410:— or the interrelationships among distinct fields, disciplines, or branches of knowledge in pursuit of new answers to pressing problems — is one of the most contested topics in higher education today. Some see it as a way to break down the silos of academic departments and foster creative interchange, while others view it as a destructive force that will diminish academic quality and destroy the university as we know it... Graff presents readers with the first comparative and critical history of interdisciplinary initiatives in the modern university. Arranged chronologically, the book tells the engaging story of how various academic fields both embraced and fought off efforts to share knowledge with other scholars. It is a story of myths, exaggerations, and misunderstandings, on all sides."
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and biographical base of “good” history (rhetorical and aesthetic concern), loss of audiences, derogation of history rooted in “great men” and “great events,” trivialization in general, a hodge-podge of ideological objections from all directions, and a fear that new historians were reaping research funds that might otherwise come to their detractors. To defenders of history as they knew it, the discipline was in crisis, and the pursuit of the new was a major cause.
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The case against the new mixed and confused a lengthy list of ingredients, including the following: history’s supposed loss of identity and humanity in the stain of social science, the fear of subordinating quality to quantity, conceptual and technical fallacies, violation of the literary character
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The assumption has been made by scholars and the general populace alike “that children have followed in the paths marked out for them by adults, and the possibility that they developed their own reactions and behavior in the course of their maturation has been ignored”. Basically, while social
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behavior, little is known about the actual behavior of children as they mature. Conflicting Paths looks at over five-hundred narratives dating from 1750 to 1920 to try and follow the actual process of growing up in
331:(1999-2000). In his presidential address Graff argued that traditional historians had successfully counterattacked against quantification and the innovations of the "new social history":
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as a necessity for success, and a means to an economic, social, or political end. His research contradicts this, suggesting “that connections between schooling and
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Written in 1979, this book studies 19th century educators who supported the "literacy myth", as Graff calls it, which is the assumption that
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from 1998 to 2004. He was a strong proponent of quantitative social science methods in history. He was elected the president of the
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Published by Johns
Hopkins University Press in 2015. According to the description provided in Google Books: "
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Harvey J. Graff, "The Shock of the 'New’ (Histories)': Social
Science Histories and Historical Literacies,"
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are not natural ones". He goes on to say that reality contradicts inborn assumptions correlating
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Implicit response: Instructor values and social class in the literacy narrative assignment
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translates to economic, social, and cultural success. Graff suggests that this myth views
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in Sweden for his contributions to scholarship. Graff has also received awards from the
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and, if it has, how it has changed over time as well as the effects of factors such as
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Date information sourced from
Library of Congress Authorities data, via corresponding
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Undisciplining
Knowledge: Interdisciplinarity in the Twentieth Century
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Undisciplining
Knowledge: Interdisciplinarity in the Twentieth Century
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25.4 (2001) 483-533, quote at p. 490; available in
Project Muse
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from the article and its talk page, especially if potentially
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152:. Some of his more notable works include two books entitled
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Conflicting Paths: Growing Up in
America: Editorial Reviews
480:"Harvey J. Graff, Ohio Eminent Scholar in Literacy Studies"
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418:In 2001 he was presented the Doctor of Philosophy
528:"Harvey J. Graff: Brief Biographical Statement"
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315:Before coming to his current residence at
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638:MagnĂşsson, SigurĂ°ur (1997). "Review".
140:as well as a professor of English and
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329:Social Science History Association
325:University of Texas at San Antonio
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607:. ProQuest LLCC. pp. 22–23.
690:Graff, Harvey J. (August 2015).
560:"Harvey J. Graff Biography 2002"
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16:American historian (born 1949)
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379:scientists are familiar with
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319:in 2004, Graff taught at the
288:Harvey J. Graff received the
136:(born 1949) is a comparative
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183:biography of a living person
104:Loyola University of Chicago
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210:must be removed immediately
44:and the history of literacy
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737:MIsunderstanding Knowledge
323:from 1975 to 1998 and the
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460:Woodrow Wilson Foundation
310:The University of Toronto
304:in 1971, and finally his
302:The University of Toronto
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601:Alexander, Kara (2006).
424:University of Linköping
294:Northwestern University
114:Simon Fraser University
586:Social Science History
197:Please help by adding
732:Ohio State University
317:Ohio State University
146:Ohio State University
94:Ohio State University
448:The Newberry Library
306:Doctor of Philosophy
296:in 1970 followed by
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408:Interdisciplinarity
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74:History of literacy
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312:in 1975.
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506:WorldCat
366:literacy
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648:JSTOR
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