DEFINITION,

ISSUES,
SOURCES, AND
METHODOLOG
Y
 LEARNING
OBJECTIVES
TO UNDERSTAND THE MEANING OF HISTORY AS AN
ACADEMIC DISCIPLINE AND TO BE FAMILIAR WITH THE
UNDERLYING PHILOSOPY AND METHODLOGY OF THE
DESCILPINE
TO APPLY THE KNOWLEDGE IN HISTORICAL
METHODOLOGY AND PHILOSOPY IN ASSESSING AND
ANALYZINNG EXIXTING HISTORICAL NARRATIVE

TO EXAMINE AND ASSESS CRITICALLY THE VALUE OF

HISTORICAL EVIDENCES AND SOURCES

TO APPRECIATE THE IMPORTANCE OF HISTORY IN THE

SOCIAL AND NATIONAL LIFE OF THE PHILIPPINES
 HISTORY
 Study of the past
 Derived from the greek word historia which means “knowledge
acquired through inquiry or investigation”
 Existed for around 2,400 years and is as old as mathematics and
philosopy
 Historia became known as the account of the past of a person or of a
group of people through written documents and historical evidences.
 Became an important academic discipline.
 It became the historian’s duty to write about the lives of important
individuals like monarchs, heroes, saints, and other important
breakthroughs.
 What counts as history? Traditional historians lived in mantra of “no
document, no history” It means that unless a written document can
prove a certain historical event, then it cannot be considered as a
historical fact.
 QUESTIONS AND ISSUES IN
HISTORY
 Historiography is the history of history
 History and historiography should not be confused
with each other. The formers object of study is the
past, the events that happened in the past, and causes
in such events.
 The latters’s object of study, on the other hand, is
history itself.
 Historiography is important for someone who
studies history because it teaches the student to be
critical in the lessons of history presented to him.
 POSITIVISM POSTCOLONIALISM

Is the school of thought that emerged in the

Is the school of though that emerged
twentieth century when formerly colonized
between the eighteenth and nineteenth
nations grappled with the idea of creating
century. This thought requires
their identities and understanding their
empirical and observable evidence
societies against the shadows of the their
before one can claim that a particular
colonial past. Postcolonial history looks at
knowledge is true. Positivism also
two things in writing history:
entails an objective means of arriving
1. Is to tell the history of their nation
at a conclusion. In the discipline of
that will highlight their identity free from
history, the mantra “no documents, no
that colonial discourse and knowledge
history” stems from the very same
2. Is to criticize the methods, effects, and
truth , where historians were required
idea of colonialism.
to show written primary documents in
order to write a particular historical
narrative.
 HISTORY AND THE
HISTORIAN
 Historians only get to access  Historical research requires rigor.
representation of the past trough Despite the fact that historians cannot
historical sources and evidences ascertain absolute objectivity, the
 Historian’s job not just to seek study of history remains scientific
historical evidences and facts but because of the rigor of research and
also to interpret theses facts. methodology that historians employ.
“Facts cannot speak for  Historical Methodology comprises
themselves” certain techniques and rules that
 Historian is not blank paper who historians follow in order to properly
utilize sources and historical evidences
mechanically interprets and
in writing history.
analyzes present historical fact.
  Is a school of history born in France
that challenged the canons of history.
This school of thought did away
with the common historical subjects
The that were almost always related to the
Annales conduct of states and monarchs.
 They were concerned with social
of history and studied longer historical
School period.
of  They advocated that the people and
History classes who were not reflected in the
history of the society in the grand
manner be provided with space in the
records of mankind
 HISTORICAL SOURCES

 The historian’s Primary Sources Secondary Sources

most important are those sources are those sources
which were produced by
research tools are produced at the same an author who used
historical time as the event, primary resources to
resources. period, or subject produced the material. In
 Historical being studied. other words secondary
resources can be sources are historical
sources, which studied a
classified between historical subject.
primary and
secondary sources.
 Primary sources
•Diaries and Journals: Personal diaries and journals provide intimate insights into the thoughts, feelings, and
daily experiences of individuals. They can be valuable for understanding historical contexts.

•Letters: Correspondence between individuals, whether personal or official, can offer glimpses into the
social, political, and cultural aspects of a time period. For example, letters between soldiers during a war
can shed light on their experiences.

•Newspapers and Magazines: Contemporary newspapers and magazines report on current events and
provide a snapshot of the prevailing attitudes, concerns, and interests of a society at a particular moment.

•Government Documents: Official records, such as laws, treaties, constitutions, and census data, provide
valuable information about government policies, decisions, and demographics at the time they were
created.
Primary sources
• Photographs and Images: Visual records, including photographs, paintings, drawings, and
posters, offer visual representations of historical events, people, and places. They can provide
important visual context.

• Maps: Historical maps can show changes in geographical boundaries, urban development, and
exploration routes, helping historians understand the spatial aspects of history.

• Interviews and Oral Histories: Oral history interviews with individuals who experienced
historical events firsthand capture personal perspectives and memories that might not be
recorded in other sources.

• Artifacts: Physical objects such as tools, clothing, weapons, and archaeological finds can
provide tangible evidence of past cultures and societies.

• Autobiographies and Memoirs: These autobiographical accounts offer personal reflections on

one's own life experiences and historical events they may have witnessed or participated in.
Secondary sources
• Books: Historical monographs, textbooks, and scholarly books that provide in-depth analysis
and interpretation of historical events, themes, or periods.
• Journal Articles: Articles published in academic journals that offer specialized research,
analysis, and discussion on specific historical topics.
• Documentaries: Film or video productions that provide historical analysis, often featuring
interviews with historians and the use of primary sources.
• Biographies and Autobiographies: Books that profile the lives and experiences of individuals,
offering historical insights into their roles and the time periods they lived in.
• Encyclopedias: Reference works that summarize and provide overviews of historical events,
figures, and topics, such as encyclopedias of world history or specific historical periods.
• Reviews and Critiques: Critical reviews and assessments of historical books, films, or other
works, often published in newspapers, magazines, or online.
• Historical Databases: Online databases that compile secondary sources, such as articles, essays,
and historical analyses, often organized by topic or period.
• Conference Papers: Papers presented at academic conferences that discuss specific historical
research findings and interpretations.
• Websites and Online Resources: Educational websites, blogs, and digital archives that provide
historical information, analysis, and commentary.
Secondary sources
• Lectures and Talks: Public lectures, TED talks, and educational videos that
present historical information and interpretations to a broader audience.
• Essays: Scholarly essays or opinion pieces that offer historical analysis or
viewpoints on specific historical topics.
• Literature: Fiction and non-fiction literature that incorporates historical events,
settings, or themes, providing insights into the cultural and social aspects of a
particular time period.
• Teaching Materials: Educational resources such as lesson plans, study guides,
and textbooks designed to convey historical information and concepts to
students.
• Biographical Films and Documentaries: Films and documentaries that portray
the lives of historical figures and events, often including commentary and
analysis.
• Historical Atlases: Maps and atlases that illustrate the geographical and
political changes over time, helping to contextualize historical events.
Example of Primary Sources:
If the historian wishes to study the Commonwealth Constitution
Convention of 1935, his primary sources can include the minutes of the
convention, newspaper clippings, Philippine Commission reports of the
U.S. Commissioners, records of the convention, the draft of the
Constitution, and even photographs of the event.

Example of Secondary Sources:

On the subject of Philippine revolution of 1896, students can read
Teodore Agoncillos Revolt of the Masses: The Story of Bonifacio and the
Katipunan published originally in 1956. The Philippine Revolution happened
in the last years of nineteenth century while Agoncillo published his work in
1956, which makes the Revolt of the Masses a secondary source.
The classification of sources EXTERNAL INTERNAL CRITICISM
between primary and CRITICISM is the examination of
secondary depends not on is the practice of the truthfulness of the
evidence. It looks at the
the period when the source verifying the
content of the source and
produced or the type of the authenticity of evidence examines the
source but on the subject of by examining its circumstance of its
the historical research. Both physical characteristics; production. Internal
primary and secondary consistency with the criticism looks at the
sources are useful in writing historical truthfulness and factuality
and learning history. characteristics of the of the evidence by looking
time when it was at the author of the source,
produced; and the its context, the agenda
behind its creation, the
materials used for
knowledge which
evidence. informed it, and its
intended purpose, among
others.