By Lloyd E. Ambrosius
The historian as biographer needs to unravel questions that replicate the twin problem of telling background and telling lives: How does the biographer tackle the individual’s position in the higher old context? How do biographical stories relate to different kinds of background? should still historians use various methods to biography, looking on the cultures in their topics? What are the ideal fundamental assets and strategies that students may still use in writing biographies of their respective fields? In Writing Biography , six favourite historians tackle those concerns and think of their different reports and divergent views as biographers. Shirley A. Leckie examines the mental and private connections among biographer and topic; R. Keith Schoppa considers the pervasive influence of tradition at the reputation of individuality and the presentation of a existence; Retha M. Warnicke explores earlier context and glossy cultural biases in writing the biographies of Tudor ladies; John Milton Cooper Jr. discusses the demanding situations of writing smooth biographies and the interaction of the biographer’s personal stories; Nell Irvin Painter appears on the technique of reconstructing a existence while written files are scant; and Robert J. Richards investigates the intimate dating among lifestyles stories and new rules. regardless of their large variety of views, all six students agree on imperative issues: biography and ancient research are inextricably associated, and biographical reports provide an enormous software for interpreting ancient questions. > (10/24/2005)
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Sharpe, 1997). 50. Gerda Lerner, Why History Matters: Life and Thought (New York: Oxford University Press, 1997), 200. 51. Lerner, Why History Matters, 200. 52. As renowned scholars gathered at the Wellesley College forum, “The Future of History,” in April 2000, they heard warnings of a discipline that “is in danger of becoming too fragmented to be meaningful to students and too obscure to have much impact outside academe,” according to Elizabeth Greene, “Plotting a Future for History,” Chronicle of Higher Education, 28 April 2000, Section A, 18.
In 1920 Shen returned to his home village of Yaqian where he organized a free public school for the villagers. To teach there, he brought progressive, idealistic students with whom he had become acquainted. In 1921, reacting to the requests of several farmers, he took the initiative in organizing a farmers’ rent-resistance movement. Although he was still a member of the provincial assembly and had come from a landlord background, Shen helped organize tenant farmers to strike against landlords. By the fall of 1921, “farmers’ associations” had been established in eighty-two towns and villages in three counties with an estimated hundred thousand farmers and their families involved.
From his relationships with others we can glean aspects of his personality and make circumstantial conclusions about his individuality. But traditional sources were not rich in insights into personality or individual idiosyncracies. In the 1980s and 1990s, however, a new type of source emerged in the People’s Republic of China. Called wenshi ziliao (historical materials), these were compilations of various materials, ranging from accounts of historical events and developments, to personal memoirs, to biographies.