Historical research

Definition:
Historical research is the type of research that examines past events or combinations of events to
arrive at an account of what has happened in the past. According to Borg, In historical research,
it is especially important that the student carefully defines his problem and appraises its
appropriateness before committing himself too fully. Many problems are not adaptable to
historical research methods and cannot be adeuately treated using this approach. !ther
problems have little or no chance of producing significant results either because of the lac" of
pertinent data or because the problem is a trivial one.#
Historical research has been defined has the systematic and ob$ective location, evaluation and
synthesis of evidence in order to establish facts and draw conclusions about past events %Borg,
&'()*.Historical research can show patterns that occurred in the past and over time which can
help us to see where we came from and what "inds of solutions we have used in the past. +e
usually will see that what we do today is specifically rooted in the past. ,nderstanding this can
add perspective on how we examine current events and educational practices. It can also show us
that we do not need to continually reinvent the wheel because we should always start with what
history tells us. Most of the time in conducting historical research involves the process of
collecting and reading the research material collected, and writing the manuscript from the data
collected. -he researcher often goes bac".and.forth between collecting, reading, and writing.
-he values of historical research have been categori/ed by Hill and 0erber as follow1
&. It enables solutions to contemporary problems to be sought in the past.
2. It throws light on present and future trends
). It stress the relative importance and the effects of the various interactions that are to be
found within all cultures
3. It allow for the revaluation of data in relation to selected hypotheses, theories and
generali/ations that are presently held about the past.
Historical research is conducted to
i. ,ncover the un"nown,
ii. Answer uestions,
iii. Identify the relationship that the past has to the present,
iv. 4ecord and evaluate accomplishments of individuals, agencies, or institutions,
v. Aid in understanding the culture in which we live.
Type of information is used to conduct a historical research
Information in documents, records, photographs, relics, and interviews.
5ocuments and records include, for example, written or printed materials such as
diplomas, cartoons, diaries, memoirs, newspapers, photos, yearboo"s, memos,
periodicals, reports, files, attendance records, census reports, budgets, maps, and tests.
!ral histories is another very useful type of information. An oral history is what you
obtain when you interview a person who has had direct or indirect experience with or
"nowledge of the chosen topic.
4elics are also used and include, for example, articles of clothing, buildings, boo"s,
architectural plans, des"s, or any other ob$ect that might provide useful information about
the past.
CHARACTERISTICS OF HISTORICAL RESEARCH
These are as follos:
&. It is not a mere accumulation of facts and data or even a portrayal of past events.
2. It is a flowing, vibrant report of past events which involves an analysis and explanation of
these occurrences with the ob$ective of recapturing the nuances, personalities and ideas
that influenced these events.
). 6onducting historical research involves the process of collecting and reading the research
material collected and writing the manuscript from the data collected. -he researcher often goes
bac".and.forth between collecting, reading, and writing. i.e. the process of data collection and
analysis are done simultaneously are not two distinct phases of research.
3. It deals with discovery of data that already exists and does not involve creation of data using
structured tools.
7. It is analytical in that it uses logical induction.
(. It has a variety of foci such as issues, events, movements and concepts.
!" It records and evaluates the accomplishments of individuals, agencies or institutions
http:##"$slis"ute%as"edu#&palm'uis#courses#historical"htm
STE(S I) HISTORICAL RESEARCH
6harles Busha and 8tephen Harter detail six steps for conducting historical research 1
&. -he recognition of a historical problem or the identification of a need for certain historical
"nowledge.
2. -he gathering of as much relevant information about the problem or topic as possible.
). If appropriate, the forming of hypothesis that tentatively explain relationships between
historical factors.
3. -he rigorous collection and organi/ation of evidence, and the verification of the authenticity
and veracity of information and its sources.
7. -he selection, organi/ation, and analysis of the most pertinent collected evidence, and the
drawing of conclusions9 and
(. -he recording of conclusions in a meaningful narrative.
*ETHODS TO COLLECT HISTORICAL DATA
-he difference between historical research and other forms of research is that historical research
must deal with data that already exist.
-here are four ma$or methods that researchers use to collect historical data. -hese are archival
data, secondary sources, running records, and recollections.
&* Archi+al data 1 -he archival data, or primary sources, are typically the resources that
4esearchers rely most heavily on. Archival data includes official documents and other items that
would be found in -he letters, diaries, newspapers, movies, novels, articles of clothing,
photographs, and so forth of those who lived in the past and have survived to the present are
primary sources" -hey are found in archives %a place where documents are stored*, in private
collections, in family closets, or in museums. -oday:s documents and ob$ects %our letters,
television programs, commercials, clothing, automobiles* will be primary sources for future
historians.
2* Secondary sources: secondary sources are the wor"s of other historians who have
written history.
)* Runnin$ records1 4unning records are documentaries maintained by private or
nonprofit organi/ations.#Runnin$ records consist of files or existing statistical
documents maintained by organi/ations. An example of a running record is a file in a
country church that contains a record of every marriage and every death from &'&; to the
present.
3* Recollections include sources such as autobiographies, memoirs or diaries. -he
statements or writings of individuals about their past lives or experiences based on
memory are recollections" -hese can be in the form of memoirs, autobiographies, or
interviews. Because memory is imperfect, recollections are often distorted in ways that
primary sources are not.
A ,uide to Historical *ethod -y R" ." Shafer
Sources of Historical Data
-hese sources are broadly classified into two types1
%a* (rimary Sources: <ottschal" defines a primary data source as the testimony of any
eyewitness or of a witness by any other of the senses, or of a mechanical device li"e the
5ictaphone that is, of one who was present at the events of which he tells. A primary
8ource must thus have been produced by a contemporary of the events it narrates.#
=rimary sources are tangible materials that provide a description of an historical event and were
produced shortly after the event happened. -hey have a direct physical relationship to the event
being studied. >xamples of primary sources include new paper report, letters, public documents,
court decisions, personal diaries, autobiographies, artifacts and eyewitness?s verbal accounts
-hese primary sources of data can be divided into two broad categories as follows1
%i* -he remains or relics of a given historical period. -hese could include photographs, coins,
s"eletons, fossils, tools, weapons, utensils, furniture, buildings and pieces of art and culture
%ob$ect d?art*. -hough these were not originally meant for transmitting information to future
generations they could prove very useful sources in providing reliable and sound evidence about
the past. Most of these relics provide non.verbal information.
%ii* -hose ob$ects that have a direct physical relationship with the events being reconstructed.
-his includes documents such as laws, files, letters, manuscripts, government resolutions,
charters, memoranda, wills, news.papers, maga/ines, $ournals, films, government or other
official publications, maps, charts, log.boo"s, catalogues, research reports, record of minutes of
meetings, recording, inscriptions, transcriptions and so on.
%b* Secondary Sources: A secondary source is one in which the eyewitness or the participant i.e.
the person describing the event was not actually present but who obtained his@her descriptions or
narrations from another person or source. -his person may or may not be a primary source. In
other words secondary sources are those that do not bear a direct physical relationship to the
event being studied .the are made up of data that can not be described has original. secondary
sources used in historical research includes1 uoted material, textboo"s, encyclopedias, prints of
painting or replicas of art ob$ects.
Best %&'A;* points out that secondary source of data usually of limited worth because of the
errors that result when information is passed on from one person to another.
In conclusion, the various sources of historical information both =rimary and secondary can be
summari/ed as follows
Sources of Historical Information
5ocuments%written@printed*
diaries
noteboo"
yearboo"
memos
laws
committee reports
Buantitative records
school
budgets
student
attendance
staff
attendance
school results
plans
financial
!ral records
tales
saga
oral
interview
of
eyewitness
and
participant
4elics
%physical@verbal
ob$ectives*
school
building
school
furniture
textboo"
pictures
statement
census
records
drawings

E+aluation of the Historical Sources
>volution of historical data and information is often referred to has historical criticism and the
reliable data yielded by the process are "nown as historical evidence .historical criticisms is
usually under ta"en in two stages 1fist , the authenticity of the sources is appraised9 and second ,
the accuracy or worth of the data is evaluated . -he two process are "nown as external and
internal criticism.
&. E%ternal Criticism of Data1 4. C. 8hafer on external criticism1 DIt sometimes is said that
its function is negative, merely saving us from using false evidence9 whereas internal
criticism has the positive function of telling us how to use authenticated evidence.D
>xternal criticism refers to determining the authenticity, validity, or trustworthiness of
the source %to see if the source is what it claims to be* -his is sometimes also "nown as
lower criticism of data. In other words, external criticism is aimed at answering uestions
about the nature of the historical source such as who wrote itE +hereE +henE ,nder
which circumstancesE Is it originalE Is it genuineE and so on.
i* )e$ati+e criticism refers to establishing the reliability or authenticity and accuracy
of the content of documents and other sources of information. Fou must determine if
the content in the document or source is accurate9 this determination is achieved by
using the following three heuristics1
6orroboration .. comparing documents to each other to see if they provide the same
information and lead to the same conclusions.
8ourcing G identifying the author, date of creation, place of creation, or other information
that identifies the source.
6ontextuali/ation G identifying when and where the event too" place and the context in
which it too" place.
ii/ Internal Criticism of Data :
Internal criticism refers to the determination of the reliability or accuracy of the information
contained in the source9 it is important for determining what a good interpretation is of the
information contained in the source. According to =lummer, Internal criticism is concerned with
the meaning of the written material. It is also "nown as higher criticism of data. It deals
answering uestions such as what does it meanE +hat was the author attempting to sayE
+hat thought was the author trying to conveyE Is it possible that people would act in the way
described in the documentE Is it possible that events described occurred so uic"lyE +hat
inferences or interpretations could be extracted from these wordsE 5o the financial data @ figures
mentioned in the document seem reasonable for that period in the pastE +hat does the decision
of a court meanE +hat do the words of the decision convey regarding the intent and the will of
the countE Is there any %unintended* misinformation given in the documentE
(ositi+e criticism is a strategy for internal criticism and it refers to ma"ing sure that you
understand the meaning conveyed in the source.
Synthesis:
8ynthesis is the selection, organi/ation, and analysis of the materials collected. -he materials
must have met the tests of internal and external criticism.
5uring data synthesis and report preparation, the researcher must be careful to avoid the
following four methodological problems1
&. 6onfusing correlation and causation.
..-his is generally not a problem as long as the historical researcher focuses on
generating ideographic "nowledge rather than nomothetic "nowledge.
..Ideographic "nowledge is "nowledge of the local and particular9 nomothetic
"nowledge is "nowledge of general relationships or scientific laws.
2. 5efining and interpreting "ey words, terms, and phrases %i.e., the issues of
vagueness and presentism must be addressed*.
). 5ifferentiating between how people should behave and evidence indicating how
they did in fact behave.
3. Maintaining a distinction between intent and conseuences. -his can be difficult
because the events too" place in the past. Fou cannot assume that the
conseuences observed in the past were necessarily intended by the historical
actors.
0ritin$ the Research Report:
In a historical research, data collection is flexible. Besides, due to the relative lac" of conclusive
evidence on which valid generali/ations can be established, the writing of historical research has
to be a little freer so as to allow sub$ective interpretation of the data. %-his by no means implies
distortion of truth*. -hus reports of historical research have no standard formats. -he
presentation of data analysis, interpretations and the findings depend on the nature of the
problem. -here are several board ways of reporting historical investigation as follows1
i* -he researcher can report the historical facts as answers to different research uestions.
Answer to each uestion could be reported in a separate chapter.
ii* He @ she can present the facts in a chronological order with each chapter pertaining to a
specific historical period chronologically.
iii* 4eport can also write in a thematic manner where each chapter deals with a specific theme @
topic.
iv* 6hapters could also deal with each state of India or each district of an Indian state separately.
v* 6hapter could also pertain to specific historical persons separately.
vi* -he researcher can also combine two or more of these approaches while writing the research
report.
In addition, the report should contain a chapter each on introduction, methodology, review of
related literature, findings, the researcher?s interpretations and reflections on the interpretative
process.
(RO-LE*S A)D 0EA1)ESSES TO -E A2OIDED
I) HISTORICAL RESEARCH
8ome of the wea"nesses, problems and mista"es that need to be avoided in a historical research
are as follows1
&. -he problem of research should not be too broad.
2. It should be selected after ensuring that sources of data are existent, accessible and in a
language "nown to the researcher.
). >xcessive use of easy.to.find secondary sources of data should be avoided. -hough locating
primary sources of data time consuming and reuire efforts, they are usually more trustworthy.
3. Adeuate internal and external criticism of sources of historical data is very essential for
establishing the authenticity and validity of the data. It is also necessary to ascertain whether
statements concerning evidence by one participant have influenced opinions of other participant
or witnesses.
7. -he researcher needs to be aware of his@her own personal values, interests and biases. Hor this
purpose, it is necessary for the researcher to uote statements along with the context in which
they were made. Iifting them out of context shows the intention of persuading the readers. -he
researcher also needs to avoid both.extreme generosity or admiration as well as extreme
criticism. -he researcher needs to avoid reliance on beliefs such as old is gold# new is always
better# or change implies progress#. All such beliefs indicate researcher?s bias and personal
values.
(. -he researcher needs to ensure that the concepts borrowed from other disciplines are relevant
to his@her topic.
A. 8he@he should avoid unwarranted causal inferences arising on account of %i* oversimplification
%causes of historical event may be multiple, complex and interactive*, %ii* Haulty interpretation of
meanings of words, %iii* inability to distinguish between facts, opinions and situations, %iv*
inability to identify and discard irrelevant or unimportant facts and %v* Haulty generali/ation
based on inadeuate evidence, faulty logic and reasoning in the analysis of data, use of wrong
analogy and faulty comparison of events in unsimilar cultures.
J. -he researcher needs to synthesi/e facts into meaningful chronological and thematic patterns.
'. -he report should be written in a logical and scientific manner. It should avoid flowery or
flippant language, emotional words, dull and colorless language or persuasive style.
&;. -he researcher should avoid pro$ecting current problems onto historical events as this is
li"ely to create distortions.
CRITERIA OF E2AL3ATI), HISTORICAL RESEARCH:
Mouly%&'AJ* has provided the following criteria of evaluating historical research1
&. (ro4lem: Has the problem been clearly definedE It is difficult enough to conduct historical
research adeuately without adding to the confusion by starting out with a nebulous problem. Is
the problem capable of solutionE Is it within the competence of the investigatorE
2. Data: Are data of a primary nature available in sufficient completeness to provide a solution,
or has there been an overdependence on secondary or unverifiable sourcesE
). Analysis: Has the dependability of the data been adeuately establishedE Has the relevance of
the data been adeuately exploredE
3. Interpretation: 5oes the author display adeuate mastery of his data and insight into their
relative significanceE 5oes he display adeuate historical perspectiveE 5oes he maintain his
ob$ective or does he allow personal bias to distort the evidenceE Are his hypotheses plausibleE
Have they been adeuately testedE 5oes he ta"e a sufficiently broad view of the total situationE
5oes he see the relationship between his data and other Khistorical facts?E
7. (resentation: 5oes the style of writing attract as well as informE 5oes the report ma"e a
contribution on the basis of newly discovered data or new interpretation, or is it simply
Kuninspired bac" wor"?E 5oes it reflect scholarlinessE
Refrences
<ottschal", I. ,nderstanding History. Lew For" 1 Alfred A. 0nopf. &'7&.
<eorge $. Mouly ,educational research1 the art and science of investigation%Bosten1 Allyn
And Bacon,&'AJ*.
4. C. 8hafer, A Guide to Historical Method, -he 5orsey =ress1 Illinois %&'A3*. I8BL ;.
7)3.&;J27.).
<ilbert C. <arraghan, A Guide to Historical Method, Hordham ,niversity =ress1 Lew
For" %&'3(*. I8BL ;.J)A&.A&)2.(.
http1@@en.wi"ipedia.org@wi"i@HistoricalMmethod
http1@@www.gslis.utexas.edu@Npalmuis@[email protected]
Busha, 6harles and 8tephen =. Harter. Research Methods in Librarianship: techniques
and Interpretations. Academic =ress1 Lew For", LF, &'J;.