Advice for the Fall Semester, 2020 Edition

I think I’ll make this a tradition - to address my incoming history students every fall semester with a few words to the wise - advice, as it were…a recipe for success. You may recall last year I noted that I spent a good deal of the summer reading and reading (and reading). I wanted to engage challenging material. I wanted to read to understand perspective. AND I wanted to introduce these ideas to my students…to see what they made of them. Much of what I read left me with more questions than answers…but that’s perfectly fine. In fact, I think what I most vehemently criticized wound up opening doors that might have otherwise remained closed.

This summer, under the less-than-perfect circumstances of a global pandemic, I have remained indoors in my study, surrounded by history books and articles. And let’s just say I have had some time on my hands to read. A lot. And with all that reading under my belt, I have a few words to begin the 2020-2021 academic year…for my students or anyone who happens across this post.

First, I would be highly critical of any work of scholarship that claims to offer the definitive history of anything. On what authority does a historian (or anyone, for that matter) claim to have the final word on any topic? I would love to know…really I would. Ask questions, demand explanations, poke holes in arguments, subject conclusions to the historical record, see if the evidence supports these so-called definitive claims. Seriously…go for it. But still…look for the value. Seek to understand the author’s perspective. What do their studies have to offer?

Second, I would be very suspect of works that distill historical actors, events, or eras into singular and simplistic explanations. I tend to find such efforts, devoid of nuance and complexity, intellectually lazy. This is not to say that those who make these efforts are necessarily off base in every instance, but in my travels I find that endeavoring to explain everything with one thing generally doesn’t really work out that well. But still…look for the value. Seek to understand the author’s perspective. What do their studies have to offer?

Third, I would acknowledge that pure objectivity is perhaps an unobtainable goal but that we should strive for it anyway. The exercise is well worth the effort. At the very least it will force us to challenge and look beyond our own biases (yes, we all have them). And…it will force us to take perspective seriously. Though I tend to be a very critical reader, I like to give the historians that I read the benefit of the doubt and assume that in most cases, they are taking on their subject matter with good faith intentions…and that their perspectives might differ from mine for any number of reasons. I might disagree with their conclusions - but I want to know where they are coming from - to see where our ideas might intersect…to see where we might hold common ground. Perhaps, and I know this might sound naively optimistic, but perhaps together we might get a little closer to the objective Truth.

Finally, I would embrace the notion that one can be wrong. This I believe to be the hallmark of intellectual honesty. I can’t tell you how many times my conclusions have been challenged only to find that my challenger had some pretty damn good points…and it forced me to revise my ideas. For real, learning to listen and a willingness to revise has made my scholarship and my teaching much stronger…and I am still open to further revision and development. So come at me (just make sure you’ve got ample evidence).

I am very excited about this school year. I have been reading and creating new course content that I hope will encourage critical thinking. I trust my students will keep in mind that what I assign is not necessarily a reflection of my own world view. I am just as likely to assign William F. Buckley as I am James Baldwin. I am just as likely to assign Barry Goldwater as I am Karl Marx. And yes - I know there is a lot of middle ground here. I’ll assign a lot of that as well. My point: assigned readings are not endorsements - but meant to offer multiple perspectives alongside supportive (or not…) evidence. The discussions will most certainly ensue. I’ll let the kids make of it what they will.

With compliments,

Dr. H. (Keith)