"An Iraqi officer planned Islamic State's takeover in Syria and SPIEGEL has been given exclusive access to his papers. They portray an organization that, while seemingly driven by religious fanaticism, is actually coldly calculating."
British, Irish, Scottish, Loyalist,
American, German, Scandinavian,
Dutch, Huguenot families in Lower
Canada and Québec * peut fournir des noms de hameaux et villages qui n'existent plus.
"Depuis 35 ans, l’équipe multidisciplinaire du Centre de conservation du Québec se consacre à la sauvegarde et à la préservation du patrimoine national du Québec. Les défis et les enjeux sont nombreux. En partenariat avec les autres acteurs du patrimoine, les impacts des interventions des restaurateurs sont positifs, autant par la mise en valeur des œuvres qu’ils traitent que par les conseils de bonnes pratiques de conservation qu’ils dispensent à diverses clientèles."
"S’approprier l’Histoire : Balados et réseaux de concepts"
"Students from the old system were prepared to take the values and history and literature they had discussed along with them into the world, and use them as a way to think about their experiences. Students from the new system are unworldly to the point of absurdity. As William Deresiewicz lamented in a memorable article in this publication, they probably know how to talk in foreign languages with highly educated colleagues around the world, but they can’t carry on a conversation with their plumber—much less take an informed position on national politics, or even on the university governance issues that shape their experience as students and will shape their lives if they become professors."
But the most direct and powerful way to grasp the value of historical thinking is through engagement with the archive—or its equivalent in an era when oral history and documentary photography can create new sources, and digital databases can make them available to anyone with a computer. The nature of archives varies as widely as the world itself. They can be collections of documents or data sets, maps or charts, books with marginal notes scrawled in them that let you look over the shoulders of dead readers, or a diary that lets you look over the shoulder of a dead midwife. What matters is that the student develops a question and then identifies the particular archive, the set of sources, where it can be answered.
When students do research, they learn to think through problems, weigh evidence, construct arguments, and then criticize those arguments and strip them down and make them better—and finally to write them up in cogent, forceful prose, using the evidence deftly and economically to make their arguments and push them home.
A good humanities education combines training in complex analysis with clear communication skills. Someone who becomes a historian becomes a scholar—not in the sense of choosing a profession, but in the broader meaning of developing the scholarly habits of mind that value evidence, logic, and reflection over ideology, emotion, and reflex. A student of history learns that empathy, rather than sympathy, stands at the heart of understanding not only the past but also the complex present.