistencies, such as ideas and sentences that do not make sense. Another task is editing a history essay to correct grammatical mistakes like missing punctuation and formatting mistakes like incorrect citations. Then, people need to confirm their outlines by ensuring all the essential elements of the introduction, body, and conclusion are included. In turn, writers should focus on a hook, background, and history thesis statement for the introduction; topic sentences, evidence, and transitions or bridge sentences for body paragraphs; and rewording and restating a central thesis statement, providing a summary of the main ideas, and including a final remark for the conclusion. Lastly, one should confirm the correct formatting ( APA , MLA , Harvard , or Chicago/Turabian ):

📕 APA Format

If a history essay adopts an APA formatting style, students should provide in-text citations and create a ‘References’ page at the end of the paper to list all the sources used. In turn, in-text citations have two formats:

• The first one has the author’s surname and the source’s publication year in the sentence and the page number at the end of the sentence. An example is:

According to Müller and Mildenberger (2021), college students prefer online classes over physical lecture halls because of convenience and flexibility (p. 6).

• The second format is all the details at the end of the sentence. An example is:

Evidence shows convenience and flexibility make college students prefer online classes over physical lecture halls (Müller & Mildenberger, 2021, p. 6).

• Reference entry example for this article should read:

Müller, C., & Mildenberger, T. (2021). Replacing classroom learning with online learning: A systematic review. Educational Research Review , 34 , 1-16. https://doi.org/10.1016/j.edurev.2021.100394

📕 MLA Format

If a history essay follows an MLA formatting style, students should use in-text citations and create a ‘Works Cited’ page to capture all the sources. In this case, in-text citations come in two forms: some details in the sentence and all the details at the end of the sentence.

• An example of the first form is:

Müller and Mildenberger argue that most students in higher learning institutions prefer online over physical learning because of convenience and flexibility (6).

• The second form is:

Scholars suggest most students in colleges and universities prefer online classes over classroom attendance because of convenience and flexibility (Müller and Mildenberger 6).

• Works Cited entry example for this article would read:

Müller, Claude, and Thoralf Mildenberger. “Replacing Classroom Learning With Online Learning: A Systematic Review.” Educational Research Review, vol. 34, 2021, pp. 1-16, doi:10.1016/j.edurev.2021.100394.

📕 Harvard Format

If students adopt a Harvard formatting style for writing a history essay, they should provide in-text citations and create a ‘References List’ at the end of a document.

• The first format of in-text citations is having some details about a source in the sentence:

Müller and Mildenberger (2021) found that students in colleges and universities prefer to study online than attend physical classrooms (p. 6).

• The second format captures all the details about a source at the end:

Research shows most college and university students prefer online classes over classroom learning (Müller & Mildenberger 2021, p. 6).

• References List entry example for this source would read:

Müller, C & Mildenberger, T 2021, ‘Replacing classroom learning with online learning: A systematic review,’ Educational Research Review , vol. 34, pp. 1-16, DOI:10.1016/j.edurev.2021.100394.

📕 Chicago/Turabian Format

If a history essay follows a Chicago/Turabian style, students should use in-text citations and create a ‘Bibliography’ page at the end of a document to list all the sources. In-text citations appear as footnotes and can have the author’s name in the sentence. The uniqueness of this style is that the details in the footnotes reflect all the information on the Bibliography page with minor alterations.

• In-text citation within the text:

Today, people prefer online classes rather than attending physical places. 1

• Example of a footnote for writing a history essay:

1. Claude Müller and Thoralf Mildenberger, “Replacing Classroom Learning With Online Learning: A Systematic Review.” Educational Research Review 34, (2021): p. 6, https://doi.org/10.1016/j.edurev.2021.100394

• Bibliography entry should read:

Müller, Claude, and Thoralf Mildenberger. “Replacing Classroom Learning With Online Learning: A Systematic Review.” Educational Research Review 34, (2021): pp. 1-16. https://doi.org/10.1016/j.edurev.2021.100394

20 Tips for Writing a High-Standard History Essay

Since writing a history essay is a technical process that requires students to demonstrate an in-depth understanding of a basic outline and essential details, it is helpful to learn some tips. These recommendations include identifying the purpose of a historical assignment, defining a specific topic, formulating a clear thesis that states a claim, knowing where to get academic sources that provide evidence supporting a single claim, creating a history outline and populating each section with ideas, ensuring an introduction paragraph has all essential details (a hook, background information, and thesis), understanding that all body paragraphs have topic sentences, evidence, and concluding sentences with a transition or a bridge sentence, and finalizing writing a history essay with a conclusion paragraph that summarizes a paper and does not introduce new ideas.

10 things to do when writing a history essay include:

• defining a specific topic that requires one to provide a historical account of an idea or topic;
• researching an assigned topic widely to generate ideas and collect evidence;
• creating a well-organized outline that meets a basic structure of an introduction, body, and conclusion;
• formulating body paragraphs with topic sentences, evidence, and transitions;
• adopting a sandwich rule to demonstrate evidence-based history writing;
• writing a historical essay without grammar or format mistakes;
• providing a conclusion that concludes a history paper;
• following one format style (APA, MLA, Harvard, or Chicago);
• citing all evidence;
• proofreading a history essay.

10 things not to do include:

• including a long, complex history topic;
• having an introduction that does not create a context;
• providing an unclear thesis or stating a biased claim;
• writing an extensive history introduction;
• adding too many headings and subheadings;
• starting body paragraphs without topic sentences that communicate a single idea;
• failing to incorporate evidence in a history essay;
• using outdated evidence;
• creating illogical sentences;
• focusing on too many ideas in one paragraph.

Summing Up on How to Write a Perfect History Essay

• Define a short and clear history topic.
• Use direct quotes or paraphrase information to defend a central claim in a thesis statement.
• Give a historical account of a chosen topic and not an analysis of events.
• Use strong topic sentences that express ideas central to a history thesis.
• Incorporate credible sources, such as speeches, research articles, and government records, to cite evidence.
• Correctly use the proper format (APA, MLA, Harvard, or Chicago/Turabian).
• Read and reread a final draft of a history essay to eliminate all grammar and format mistakes.
• Proofread a final paper to ensure it is logical.

To Learn More, Read Relevant Articles

Classical music vs. modern pop music: a historical perspective, influence of colors on mood and behavior.

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Historiography, what is historiography, historiography reference.

• Finding historiographic essays and journal articles
• More places to look

Librarian for History and African American Studies

Historiography deals with the writing of history. In the broadest sense, it is the study of the history of history (as it is described by historians). Historiography has several facets, but for the purposes of a researcher trying to situate their work in the context of other historians' work on a particular topic, the most useful thing is the historiographic essay or review article that summarizes changing ideas about and approaches to the topic. A really good historiographic essay will also address why historians' ideas have changed.

• A companion to Western historical thought [electronic resource] . Edited by Lloyd Kramer and Sarah Maza. Oxford : Blackwell, 2006. 
• Historiography : ancient, medieval, & modern. Ernst Breisach. 3rd ed. Chicago : University of Chicago Press, 2007. History Reference (SH). Firestone D13 .B686 2007
• Encyclopedia of historians and historical writing . Editor, Kelly Boyd. London; Chicago: Fitzroy Dearborn, 1999. History Reference (SH). Firestone D14 .E529 1999 This massive two-volume encyclopedia has authoritative articles on historians, the historiography of particular times and places, and approaches to the writing of history. There is good coverage of world history, as well as U.S. and European history. Suggestions for further reading are brief, but helpful.
• Blackwell dictionary of historians. Edited by John Cannon. New York: Blackwell, 1988. History Reference (SH). Firestone D14 .B58 1988 Outdated and Euro-centric, but still handy for the period before 1980.
• The study of history: a bibliographical guide. Compiled by R.C. Richardson. 2nd ed. Manchester [England]; New York: Manchester University Press, 2000. History Reference (SH). Firestone D13 .R44 2000 Well-organized and selective guide to books and articles on historiography. The section on the various approaches taken by historians in the 20th century is especially useful.
• The Routledge companion to historical studies. Alun Munslow. 2nd ed. London; New York: Routledge, 2006. History Reference (SH). Firestone D13 .M47 2006 A guide to the new approaches to history of the late 20th century. Arranged alphabetically. Very helpful for explaining the jargon of the new history. Good bibliographies, unfortunately presented in abbreviated lists with each article.
• Dictionary of concepts in history. Harry Ritter. Westport, Conn.: Greenwood Press, c1986. Annex A, Forrestal (TEMP) D13 .R49 1986 Now outdated, but solid up through about 1980, and more readable than the above.
• Censorship of historical thought: a world guide, 1945-2000 . Antoon de Baets; foreword by John David Smith. Westport, Conn.: Greenwood Press, 2002. Firestone Library: Non Circulating (Fnc) Z657 .B135 2002
• A Companion to the Philosophy of History and Historiography
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• Last Updated: Dec 19, 2023 1:56 PM
• URL: https://libguides.princeton.edu/historiography

Home — Essay Samples — History — What Is History — The Importance of History

The Importance of History

• Categories: Knowledge What Is History

About this sample

Words: 527 |

Published: Oct 16, 2018

Words: 527 | Page: 1 | 3 min read

Table of contents

What is history, the importance of understanding history, works cited:.

• Boyne, J. (2006). The Boy in the Striped Pajamas. Random House.
• Crowe, D. (2008). The Holocaust in the eyes of children. The English Journal, 97(4), 25-31.
• Edelman, L. (1995). The Ghetto Fights. Holocaust Library.
• Finkelstein, N. G. (2003). The Holocaust Industry: Reflections on the Exploitation of Jewish Suffering. Verso Books.
• Gilroy, A. (2011). Ethnic and racial studies. Between camps: Race and culture in postmodernity, 34(3), 458-469.
• Gleeson-White, J. (2011). Double vision: The Holocaust and representation. Australian Humanities Review, (50), 89-102.
• Roth, J. K. (2006). Teaching about the Holocaust: essays by college and university teachers. University Press of America.
• Snyder, T. (2015). Black Earth: The Holocaust as History and Warning. Crown/Archetype.
• Wistrich, R. S. (2003). Holocaust and genocide studies. The long road back: Jewish intellectual refugees in post-war Europe, 17(2), 180-199.
• Zuckerman, M. (1999). A dream undone: The integration of soldiers in World War II. University of California Press.

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• History Extended Essay: Definition, Outline, Assessment Criteria

Welcome to the guide on History Extended Essays!

This guide is designed to provide you with an understanding of what a History Extended Essay is, outline the components that need to be included in your paper and provide tips on how to write a successful essay.

This guide will cover:

Definition of a History Extended Essay

Outline of a history extended essay, assessment criteria for history extended essays.

• Brainstorming Process

Writing Strategies

• Citing Sources

Advice on Referencing

Evidence analysis and synthesis, proofreading and finalizing.

By the end of this guide, you should be able to confidently write and submit a History Extended Essay that meets the criteria and will get you the grades you want.

You will learn how to develop great research questions, structure your essay, analyze evidence, and use the right referencing system. We’ll also provide guidance on how to proofread your work and finish it to a high standard.

We hope this guide helps you on your journey to success!

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A History Extended Essay is an essay form that requires a student to provide an in-depth analysis of a chosen topic or event. It typically requires research, evidence collection, and thoughtful reflection on the part of the student. The essay should be structured logically, with a clear beginning, middle, and end. The goal is to demonstrate a thorough understanding of the chosen topic or event and to provide original insights and argumentation.

The essay should contain a thesis statement that sets out the main argument, and the body should then provide evidence and discussion to support the thesis. The essay should have a conclusion that summarises the findings, arguments, and evidence presented. Additionally, it should contain appropriate citations to sources throughout and a bibliography section at the end.

History Extended Essay essays can be written from many different perspectives, including geographical, chronological, political, social, and economic. Good research questions should be open-ended and enable exploration and discovery of multiple viewpoints.

Constructing an effective outline for your History Extended Essay is essential to ensure that you create a clear and cohesive essay. The following advice will help you to create an outline that will enable you to craft a well-structured and successful essay.

Your essay should include three main sections: the introduction, main body, and conclusion. Each section has a particular purpose and contributes to the overall structure and argument of the essay.

Introduction

The introduction of your essay should serve two key purposes. First, you should provide a brief overview of the topic of your extended essay and its context. Second, you should introduce your research question and make it clear to the reader why this is an interesting area of study that is worthy of further investigation.

The main body of your essay should be dedicated to outlining and elaborating upon the evidence that you have gathered in support of your research question. This should include both primary sources such as documents, photographs, and artifacts, and secondary sources such as scholarly works and historical analyses. By carefully examining, analyzing, and interpreting this evidence, you can develop your own arguments and insights in order to answer your research question.

The conclusion of your essay should bring your main argument to a close and suggest future avenues for study. You should also link back to the introduction, summarizing the main points of the essay. This is an important part of the essay because it shows readers what the main point of the essay was and how it reaches a conclusion.

By using these tips, you can ensure that your History Extended Essay has a clear and concise structure that allows you to clearly express your argument. With careful planning and preparation, you can be certain that your essay will be well-written and successful. Good luck!

Understanding the criteria by which your History Extended Essay will be judged is essential to achieving the highest mark. The assessment criteria splits into 5 categories: knowledge and understanding; problem-solving ability; critical thinking; research skills; and writing and presentation. In this section, we will explain each of these criteria in detail.

Knowledge and Understanding

In assessing knowledge and understanding, markers will look to see how well you have absorbed information and facts related to your research question and topic. They will want to know to what extent you have engaged with content which goes beyond the scope of the research question. Further, they will be interested in how you have used that knowledge in constructing a compelling argument in your essay.

Problem-Solving Ability

This criterion focuses on two things: how well you have identified and defined the key problem in your essay and how effectively you have created a solution. Markers will be looking to assess your ability to think pragmatically and solve problems logically. You should pay particular attention to the evidence you present and the structure of your essay when trying to demonstrate your problem-solving skills.

Critical Thinking

To score highly for critical thinking, markers will want to see that you have considered both sides of the argument. Demonstrating critical engagement with the sources you use and providing evidence in support of your own views will be important here. Your essay should also show independent and creative thought, as well as an awareness of wider contexts, such as international or political implications.

Research Skills

To excel at this criterion, you must demonstrate a comprehensive knowledge of different source materials and an understanding of how to best utilize them. You should strive to come to conclusions independently and provide clear evidence in support of those conclusions. In addition, you must ensure that this evidence has been transcribed accurately.

Writing and Presentation

Finally, your essay should be presented impeccably and be free of spelling, grammar and punctuation errors. The essay should have been carefully proofread before handing it in. The content should be clearly structured and organized and the language should be concise and even-toned. Depending on the task, diagrams and illustrations might be necessary, as well as references and bibliography.

Brainstorming Process: How To Develop Brilliant Ideas

Brainstorming is an essential part of writing a successful History Extended Essay. It involves researching, identifying, and analyzing the facts, evidence, and arguments as well as coming up with interesting ideas and research questions.

The first step to brainstorming is to start by asking yourself questions, such as: What would be an interesting topic? What key arguments can I make? What evidence do I need to support those claims? Such questions will help guide your research.

Next, you should research your topic. Start by searching online, reading books, and watching videos or documentaries related to the subject. This will provide you with the necessary information to develop your research question or topic.

Once you have gathered sufficient information, it’s time to analyze it. Ask yourself questions such as: What are the main points? What evidence does each point have? What opposing views exist? By identifying and questioning the different arguments, you will be able to develop more robust and thorough ideas.

Finally, once you have carefully examined the available materials, you should create a list of potential research questions or topics. You should also think of ways to defend or challenge any of the points you have identified. Doing so will help you develop brilliant research questions, evidence and arguments for your essay.

Writing is an essential skill and being able to write effectively with structure, clarity and focus is an invaluable part of success in essay writing. Being able to convey arguments, ideas and facts in a succinct and clear manner is essential for an extended essay . Here are some tips to help you write clearly and effectively.

A well-structured essay is the key to an effective paper. You should start by creating an outline that shows what you plan to cover in each section. Your introduction should be succinct and give a brief overview of the main points of your argument. The body section should include evidence and analysis, using examples when necessary. Finally, your conclusion should draw everything together, summarize the points you have made and provide your reader with any conclusions you have reached.

It’s important to ensure the sentences you use are concise and easy to understand. Make sure to use straightforward language, avoid overly complicated phrasing and make sure each sentence expresses one clear idea. It’s also imperative to break long sentences up into shorter ones and use active voice as much as possible.

In order to write clearly, you must maintain a clear focus throughout your essay. Stick to the point and avoid drifting off topic. Make sure each paragraph has a purpose and don’t engage in digressions or include irrelevant information. You should also ensure that each paragraph connects logically to the one before it and the one after.

Using these strategies when writing your history extended essay can help make sure that your essay is clear, organized and informative. Being aware of these tips and taking the time to incorporate them into your writing process can help you create a successful essay.

Citing Sources – Accuracy and Integrity

When writing a History Extended Essay it is essential that you cite the sources you use in the correct way. Doing so not only strengthens your essay, but also prevents any accusations of plagiarism. Citing your sources accurately shows your reader that you understand the ideas you are writing about and that you have conducted your research responsibly.

By citing your sources you will allow other scholars to identify and verify the information you have gathered for your essay. Every time you refer to a source that is not your own words or ideas, you should acknowledge it by providing a proper citation. Citations are also important when quoting someone else’s ideas, using statistics or any other type of evidence or data.

Failure to accurately cite your sources can lead to accusations of plagiarism, which can have serious consequences. The most common form of plagiarism occurs when you fail to cite a source or incorrectly cite a source.

There are several different citation styles that you need to be aware of before beginning your essay. You should make sure to review each one and decide which will be best for your essay. This guide provides an overview of the different citation methods along with advice on how to use them effectively.

In short, citing your sources accurately and with integrity will ensure that your work is taken seriously and will help to prevent any accusations of plagiarism. It is essential that you familiarize yourself with the different citation styles, and practice citing your sources correctly throughout the writing process.

It is important to reference the sources you use when completing a History Extended Essay. This will demonstrate that you have done your research and allow your essay to be accepted as an academic piece of work. There are several different referencing systems available and it is important to understand how each one works and how to use them effectively.

One common system is the Harvard referencing system. This system requires you to cite the source in the body of the text, followed by a full reference in the bibliography. The ‘in text’ citation should include the author’s name, the year of publication and the page number (if applicable). The full reference should include all the relevant details such as the author’s name, year of publication, specific book title and publisher.

Another popular referencing system is the American Psychological Association (APA) system. This system also requires an ‘in text’ citation and a full reference. The ‘in text’ citation should include the author’s name and year of publication, as well as the page number. The full reference should include all the relevant details, including the author’s name, year of publication, specific book title, place of publication and publisher, as well as any other relevant information.

It is important to make sure that all of the references included in your extended essay are accurate and up-to-date. To make sure this is the case, you should use reliable sources and check the most recent editions of any books you consult. It is also important to check that you have correctly cited the sources in your extended essay, as failure to do so can lead to accusations of plagiarism.

By understanding and correctly using different referencing systems, you can ensure that your extended essay is properly researched and cited. This will help to demonstrate your academic integrity and ensure that your essay is accepted as the pieces of work that it is.

When it comes to writing a History Extended Essay, it’s important to understand the different methods of examining, interpreting, and making use of evidence. Evidence analysis and synthesis can help you to more effectively support your argument when writing an essay.

To begin any analysis and synthesis of evidence, you’ll need to identify the source of the evidence. Ask yourself “Where does this evidence come from?” Is it primary or secondary? What is the author’s perspective? Then, take into account the reliability and accuracy of the source. Also consider the relevancy to your particular topic or argument.

Once you have identified the source, you can start examining and interpreting the evidence. Begin by asking yourself what is being said, and what is the overall opinion of the author? How do they back up their opinion or point of view? Is there bias or any other potential conflict of interest present in the source?

Next, you’ll want to synthesize the evidence. Compile all sources that are related to your argument and look for similarities and differences. You can also compare and contrast different interpretations of the same evidence. This will help you to develop your own opinion on the topic and will enable you to better articulate your argument.

Finally, once you’ve analyzed and synthesized the evidence, make sure that you are able to explain how the evidence ties into your argument. Make sure to cite your sources properly so that your readers can verify where you got your information. Additionally, think about the implications of the evidence and how it might be applicable to other topics or arguments.

Evidence analysis and synthesis is an important part of writing a successful History Extended Essay. By understanding and utilizing these techniques, you will be able to better support your arguments and draw stronger conclusions from your evidence.

Writing A Strong Conclusion

Now that you have completed your history extended essay, it is time to write a strong conclusion to wrap up all of the points discussed. A conclusion should summarize all points made in the essay without introducing new ideas or evidence. Making sure to review and edit following the completion of your first draft is also an important part of the essay-writing process.

When summarizing the points of your essay, it is helpful to revisit the thesis statement and main argument of your paper. Make sure to include the key points and conclusions that you’ve reached in your research. Additionally, be sure to demonstrate how the argument you set out to make in the introduction ties together in the end.

Editing and revising are important steps in creating a great essay. Read over each sentence, making sure that your arguments make sense and flow logically. Check for any grammar and spelling mistakes, and pay special attention to the structure of your sentences. If you feel stuck or confused during this process, looking at model essays can be helpful.

Finally, make sure to follow the citation rules. Be sure your sources are correctly cited and the references are accurate. Citing your sources correctly shows that you have done your research and supports your argument.

Conclusion writing can be tricky, but with the right approach and some practice, you can create a strong conclusion for your History Extended Essay. By following these steps, you can ensure that your essay reaches its full potential and makes a lasting impression on its readers.

Appendix: Examples of Extended Essay Outlines and Evaluation Criteria

Included in the appendix section is an optional resource of sample examples that can help guide you in writing your extended essay. It will include a list of extended essay outlines, evaluation criteria and a recommended reading list. This resource can be beneficial to student’s when brainstorming topics, developing research questions or revising your paper before submission.

Extended Essay Outlines

An extended essay outline will help students define the structure of their paper and organize their argument. The outline will provide a framework for the student to follow and ensure that the points discussed clearly explain the topic question. The outline should also include evidence, analysis and synthesis.

• The introduction should explain the context of the essay and the research question.
• The main body of the essay should include the literature review, analysis of evidence and conclusion.
• The end of the essay should wrap up the argument and discuss the implications of the research.

Evaluation Criteria

When it comes to evaluating an extended essay, there are certain criteria that students should be aware of. The essay should be evaluated based on the research question, the quality of evidence presented, the relevance of the sources used and the way in which the student has synthesized and analyzed the evidence.

• The essay should answer the research question clearly and accurately.
• The source of evidence used must be reliable and up-to-date.
• The evidence should be used to support the argument and conclusions of the essay.
• The structure and language of the essay should be clear and concise.
• Analysis and synthesis of the evidence should be detailed and accurate.

Recommended Reading List and Other Resources

It is important to keep up to date with the latest publications and resources available in order to write an effective extended essay. Here is an example of possible resources that can be included in your reading list: academic journals, books, reports, websites, and interviews.

To ensure accuracy, accuracy and integrity of sources, it is important to cite each resource clearly in your paper. Recommended citation style vary depending on the course being studied, so it is best to check with your professor which citation style to use.

In conclusion, a comprehensive appendix section can be a great asset for writing a successful history extended essay. It can provide additional knowledge and resources for students to refer to in the organization of their paper and to evaluate the success of their writing.

Proofreading and finalizing your History Extended Essay before submission is a crucial step that can mean the difference between success and failure. It is important to take the time to proofread your essay to ensure it is of the highest possible quality.

Before you begin proofreading, read through the essay and assess it for any possible errors. Take the time to review for mistakes in terms of accuracy, spelling, grammar, and style, as well as any incomplete information or incorrect facts.

Once you have identified potential errors and mistakes, begin making corrections where necessary. Pay attention to errors in punctuation and formatting, as well as facts that may need to be revised. Also, check for consistency in style, structure, and formatting throughout the document.

It is also important to check that all sources are cited correctly, and that any quotations used are accurate and referenced properly. Then, review the essay one last time to make sure that all corrections have been made.

Finally, be sure to check the essay against the criteria outlined by the assignment and make any necessary adjustments. Once you have proofread the essay and made all necessary corrections, you should feel confident that your History Extended Essay is complete and ready for submission.

• Last Edit 11 May 2023

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Module 4: Imperial Reforms and Colonial Protests (1763-1774)

Historical thesis statements, learning objectives.

• Recognize and create high-quality historical thesis statements

Some consider all writing a form of argument—or at least of persuasion. After all, even if you’re writing a letter or an informative essay, you’re implicitly trying to persuade your audience to care about what you’re saying. Your thesis statement represents the main idea—or point—about a topic or issue that you make in an argument. For example, let’s say that your topic is social media. A thesis statement about social media could look like one of the following sentences:

• Social media are hurting the communication skills of young Americans.
• Social media are useful tools for social movements.

A basic thesis sentence has two main parts: a claim  and support for that claim.

• The Immigration Act of 1965 effectively restructured the United States’ immigration policies in such a way that no group, minority or majority, was singled out by being discriminated against or given preferential treatment in terms of its ability to immigrate to America.

Identifying the Thesis Statement

A thesis consists of a specific topic and an angle on the topic. All of the other ideas in the text support and develop the thesis. The thesis statement is often found in the introduction, sometimes after an initial “hook” or interesting story; sometimes, however, the thesis is not explicitly stated until the end of an essay, and sometimes it is not stated at all. In those instances, there is an implied thesis statement. You can generally extract the thesis statement by looking for a few key sentences and ideas.

Most readers expect to see the point of your argument (the thesis statement) within the first few paragraphs. This does not mean that it has to be placed there every time. Some writers place it at the very end, slowly building up to it throughout their work, to explain a point after the fact. For history essays, most professors will expect to see a clearly discernible thesis sentence in the introduction. Note that many history papers also include a topic sentence, which clearly state what the paper is about

Thesis statements vary based on the rhetorical strategy of the essay, but thesis statements typically share the following characteristics:

• Presents the main idea
• Most often is one sentence
• Tells the reader what to expect
• Is a summary of the essay topic
• Usually worded to have an argumentative edge
• Written in the third person

This video explains thesis statements and gives a few clear examples of how a good thesis should both make a claim and forecast specific ways that the essay will support that claim.

You can view the  transcript for “Thesis Statement – Writing Tutorials, US History, Dr. Robert Scafe” here (opens in new window) .

Writing a Thesis Statement

A good basic structure for a thesis statement is “they say, I say.” What is the prevailing view, and how does your position differ from it? However, avoid limiting the scope of your writing with an either/or thesis under the assumption that your view must be strictly contrary to their view.

Following are some typical thesis statements:

• Although many readers believe Romeo and Juliet to be a tale about the ill fate of two star-crossed lovers, it can also be read as an allegory concerning a playwright and his audience.
• The “War on Drugs” has not only failed to reduce the frequency of drug-related crimes in America but actually enhanced the popular image of dope peddlers by romanticizing them as desperate rebels fighting for a cause.
• The bulk of modern copyright law was conceived in the age of commercial printing, long before the Internet made it so easy for the public to compose and distribute its own texts. Therefore, these laws should be reviewed and revised to better accommodate modern readers and writers.
• The usual moral justification for capital punishment is that it deters crime by frightening would-be criminals. However, the statistics tell a different story.
• If students really want to improve their writing, they must read often, practice writing, and receive quality feedback from their peers.
• Plato’s dialectical method has much to offer those engaged in online writing, which is far more conversational in nature than print.

Thesis Problems to Avoid

Although you have creative control over your thesis sentence, you still should try to avoid the following problems, not for stylistic reasons, but because they indicate a problem in the thinking that underlies the thesis sentence.

• Hospice workers need support. This is a thesis sentence; it has a topic (hospice workers) and an argument (need support). But the argument is very broad. When the argument in a thesis sentence is too broad, the writer may not have carefully thought through the specific support for the rest of the writing. A thesis argument that’s too broad makes it easy to fall into the trap of offering information that deviates from that argument.
• Hospice workers have a 55% turnover rate compared to the general health care population’s 25% turnover rate.  This sentence really isn’t a thesis sentence at all, because there’s no argument to support it. A narrow statistic, or a narrow statement of fact, doesn’t offer the writer’s own ideas or analysis about a topic.

Let’s see some examples of potential theses related to the following prompt:

• Bad thesis : The relationship between the American colonists and the British government changed after the French & Indian War.
• Better thesis : The relationship between the American colonists and the British government was strained following the Revolutionary war.
• Best thesis : Due to the heavy debt acquired by the British government during the French & Indian War, the British government increased efforts to tax the colonists, causing American opposition and resistance that strained the relationship between the colonists and the crown.

Practice identifying strong thesis statements in the following interactive.

Supporting Evidence for Thesis Statements

A thesis statement doesn’t mean much without supporting evidence. Oftentimes in a history class, you’ll be expected to defend your thesis, or your argument, using primary source documents. Sometimes these documents are provided to you, and sometimes you’ll need to go find evidence on your own. When the documents are provided for you and you are asked to answer questions about them, it is called a document-based question, or DBQ. You can think of a DBQ like a miniature research paper, where the research has been done for you. DBQs are often used on standardized tests, like this DBQ from the 2004 U.S. History AP exam , which asked students about the altered political, economic, and ideological relations between Britain and the colonies because of the French & Indian War. In this question, students were given 8 documents (A through H) and expected to use these documents to defend and support their argument. For example, here is a possible thesis statement for this essay:

• The French & Indian War altered the political, economic, and ideological relations between the colonists and the British government because it changed the nature of British rule over the colonies, sowed the seeds of discontent, and led to increased taxation from the British.

Now, to defend this thesis statement, you would add evidence from the documents. The thesis statement can also help structure your argument. With the thesis statement above, we could expect the essay to follow this general outline:

• Introduction—introduce how the French and Indian War altered political, economic, and ideological relations between the colonists and the British
• Show the changing map from Doc A and greater administrative responsibility and increased westward expansion
• Discuss Doc B, frustrations from the Iroquois Confederacy and encroachment onto Native lands
• Could also mention Doc F and the result in greater administrative costs
• Use Doc D and explain how a colonial soldier notices disparities between how they are treated when compared to the British
• Use General Washington’s sentiments in Doc C to discuss how these attitudes of reverence shifted after the war. Could mention how the war created leadership opportunities and gave military experience to colonists.
• Use Doc E to highlight how the sermon showed optimism about Britain ruling the colonies after the war
• Highlight some of the political, economic, and ideological differences related to increased taxation caused by the War
• Use Doc F, the British Order in Council Statement, to indicate the need for more funding to pay for the cost of war
• Explain Doc G, frustration from Benjamin Franklin about the Stamp Act and efforts to repeal it
• Use Doc H, the newspaper masthead saying “farewell to liberty”, to highlight the change in sentiments and colonial anger over the Stamp Act

As an example, to argue that the French & Indian War sowed the seeds of discontent, you could mention Document D, from a Massachusetts soldier diary, who wrote, “And we, being here within stone walls, are not likely to get liquors or clothes at this time of the year; and though we be Englishmen born, we are debarred [denied] Englishmen’s liberty.” This shows how colonists began to see their identity as Americans as distinct from those from the British mainland.

Remember, a strong thesis statement is one that supports the argument of your writing. It should have a clear purpose and objective, and although you may revise it as you write, it’s a good idea to start with a strong thesis statement the give your essay direction and organization. You can check the quality of your thesis statement by answering the following questions:

• If a specific prompt was provided, does the thesis statement answer the question prompt?
• Does the thesis statement make sense?
• Is the thesis statement historically accurate?
• Does the thesis statement provide clear and cohesive reasoning?
• Is the thesis supportable by evidence?

thesis statement : a statement of the topic of the piece of writing and the angle the writer has on that topic

• Thesis Statements. Provided by : Lumen Learning. Located at : https://courses.lumenlearning.com/englishcomp1/wp-admin/post.php?post=576&action=edit . License : CC BY-SA: Attribution-ShareAlike
• Thesis Examples. Authored by : Cody Chun, Kieran O'Neil, Kylie Young, Julie Nelson Christoph. Provided by : The University of Puget Sound. Located at : https://soundwriting.pugetsound.edu/universal/thesis-dev-six-steps.html . Project : Sound Writing. License : CC BY-SA: Attribution-ShareAlike
• Writing Practice: Building Thesis Statements. Provided by : The Bill of Rights Institute, OpenStax, and contributing authors. Located at : https://cnx.org/contents/[email protected]:L3kRHhAr@7/1-22-%F0%9F%93%9D-Writing-Practice-Building-Thesis-Statements . License : CC BY: Attribution . License Terms : Download for free at http://cnx.org/contents/[email protected].
• Thesis Statement - Writing Tutorials, US History, Dr. Robert Scafe. Provided by : OU Office of Digital Learning. Located at : https://www.youtube.com/watch?v=2hjAk8JI0IY&t=310s . License : Other . License Terms : Standard YouTube License

Definition Essay

Definition Essay - Writing Guide, Examples and Tips

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Published on: Oct 9, 2020

Last updated on: Jan 31, 2024

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Many students struggle with writing definition essays due to a lack of clarity and precision in their explanations.

This obstructs them from effectively conveying the essence of the terms or concepts they are tasked with defining. Consequently, the essays may lack coherence, leaving readers confused and preventing them from grasping the intended meaning.

But don’t worry!

In this guide, we will delve into effective techniques and step-by-step approaches to help students craft an engaging definition essay.

Continue reading to learn the correct formation of a definition essay. 

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What is a Definition Essay?

Just as the name suggests, a definition essay defines and explains a term or a concept. Unlike a narrative essay, the purpose of writing this essay is only to inform the readers.

Writing this essay type can be deceivingly tricky. Some terms, concepts, and objects have concrete definitions when explained. In contrast others are solely based on the writer’s understanding and point of view.

A definition essay requires a writer to use different approaches when discussing a term. These approaches are the following:

• Denotation - It is when you provide a literal or academic definition of the term.
• Connotation - It is when the writer provides an implied meaning or definition of the term.
• Enumeration - For this approach, a list is employed to define a term or a concept.
• Analogy - It is a technique in which something is defined by implementing a comparison.
• Negation - It is when you define a term by stating what it is not.

A single or combination of approaches can be used in the essay. 

Definition Essay Types

There are several types of definition essays that you may be asked to write, depending on the purpose and scope of the assignment. 

In this section, we will discuss some of the most common types of definition essays.

Descriptive Definition Essay 

This type of essay provides a detailed description of a term or concept, emphasizing its key features and characteristics. 

The goal of a descriptive definition essay is to help readers understand the term or concept in a more profound way.

Stipulative Definition Essay 

In a stipulative definition essay, the writer provides a unique definition of a term or concept. This type of essay is often used in academic settings to define a term in a particular field of study. 

The goal of a stipulative definition essay is to provide a precise and clear definition that is specific to the context of the essay.

Analytical Definition Essay 

This compare and contrast essay type involves analyzing a term or concept in-depth. Breaking it down into its component parts, and examining how they relate to each other. 

The goal of an analytical definition essay is to provide a more nuanced and detailed understanding of the term or concept being discussed.

Persuasive Definition Essay 

A persuasive definition essay is an argumentative essay that aims to persuade readers to accept a particular definition of a term or concept.

The writer presents their argument for the definition and uses evidence and examples to support their position.

Explanatory Definition Essay 

An explanatory definition essay is a type of expository essay . It aims to explain a complex term or concept in a way that is easy to understand for the reader. 

The writer breaks down the term or concept into simpler parts and provides examples and analogies to help readers understand it better.

Extended Definition Essay 

An extended definition essay goes beyond the definition of a word or concept and provides a more in-depth analysis and explanation. 

The goal of an extended definition essay is to provide a comprehensive understanding of a term, concept, or idea. This includes its history, origins, and cultural significance. 

How to Write a Definition Essay?

Writing a definition essay is simple if you know the correct procedure. This essay, like all the other formal pieces of documents, requires substantial planning and effective execution.

The following are the steps involved in writing a definition essay effectively:

Instead of choosing a term that has a concrete definition available, choose a word that is complicated . Complex expressions have abstract concepts that require a writer to explore deeper. Moreover, make sure that different people perceive the term selected differently. 

Once you have a word to draft your definition essay for, read the dictionary. These academic definitions are important as you can use them to compare your understanding with the official concept.

Drafting a definition essay is about stating the dictionary meaning and your explanation of the concept. So the writer needs to have some information about the term.

In addition to this, when exploring the term, make sure to check the term’s origin. The history of the word can make you discuss it in a better way.

Coming up with an exciting title for your essay is important. The essay topic will be the first thing that your readers will witness, so it should be catchy.

Creatively draft an essay topic that reflects meaning. In addition to this, the usage of the term in the title should be correctly done. The readers should get an idea of what the essay is about and what to expect from the document.

Now that you have a topic in hand, it is time to gather some relevant information. A definition essay is more than a mere explanation of the term. It represents the writer’s perception of the chosen term and the topic.

So having only personal opinions will not be enough to defend your point. Deeply research and gather information by consulting credible sources.

The gathered information needs to be organized to be understandable. The raw data needs to be arranged to give a structure to the content.

Here's a generic outline for a definition essay:

Are you searching for an in-depth guide on crafting a well-structured definition essay?Check out this definition essay outline blog!

6. Write the First Draft

Drafting each section correctly is a daunting task. Understanding what or what not to include in these sections requires a writer to choose wisely.

The start of your essay matters a lot. If it is on point and attractive, the readers will want to read the text. As the first part of the essay is the introduction , it is considered the first impression of your essay.

To write your definition essay introduction effectively, include the following information:

• Start your essay with a catchy hook statement that is related to the topic and the term chosen.
• State the generally known definition of the term. If the word chosen has multiple interpretations, select the most common one.
• Provide background information precisely. Determine the origin of the term and other relevant information.
• Shed light on the other unconventional concepts and definitions related to the term.
• Decide on the side or stance you want to pick in your essay and develop a thesis statement .

After briefly introducing the topic, fully explain the concept in the body section . Provide all the details and evidence that will support the thesis statement. To draft this section professionally, add the following information:

• A detailed explanation of the history of the term.
• Analysis of the dictionary meaning and usage of the term.
• A comparison and reflection of personal understanding and the researched data on the concept.

Once all the details are shared, give closure to your discussion. The last paragraph of the definition essay is the conclusion . The writer provides insight into the topic as a conclusion.

The concluding paragraphs include the following material:

• Summary of the important points.
• Restated thesis statement.
• A final verdict on the topic.

7. Proofread and Edit

Although the writing process ends with the concluding paragraph, there is an additional step. It is important to proofread the essay once you are done writing. Proofread and revise your document a couple of times to make sure everything is perfect.

Before submitting your assignment, make edits, and fix all mistakes and errors.

If you want to learn more about how to write a definition essay, here is a video guide for you!

Definition Essay Structure 

The structure of a definition essay is similar to that of any other academic essay. It should consist of an introduction, body paragraphs, and a conclusion. 

However, the focus of a definition essay is on defining and explaining a particular term or concept. 

In this section, we will discuss the structure of a definition essay in detail.

Introduction 

Get the idea of writing an introduction for a definition essay with this example:

Body Paragraphs

Here is an example of how to craft your definition essay body paragraph:

Types of the Term/Concept 

If applicable, the writer may want to include a section that discusses the different types or categories of the term or concept being defined. 

This section should explain the similarities and differences between the types, using examples and anecdotes to illustrate the points.

Examples of the Term/Concept in Action 

The writer should also include real-life examples of the term or concept being defined in action. 

This will help the reader better understand the term or concept in context and how it is used in everyday life.

Conclusion 

This example will help you writing a conclusion fo you essay:

Definition Essay Examples

It is important to go through some examples and samples before writing an essay. This is to understand the writing process and structure of the assigned task well.

Following are some examples of definition essays to give our students a better idea of the concept. 

Understanding the Definition Essay

Definition Essay Example

Definition Essay About Friendship

Definition Essay About Love

Family Definition Essay

Success Definition Essay

Beauty Definition Essay

Definition Essay Topics

Selecting the right topic is challenging for other essay types. However, picking a suitable theme for a definition essay is equally tricky yet important. Pick an interesting subject to ensure maximum readership.

If you are facing writer’s block, here is a list of some great definition essay topics for your help. Choose from the list below and draft a compelling essay.

• Authenticity
• Sustainability
• Mindfulness

Here are some more extended definition essay topics:

• Social media addiction
• Ethical implications of gene editing
• Personalized learning in the digital age
• Ecosystem services
• Cultural assimilation versus cultural preservation
• Sustainable fashion
• Gender equality in the workplace
• Financial literacy and its impact on personal finance
• Ethical considerations in artificial intelligence
• Welfare state and social safety nets

Need more topics? Check out this definition essay topics blog!

Definition Essay Writing Tips

Knowing the correct writing procedure is not enough if you are not aware of the essay’s small technicalities. To help students write a definition essay effortlessly, expert writers of CollegeEssay.org have gathered some simple tips.

These easy tips will make your assignment writing phase easy.

• Choose an exciting yet informative topic for your essay.
• When selecting the word, concept, or term for your essay, make sure you have the knowledge.
• When consulting a dictionary for the definition, provide proper referencing as there are many choices available.
• To make the essay informative and credible, always provide the origin and history of the term.
• Highlight different meanings and interpretations of the term.
• Discuss the transitions and evolution in the meaning of the term in any.
• Provide your perspective and point of view on the chosen term.

Following these tips will guarantee you better grades in your academics.

By following the step-by-step approach explained in this guide, you will acquire the skills to craft an outstanding essay. 

Struggling with the thought, " write my college essay for m e"? Look no further.

Our dedicated definition essay writing service is here to craft the perfect essay that meets your academic needs.

For an extra edge, explore our AI essay writer , a tool designed to refine your essays to perfection. 

Barbara P (Literature, Marketing)

Barbara is a highly educated and qualified author with a Ph.D. in public health from an Ivy League university. She has spent a significant amount of time working in the medical field, conducting a thorough study on a variety of health issues. Her work has been published in several major publications.

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Definition of essay

 (Entry 1 of 2)

Definition of essay  (Entry 2 of 2)

transitive verb

• composition

attempt , try , endeavor , essay , strive mean to make an effort to accomplish an end.

attempt stresses the initiation or beginning of an effort.

try is often close to attempt but may stress effort or experiment made in the hope of testing or proving something.

endeavor heightens the implications of exertion and difficulty.

essay implies difficulty but also suggests tentative trying or experimenting.

strive implies great exertion against great difficulty and specifically suggests persistent effort.

Examples of essay in a Sentence

These examples are programmatically compiled from various online sources to illustrate current usage of the word 'essay.' Any opinions expressed in the examples do not represent those of Merriam-Webster or its editors. Send us feedback about these examples.

Word History

Middle French essai , ultimately from Late Latin exagium act of weighing, from Latin ex- + agere to drive — more at agent

14th century, in the meaning defined at sense 4

14th century, in the meaning defined at sense 2

Phrases Containing essay

• essay question
• photo - essay

Articles Related to essay

To 'Essay' or 'Assay'?

You'll know the difference if you give it the old college essay

Dictionary Entries Near essay

Cite this entry.

“Essay.” Merriam-Webster.com Dictionary , Merriam-Webster, https://www.merriam-webster.com/dictionary/essay. Accessed 24 Mar. 2024.

Kids Definition

Kids definition of essay.

Kids Definition of essay  (Entry 2 of 2)

More from Merriam-Webster on essay

Nglish: Translation of essay for Spanish Speakers

Britannica English: Translation of essay for Arabic Speakers

Britannica.com: Encyclopedia article about essay

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