Danilevsky and other source studies. Source: Theory. Story. Method. Sources of Russian history. What is source study

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SPb., 1872-1875. T. I-II. Old Russian written sources of the X-XIII centuries. / Ed. Ya.N. Shchapova. M., 1991, 80s. PUBLICATIONS OF HISTORICAL SOURCES AND LITERATURE 671 Soviet source studies Kievan Rus: Historiographical essays / Ed. Col.: V.V. Mavrodin (responsible ed.) et al. L., 1979. 246 p. Yanin V.L. Essays on complex source studies: Medieval Novgorod: Proc. allowance. M., 1977. 240 p.: ill. Russian Historical Library, published by the Archeographic Commission. SPb., 1872-1927. T. 1-39. Collection of imp. Russian Historical Society. SPb., 1867-1916. T. 1-148. To chapter 1. Chronicle Complete collection of Russian chronicles. SPb.: Archeogr. Komis., 1846-1921, vol. 1-24; M.; L.: Publishing House of the Academy of Sciences of the USSR, 1949-1963. T. 25-29; M.; L.: Nauka, 1965-1994. T. 29-39; M .: Archeographer, center, 1995. T. 41. West Russian chronicles // Full. coll. Russian chronicles. SPb., 1907. T. XVII. Joasaph Chronicle / Ed. and with preface. A.A. Zimin. 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Pineker B., Pilsheva L. Property and freedom // New World. 1989. No. 11. Popov G. The program that Stalin was guided by // Science and Life. 1989. No. 7. Ryzhkov N.I. Perestroika: History of betrayals. M., 1992. 399 p.: ill. Ryumin M.N. I won’t get on my knees: [Sat.] / Intro. Art. B.A. Starkov. M., 1992. 351 p.: ill. Sakharov A.D. Anxiety and hope. M., 1991. Salyunini V. Black holes in the economy // New World. 1989. Mi 10; He, Origins // New World. 1988. No. 5. The fate of the Russian intelligentsia: Materials of the discussions of 1923-1925. / Rev. ed. V.L. Soskin. Novosibirsk, 1991. 219 p. Tolts M. How many of us were there then? // Spark. 1987. No. 51. Trotsky L.D. To the history of the Russian revolution / Comp., author. foreword and approx. ON THE. Vasetsky. M., 1990. 447 p., 1 sheet. portrait Trotsky L.D. Lessons of October: (With the application of critical materials of 1924) / Comp. Yu.A. Prokhvatilov; Intro. Art. IN AND. Startsev. SPb., 1991. 364 p.: portr. Tsipko L. Origins of Stalinism// Science and Life. 1988. No. 11, 12; 1989. Mil 1, 2. Shmelev G. Do not dare to command! // October. 1988. Mb 2. Shmelev N. Advances and debts // New World. 1987. No. 6-7; He is. From the memorandums of an economist // Znamya. 1989. No. 12. Yakovlev A.N. Bitter Cup: Bolshevism and the Reformation of Russia, Yaroslavl, 1994. 461 p. PUBLICATIONS OF HISTORICAL SOURCES AND LITERATURE 691 To chapter 10. Periodicals Menshevik and Socialist-Revolutionary leaflets of 1917-1918 // Otech. story. 1993. No. 1. pp. 15-173. Moscow news [for 1987]: Reprint. M., 1988. Newspapers of the first years of Soviet power, 1917-1922: Code. bibliography catalog / GBL USSR im. IN AND. Lenin. M., 1990. Ch. 1-4. Newspapers of the USSR, 1917-1960: Bibliography. directory / All-Union. book. ward. M., 1970-1984. T. 1-5. Periodical press of the USSR, 1917-1949: Bibliog. ukaz.: Journals, works, bulletins: Svodn. decree. M., 1955-1963. [T. 1-10]. Political parties, informal amateur organizations and the independent press of the USSR: (Catalog-reference book) / Prepared. D.F. Levicheva M., 1990. 307p. Russian emigration in Europe: Consolidated catalog of periodicals: In 2 volumes. Paris, 1981-1990. Petrov V.A. The newspaper of the labor collective as a historical source (On the material of the newspaper "Kirovets") // Auxiliary historical. disciplines. L., 1990. Issue. XXI, pp. 66-73. Romanovsky V.K. Workers' letters as a source for studying the social makeup of the working class in the 1920s. // Auxiliary historical disciplines, L., 1990. Issue. XXI. pp. 54-65. Strekopytov S.P. Journal "Socialist Reconstruction and Science" ("SORENA") as a source on the history of the organization of science and the system of the Supreme Council of National Economy - People's Commissariat for Heavy Machinery of the USSR 1931-1986. // Auxiliary historical disciplines. L., 1991. Issue. XXII. pp. 73-87. To chapter 11. Sources of personal origin Amalrik A.A. Notes of a dissident. M., 1991. 432 p. Andrei Dmitrievich: Memories of Sakharov. M., 1990. 367 p.: ill. Bukovsky V. "And the wind returns ...", Letters from a Russian traveler. M., 1990. Vishnevskaya G.P. Galina: The story of life. SPb., 1994. 526 p.: ill. Memories of General Baron N.P. Wrangel: At 2 h. M., 1992. Part 1-2. Memoirs of Tolstoyan peasants, 1910-1930s / Comp. A.B. Roginsky, M., 1989. 479 p.: ill. Memories of Vladimir Ilyich Lenin: In 10 vols. M., 1989-1991. T, 1-8. Gippius Z.N. Petersburg diary. M., 1991. 127 p. From the correspondence of A.M. Gorky: Letters of the Central Committee of the RCP (b) V.I. Lenin (1921) // News of the Central Committee of the CPSU. 1991. No. b. pp. 152-156. From the correspondence of A.M. Gorky (1930-1935) // News of the Central Committee of the CPSU. 1991. M 8. S. 151-157. Kerensky A.F. Russia at the historical turn: Memoirs. M „ 1993. Maryanov G.B. Kremlin censor. Stalin is watching a movie. M „ 1992. Makhno N.P. Memories / Intro, Art. S.S. wolf; Comment. S.S. Volka, I.A. Gypsy. M., 1992. 334 p. Mikhailovsky G.N. Notes: From the history of the Russian Foreign Ministry, 1914-1920: In 2 books. M., 1993. Book. 1-2. October Revolution: Memoirs / Comp. S.A. Alekseev. M., 1991. 426 p. Sakharov L.D. Memoirs: In 2 vols. M., 1996. 692 Simonov K.M. Through the eyes of a man of my generation. Reflections on I.V. Stalin: [Sat.] / Comp. and ed. foreword L. Lazarev. M., 1990. 428 p. Sorokin P.A. Long road: Autobiography / Per. from English, general ed., comp., foreword. and note. A.V. Lipsky. M., 1992. 304 p.: ill. Chuev F.I. One hundred and forty conversations with Molotov: From the diary of F. Chuev / Afterword. S. Kuleshova. M., 1991. 604 p.: ill. Trotsky L.D. My life: an autobiographical experience. M., 1990. Trotsky L.D. Portraits of revolutionaries. M., 1991. Khrushchev N. C. A pensioner of federal significance. M., 1991. Chernov B.M. Before the storm M., 1993. Alekseev V.V. Workers' letters to newspapers as a source of sociological information // Data selection methods, document analysis, experiment. M., 1985. Peasants about socialism (letters to the "Peasant newspaper" on the 10th anniversary of Soviet power / Publication by T.P. Mironova // Soviet archives. 1987. No. 5. Kurnosov A.A. Collecting documents of personal origin of participants in the Great Patriotic War war, system of values, tendencies and problems // Archeographic Yearbook for 1990. M., 1992. P. 3-8 Mironova T. P. Experience of using content analysis in the study of social consciousness of the pre-collective farm peasantry // Perestroika in History Science and Problems of Source Studies and Special Historical Disciplines: Abstracts of Reports and Communications, Kyiv, 1990, To Chapter 12. Sources of the Russian Emigration Arane D. Russian Bibliography Abroad: Review Experience // Soviet Bibliography, 1990, No. 1. pp. 140-148 Baskakov VN New Bibliographies of Russian Emigrant Literature // Russian Literature 1990 No 3 Zernov N Russian Writers of Emigration: Bibliographic Information and Bibliography of Their Books on Theology, Religious Philosophy, Church History rii and Orthodox culture 1921-1972. 1973. Cossack V. Encyclopedic Dictionary of Russian Literature since 1917. London, 1988. Literature of the Russian diaspora returns to its homeland. M., 1993. Issue. 1. Ch. 1-2. Materials for the bibliography of Russian scientific works abroad. Belgrade, 1932-1941. T. 1-2. Materials for the consolidated catalog of periodicals and continuing publications of the Russian abroad in the libraries of Moscow (1917-1990). M., 1991. Postnikov S.P. Bibliography of the Russian Revolution and Civil War. 1917-1921 Prague, 1938. Russian emigration: journals and collections in Russian, 1920-1980: Consolidated index of articles. Paris, 1988. Pages of Russian foreign press. Munich; Moscow, 1990. Index of periodicals of emigration of Russia and the USSR for 1919-1952. Munich, 1953. FosterL. Bibliography of Russian foreign literature, 1918-1968, 1971. T. 1-2. Shatav M.V. Bibliography of the liberation movement of the peoples of Russia during the Second World War. New York, 1961. Literature of the Russian Diaspora: Anthology: In 6 volumes / Ed. int. Art. and scientific ed. A.L. Afanasiev. M „1990-1991. T. 1-2. Argunov A. Between two Bolshevisms. Paris, 1919. PUBLICATIONS OF HISTORICAL SOURCES AND LITERATURE 693 Brutskus B. Rise and collapse of the Soviet planned economy // Sovremennye zapiski, 1983. T. 51; He is. Hunger and collectivization // Ibid. 1934. T. 52; He is. The fate of the five-year plan // Ibid. 1932. T. 48. Memoirs of General Baron P.I. Wrangel, M., 1992. Part 1-2. Wrangel P.N. Notes; At 2 p.m. // White business. Berlin, 1928-1929, Vol. V-VI. Gippius Z. Living Faces: Memoirs, Tbilisi, 1991. Golovin N.N. Russian counter-revolution in 1917-1918. B.M. Ch. 1-5. Book. 1-10. Denikin A.M. Essays on Russian Troubles. Paris, 1921, T, 1, Issue, 1-2, Paris, 1922, T, 2; Berlin, 1924. Vol. 3; Berlin, 1925, T, 4; Berlin, 1926. T, 6. Denikin A.I. Essays on Russian turmoil: The collapse of power and the army, February-September 1917, M., 1991; He is. Essays on Russian Troubles; The struggle of General Kornilov; August 1917 - April 1918, M, 1991. Drozdovsky M.G. Diary. Berlin, 1923. Kerensky A.F. Russia at a historical turn // Vopr. stories. 1990. No. 6-8. Margulis M.S. year of intervention. Berlin, 1923. Book. 1-3. Martov L. Lenin against communism // Sociolistic. messenger. 1921. No. 10. Makhno N. Memories. M., 1992. Mensheviks after the October Revolution: Sat. articles and memoirs by B. Nikolaevsky, S. Volin, G. Aronson. Vermont, 1990. Milyukov P.N. Memoirs, M., 1991. Nemirovich-Danchenko G.V. In the Crimea under Wrangel. Berlin, 1922, Nesterovich-Berg M.A. In the fight against Bolshevism. Paris, 1931. Obolensky V.A. Essays on the past, Belgrade, 1981. Polovtsev L.V. Knights of the Crown of Thorns. Prague, b.g. Rakovsky G.N. In the camp of the whites, Constantinople, 1920; He is. End of whites. Prague, 1921. Rodzianko A.P. Memories of the North-Western Army, Berlin, 1921. Rodzianko M.V. The collapse of the empire. Kharkov, 1990. Ustryalov N.V. Under the Sign of Revolution, Harbin, 1925, pp. 23-24, 45-46, Fedotov G. Litigation about Russia // Sovremennye zapiski. Paris, 1936, T, 60, Khodasevich V.F. Necropolis; Memories. M, 1991. Tsereteli I.G. Memories of February Revolution, Paris, 1963, Book. 1-2. Chernov D.M. Before the storm M. 1993; He is. Destruction instead of creation // Will of Russia. 1924. No. 1-2; He is. Constructive socialism, Prague, 1925. Vol. 1, Shulgin V.V. 1920 Sofia, 1921. Shulgin V. Years - Days - 1920. M., 1990. Yuryevsky E. Peasants, collective farm and state // Russian notes. 1941, T, 19; He is. From the first five-year plan to the second // Modern notes. Paris, 1934. Vol. 55; He is. Behind the scenes of the five-year plan // Ibid. 1932. V. 49. CONTENTS INTRODUCTION .................................................. .................................................5 PART I THEORY, HISTORY AND METHOD OF SOURCE STUDIES SECTION 1 THEORY OF SOURCE STUDIES (O.M. Medushushskaya) .........................19 Chapter 1. Source studies: a special method of cognition of the real world.... ................................................. ..............................................19 1. The real world and its cognition ................................................. ..........21 2. Fixed sources of information about reality .................................. ................................................. .......22 Chapter 2.

Source: Theory. Story. Method. Sources of Russian history: Proc. allowance / I.N. Danilevsky, V.V. Kabanov, O.M. Medushevsky, M.F. Rumyantseva. - M.: Russian. state humanit. un-t, 1998. - 702 p.
ISBN 5-7281-0090-2

The textbook corresponds to the new status of source studies in the modern epistemological situation, characterized by the strengthening of polymethodology, the desire to humanize historical knowledge, and the strengthening of integration processes. object of various humanities with a variety of their subject.

Considerable attention is paid to methodological problems: the source criterion of comparative historical research, interdisciplinary connections of source studies are revealed. Source studies are considered as an integrating discipline in the system of the humanities; various methodological approaches to solving the most significant problems are shown, as well as the development of a methodology for studying the main types of historical sources.

Overview of the main types of sources of Russian history, given in the 2nd part study guide, has a universal character, since it reflects trends common to the source base of the history of different countries.

Part I. THEORY, HISTORY AND METHOD OF SOURCING

Chapter 1
Chapter 2. Source: the phenomenon of culture and the real object of knowledge
Chapter 3

Section 2. FORMATION AND DEVELOPMENT OF SOURCE STUDIES (O.M. Medushevsky)
(p1s2.pdf - 775K)

Chapter 1. Criticism and interpretation as a research problem
Chapter 2. Source study as a problem of national history
Chapter 3
Chapter 4. Sources as a means of knowledge for the historian
Chapter 5. Positivist Methods of Historical Research
Chapter 6
Chapter 7. Methodological isolation of the sciences of culture
Chapter 8. Historical fact and historical source in the concept of "Annals"
Chapter 9
Chapter 10. Humanitarian knowledge as strictly scientific
Chapter 11
Chapter 12
Chapter 13
Chapter 14. Theoretical problems of source studies. Source study problems of human sciences

Section 3. SOURCE STUDY METHOD AND INTERDISCIPLINARY ASPECTS (O.M. Medushushskaya)
(p1s3.pdf - 483К)

Chapter 1. Source Analysis and Source Synthesis
Chapter 2
Chapter 3. Classification of historical sources
Chapter 4

Part 2. SOURCES OF RUSSIAN HISTORY

Section 1. HISTORICAL SOURCES OF THE XI-XVII CENTURIES (I.N. Danilevsky)

Chapter 1
(p2s1c1.pdf - 612K)
Chapter 2 Legislative Sources
(p2s1c2.pdf - 367K)
Chapter 3. Acts
(p2s1c3.pdf - 380K)
Chapter 4. Literary works
(p2s1c4.pdf - 452K)

Section 2. HISTORICAL SOURCES OF THE XVIII - BEGINNING OF THE XX CENTURY (M.F. Rumyantseva)

Chapter 1. Changes in the corpus of historical sources during the transition from the Middle Ages to the modern times
(p2s2c1.pdf - 212K)
Chapter 2 General properties historical sources of modern times
(p2s2c2.pdf - 217K)
Chapter 3
(p2s2c3.pdf - 201K)
Chapter 4 Legislation
(p2s2c4.pdf - 530K)
Chapter 5. Acts
(p2s2c5.pdf - 221K)
Chapter 6
(p2s2c6.pdf - 283K)
Chapter 7. Materials of fiscal, administrative and economic accounting
(p2s2c7.pdf - 305K)
Chapter 8. Statistics
(p2s2c8.pdf - 317K)
Chapter 9
(p2s2c9.pdf - 186K)
Chapter 10
(p2s2c10.pdf - 273K)
Chapter 11
(p2s2c11.pdf - 350K)
Chapter 12

source study

© Danilevsky I. N., Dobrovolsky D. A., Kazakov R. B., Malovichko S. I., Rumyantseva M. F., Khoruzhenko O. I., Shveikovskaya E. N., 2015

© Publishing House Higher School of Economics, 2015

Introduction

What is source study

Source study (German Quellenkunde, English source study) - humanitarian discipline, an object which - historical sources, i.e. the totality of human works / products of culture - an empirical reality historical world, a thing- the study of a historical source as a cultural phenomenon and, on this basis, the search, extraction, evaluation and use in science and other social practices of information about a person and society in their historical component.

Source study grew out of the practical need to establish the authenticity and reliability of documents. Scientific historical source studies have gone through a difficult path of formation and development as a discipline of historical science. At each stage of this path, the functions of source study grew, its tasks became more complicated and, most importantly, the status and place of source study in the system of scientific historical knowledge changed.

During the XX century. source study acquires the status of a scientific discipline. The current state of source studies is determined by the transformation of modern science, which was distinguished by a strict disciplinary division, into a new type of knowledge, predominantly of a humanitarian and synthetic nature. In the new socio-cultural and epistemological situation, which has developed mainly in the last third of the XX - early XXI century, source study acts as an integrating principle of the humanities, since its subject - a historical source, understood as a cultural phenomenon, as a product of human and social creativity in a broad sense - simultaneously acts as an object of study of other humanities and social sciences. Modern source study is fundamentally multidisciplinary, it refers to the totality of cultural works in order to understand the Other (man, society, culture), to expand on this basis the experience of one's own culture, to enrich one's worldview.

Acting as an integrating beginning of humanitarian knowledge, providing a universal method of referring to human works / cultural products for any humanities and social sciences, source studies at the same time retain links with auxiliary historical disciplines, the formation and development of which was due to the need for a special study of certain aspects of historical sources ( for example, paleography examines the external signs of written monuments, historical chronology- the dates contained in them, metrology - the measures mentioned) or special groups of historical sources (sphragistics studies seals, heraldry - coats of arms, faleristics - insignia, awards, vexillology - banners) in order to establish authenticity, dating, and determine the authorship of historical sources.

Why does a person need source

According to the logic of things, it would be necessary to start with the answer to this question. For the question "Why?" very important both in science and in life. A timely response to it often saves a lot of time and effort. But we couldn't talk about why study, before at least preliminary clarification what to study.

Based on a simple worldly thought and our own scientific and life experience, the authors advise you, before starting to study the discipline, if you do not answer the question “Why do I need this?”, then at least find out what it can be useful to you for.

However, there is some cunning in such a formulation of the question, since the answer to this question involves positioning oneself in relation to various communities. A person, by virtue of his social nature, willy-nilly (consciously or unconsciously) always correlates himself with any society. Therefore, the question posed can be transformed as follows: “How will society demand source knowledge?”

Let's single out two components of interest in source studies - universal/general cultural and strictly scientific/professional. In each of them, in turn, two levels can be distinguished.

general cultural component. At the first level of mastering source studies, a useful ability to evaluate information is developed, including in everyday everyday situations, in order to make adequate decisions. But the second level is much more important - the development of the ability to understand a person of a different culture, the Other - in a broad, philosophical sense, referring to the created by these Other things - the products of his creativity, works of a different culture, acting in the system of historical knowledge as historical sources. Thus, the source study approach can and should become the basis of a tolerant attitude towards the Other, which is an indispensable requirement of modern ethics.

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source study

© Danilevsky I. N., Dobrovolsky D. A., Kazakov R. B., Malovichko S. I., Rumyantseva M. F., Khoruzhenko O. I., Shveikovskaya E. N., 2015

© Publishing House of the Higher School of Economics, 2015

Introduction

What is source study

Source study (German Quellenkunde, English source study) is a humanitarian discipline, an object which are historical sources, i.e. the totality of human works / products of culture is the empirical reality of the historical world, and thing- the study of a historical source as a cultural phenomenon and, on this basis, the search, extraction, evaluation and use in science and other social practices of information about a person and society in their historical component.

Source study grew out of the practical need to establish the authenticity and reliability of documents. Scientific historical source studies have gone through a difficult path of formation and development as a discipline of historical science. At each stage of this path, the functions of source study grew, its tasks became more complicated and, most importantly, the status and place of source study in the system of scientific historical knowledge changed.

During the XX century. source study acquires the status of a scientific discipline. The current state of source studies is determined by the transformation of modern science, which was distinguished by a strict disciplinary division, into a new type of knowledge, predominantly of a humanitarian and synthetic nature. In the new socio-cultural and epistemological situation, which has developed mainly in the last third of the 20th - early 21st centuries, source studies act as an integrating principle of the humanities, since its subject is a historical source, understood as a cultural phenomenon, as a product of human and social creativity in a broad sense. , - simultaneously acts as an object of study of other humanities and social sciences. Modern source study is fundamentally multidisciplinary, it refers to the totality of cultural works in order to understand the Other (man, society, culture), to expand on this basis the experience of one's own culture, to enrich one's worldview.

Acting as an integrating beginning of humanitarian knowledge, providing a universal method of referring to human works / cultural products for any humanities and social sciences, source studies at the same time retain links with auxiliary historical disciplines, the formation and development of which was due to the need for a special study of certain aspects of historical sources ( for example, paleography studies the external features of written monuments, historical chronology - the dates contained in them, metrology - the measures mentioned) or special groups of historical sources (sphragistics studies seals, heraldry - coats of arms, faleristics - insignia, awards, vexillology - banners) in order to establish authenticity, dating, determining the authorship of historical sources.

Why does a person need source

According to the logic of things, it would be necessary to start with the answer to this question. For the question "Why?" very important both in science and in life. A timely response to it often saves a lot of time and effort. But we couldn't talk about why study, before at least preliminary clarification what to study.

Based on a simple everyday thought and their own scientific and life experience, the authors advise you, before starting to study the discipline, if you do not answer the question “Why do I need this?”, Then at least find out what it can be useful to you for.

However, there is some cunning in such a formulation of the question, since the answer to this question involves positioning oneself in relation to various communities. A person, by virtue of his social nature, willy-nilly (consciously or unconsciously) always correlates himself with any society. Therefore, the question posed can be transformed as follows: “How will society demand source knowledge?”

Let's single out two components of interest in source studies - universal/general cultural and strictly scientific/professional. In each of them, in turn, two levels can be distinguished.

general cultural component. At the first level of mastering source studies, a useful ability to evaluate information is developed, including in everyday everyday situations, in order to make adequate decisions. But the second level is much more important - the development of the ability to understand a person of a different culture, the Other - in a broad, philosophical sense, referring to the created by these Other things - the products of his creativity, works of a different culture, acting in the system of historical knowledge as historical sources. Thus, the source study approach can and should become the basis of a tolerant attitude towards the Other, which is an indispensable requirement of modern ethics.

professional component. At the axiomatic level, it is clear that source study is the basis of the professionalism of a historian-researcher. However, even here it is possible and necessary to single out two levels of mastering source studies, although, at first glance, professionalism is a category that is either present or, alas, absent. But the modern scientific community, or rather scientific communities, is highly differentiated, including in terms of the level of professionalism. Therefore, at the first level, a historian, or rather a person with a diploma in history, must be able to construct historical facts through a strict scientific procedure - source analysis. To describe a higher level of professionalism, let us resort to the words of the Russian historian-methodologist Alexander Sergeevich Lappo-Danilevsky (1863–1919):

Anyone who seeks knowledge of historical reality draws his knowledge about it from sources (in the broad sense); but in order to ascertain which fact he can obtain from a given source, he must understand it: otherwise he will not have sufficient reason to attach objective significance to his idea of ​​a fact; not being sure of what exactly he learns from a given source, he cannot be sure that he does not attribute to the source the product of his own fantasy. From this point of view, the historian, in essence, begins to study various kinds sources: he tries to establish, for example, the remains of which particular fact or the legend of which particular fact are contained in this source, which becomes possible only with a proper understanding of it 1
Lappo-Danilevsky A.S. Methodology of history: in 2 vols. M., 2010. T. 2. S. 64.

A professional historian should not only be able to extract facts by “criticizing historical sources” (this concept, which is still loved by many historians, will be discussed later), but also understand the nature of the new knowledge received and reflect on their own research process.

Principles of constructing a textbook and its structure

The fuzziness of the terminology of historical/humanitarian knowledge makes it necessary to define the concepts used. At the same time, the authors do not claim to have a final definition of the introduced concepts, but only strive for terminological certainty within the framework of this tutorial.

The curriculum is based on two principles.

First: unity of history and theory. The current state of source studies is to a certain extent the result of its history. The authors understand this very trivial statement not in a cumulative sense (as it often happens in the history of science to this day - this position is explained at the beginning of the first section of the textbook), but they focus on the fact that in modern source study there are components formed in different time and we must learn to recognize them.

The most productive, in our opinion, is the understanding of the history of source studies in relation to the classical, non-classical, post-non-classical and neo-classical types of rationality developed in the philosophy of science (and the corresponding models of science). This is not an easy and non-trivial task, since the problems of the philosophy of science have been developed mainly in relation to physics and the natural sciences.

Second: a clear division of the three components of modern source study:

Source study as a scientific discipline and as a system-forming foundation of humanitarian knowledge;

Source study as a method of obtaining new rigorous knowledge about a person and society in their historical perspective;

Source study as one of the tools of historical research.

The synthesis of these two principles allows us to propose a concept of the development and current state of source studies, the general scheme of which is fixed in the structure of the textbook, where a separate section is devoted to each of the components.

Source study as a component of the historical method is formed within the framework of the classical model of science, which assumes, as a result of studying (the so-called criticism) of a historical source, obtaining historical fact, which is used further in the practices of historical writing, being invariant with respect to them. Such a model no longer corresponds to modern epistemological and sociocultural realities. Therefore, this auxiliary function of source study, being preserved, is modified taking into account the requirements of non-classical, post-non-classical and neoclassical science. In particular, the place of "criticism" of historical sources in order to obtain the so-called reliable facts, verified through the correspondence of "objective reality" and understood as an invariant element ("brick") of historical construction, is occupied by source analysis, in which the interpretation procedure, the goal which is the understanding of the Other, i.e. the author of the historical source. Since source analysis must be epistemologically substantiated, it is considered in the third and final section of the textbook, together with the formation of the source basis for research and methods for introducing historical sources into scientific circulation and social practices (archaeography).

Acquisition of the status of a discipline by source studies is associated primarily with the reflection of the object. At the turn of the XIX-XX centuries. in the Russian version of neo-Kantianism, the problem of the historical source as a specific object of source study was posed. Based on the understanding of a historical source as an objectified result of human activity, formed in the Russian version of neo-Kantianism, the researchers who developed this concept came to the conclusion that a system of types of historical sources representing the corresponding culture was approved as an object of source study. 2
This concept is fixed in our previous tutorial: Source Studies: Theory. Story. Method. Sources of Russian history: textbook. allowance. M., 1998 [re-ed. 2000, 2004].

Substantiation of the concept of "empirical reality of the historical world" 3
Medushovskaya O. M. Theory and methodology of cognitive history. M., 2008.

As not only epistemological, but also, in fact, ontological, it allowed to consolidate the status of source studies as an independent scientific discipline in the system of both historical and humanitarian knowledge in general. The concept of an object and the related classification problem are discussed in the first section of the tutorial.

A new understanding of the object of source study made it possible to constitute the study of specific systems of historical sources as an independent method of studying various sociocultural communities. The second section of the textbook contains an approbation of the method and presents a system of types of sources of Russian history as a projection of Russian culture. Consideration of the corpus of sources of Russian history allows us to understand how the method of source study is used when working with specific material, how specific methods are formed that take into account the characteristics of various historical sources. The study of the sources of Russian history specifically gives the authors the opportunity to rely on the rich traditions and achievements of Russian source culture and the teaching of source studies as a special discipline. At the same time, a historian studying the history of another country (culture, ethnic group, region, etc.) is provided with a developed model of approach to a holistic set of historical sources. The same section presents comparative source studies as a method of comparative historical research and source study of historiography as an application of the method of source study to the study of the history of history (the history of historical knowledge and the history of historical science).

So, the general scheme of development of source studies looks like this.

Classical model of science

The function of source studies in historical knowledge is the criticism of a historical source in order to obtain reliable facts understood as part of the reality of the past.

The purpose of learning in the educational system vocational training historian - mastering the skill of a critical attitude to the information of a historical source in research practices.

Non-classical model of science

The function of source study in historical knowledge is a dialogue between a historian and the author of a historical source in order to interpret its content based on the principle of “recognizing someone else’s animation” and understanding the mechanism for generating a historical source in a particular culture.

The purpose of the study is to reveal the phenomenological nature of the historical source, to understand the constructive role of the cognizing subject in the context of understanding the mechanisms of cognition.

Post-nonclassical model of science

The function of source study in historical cognition is, in the context of postmodern deconstructions, to propose a way of social construction of reality by the method of source study based on understanding the object of source study as a system of types of historical sources representing a particular culture.

The purpose of the study is the construction of a historical whole based on the method of source study.

(However, we note that this part of the proposed construction is the most controversial. Here we should rather talk about intertextuality and partly opposing this approach from the phenomenological source-study concept of historical knowledge, which belongs to the neoclassical model of science.)

Neoclassical model of science

The function of source study in historical knowledge is the formation of the epistemological foundations of history as a rigorous science based on the understanding of its object - the empirical reality of the historical world as an ontological category.

The purpose of the study is to understand source studies as a cognitive science and to form strict standards of scientific character in historical knowledge based on the concept of "empirical reality of the historical world" as an ontological category.

We have left philosophical discussions about the relationship between post-non-classical and neo-classical rationality beyond the scope of consideration. Let us fix our vision of the problem for further analysis: if the first three types of rationality replace each other, then neoclassical rationality is formed in parallel with nonclassical rationality and is updated under the predominance of postnonclassical, being in constant search for new epistemological foundations of rigorous scientific knowledge. That is why it does not replace post-nonclassical rationality, but offers its own vision of scientific knowledge, which in many respects opposes postmodernist epistemological anarchy.

It is obvious that the logical structure of source studies outlined above, on the basis of which the material of the textbook is organized, does not correspond to the historical sequence, i.e., the sequence of the emergence of different components of the discipline. The reason for this, as already noted, is the need for theoretical foundation at the level of current scientific knowledge, both the application of the source study method in historical knowledge, and the procedures of source study analysis that preserve in research practice instrumental character.

This structure of the textbook determines its fundamental novelty and compliance with the current understanding of the status of source studies in the system of scientific knowledge.

Keeping in mind the promise to clarify the concepts used, the authors should emphasize that they strictly distinguish between the concepts of "modern", i.e. present in the existing here and now historical knowledge, and "relevant", i.e. adequately meeting the needs of this knowledge and, accordingly, meeting the needs of modern society.

Required notice

Before embarking on a systematic presentation of source study as a scientific discipline and as a system-forming beginning of humanitarian knowledge, the authors consider it necessary to make one preliminary notice, but address it only to those who intend to master source study at a high level of professionalism.

The reflective level of mastering knowledge - especially theoretical, and the theoretical component of source study is very significant - involves not only the enrichment of memory, but also education, understood as the education of a person in the literal sense, i.e. work on one's personality and in-depth self-reflection. The authors are extremely close to the formula of J.-P. Sartre: “To understand means to change, to transcend oneself…”

If you are ready to change, then let's master and appropriate source study together. If you are not ready, then let source study remain an assistant for you in satisfying your interest in history and give some food to your erudition.

Danilevsky Igor Nikolaevich (section 2, part 1, chapter 1); Dobrovolsky Dmitry Anatolievich (section 2, part 1, chapter 3); Kazakov Roman Borisovich (sources and literature); Malovichko Sergey Ivanovich (section 2, part 3; section 3, part 1, chapter 2); Rumyantseva Marina Fedorovna (introduction; section 1; section 2, part 1, chapter 2; section 2, part 2; section 3, part 1, chapters 1, 3; instead of conclusion); Khoruzhenko Oleg Igorevich (section 3, part 3), Shveikovskaya Elena Nikolaevna (section 2, part 1, chapter 1, paragraph 4).

Section One
Source study as a discipline of historical science

Part I
History of source studies

Preamble. Two approaches to the history of science

Historians traditionally show interest in the history of historical knowledge. A tribute to the work of predecessors is invariably given in the historiographical analysis, which is an obligatory component of the introduction to any qualifying work. With consideration of the previous historiography, other Scientific research historians. At the end of the XIX century. historiography is being formalized, first as an auxiliary historical discipline, and then as an independent discipline of historical science. But what is the meaning of historiographical analysis? A detailed answer to this question clearly goes beyond the disciplinary framework of source studies, so here we will only briefly clarify our position - we will determine the relationship between the history and theory of source studies.

The history of science, including source studies, can be approached in two fundamental ways. different ways, drastically different in purpose. One of them, still the most common, is based on the cumulative model of the development of science. Researchers who adhere to this model believe that science develops through the accumulation and refinement of knowledge; as science develops, our knowledge becomes more extensive and more precise, i.e., it more and more fully and accurately describes the so-called objective reality. This model presupposes an axiomatic belief in a) the existence of the so-called objective reality, i.e., independent of the cognizing subject, reality, and b) its knowability as such. With this approach, the goal of studying the history of science is to show this path and present the current state of science as a result of its previous development.

This approach had already exhausted itself by the middle of the 20th century, when other ideas about the mechanism of transformations of scientific knowledge were established. The new cognitive situation was marked by the publication of the book by the American historian and philosopher of science Thomas Kuhn (1922–1996) “Structure scientific revolutions”(1962), in which the paradigmatic nature of science is substantiated. The main concept of the new approach is the paradigm, i.e. the basic theory shared by the scientific community and serving as the basis for the statement research problems. The change of paradigms occurs in leaps and bounds, through scientific revolutions, and depends not so much on the “accumulation” of knowledge, but on unpredictable fundamental scientific discoveries and interaction with changes in sociocultural situations.

Sharing the idea of ​​the paradigm nature of science and, accordingly, not accepting its cumulative model, the authors proceed from the fact that several sociocultural epochs have changed since the first attempts at a critical attitude to historical sources in the early modern period. Therefore, it is appropriate and expedient to raise the question of the status and place of source study studies in each of them. This approach also makes it possible to detect in modern (i.e., existing in our time, but not always meeting the actual needs of science and social practice) source study elements inherited from earlier paradigms, and to identify the degree of their adequacy to the current socio-cultural and epistemological situations.

In the first part of this section, source study paradigms are identified that correspond to different, replacing each other, types of rationality and models of science: classical, non-classical, post-non-classical and neoclassical. The selection of the analyzed historiographical material also corresponds to this goal, although, of course, the history of source studies is much more diverse and richer than the scheme we propose.

When starting to consider the history of source studies, it is important to clearly understand that it is a research construct. Source study as an independent discipline was formed only in the 20th century. (and fully - only in a specific Soviet context). Historians of the 18th–19th centuries considered questions of the study of historical sources in connection with the study of history as such and most often cited source studies observations in the introductory part of their works, and also devoted special works to the study of individual monuments or groups of historical sources. At the turn of the XIX-XX centuries. historians who developed the problems of the nature of a historical source and the methods of its study did so in the context of the methodology of history, devoting source study problems - understanding the nature of a historical source, questions of classification, criticism and interpretation of historical sources - a more or less significant place in its structure. Thus, we single out the problem of source studies from historical research and works on the methodology of history analytically, from the point of view of our research tasks. The historical review deals mainly with methodological works, since they present in a concentrated way the historians' vision of the problems of studying historical sources and generalize the experience of source studies.

The textbook systematically presents source studies as a scientific discipline and method of scientific knowledge. The concept of the textbook is based on the current status of source studies as a rigorous science, understanding of the historical source as an objectified result of human activity / product of culture and the transformation of the object of source study from a historical source through the specific system of a corpus of historical sources to the empirical reality of the historical world. Special attention is paid to the philosophical and epistemological foundations of source studies, its theory and method. The fundamental novelty of the textbook lies in the fact that for the first time the three components of modern source studies are clearly separated. In the first section, source study is presented as a scientific discipline and as a system-forming foundation of humanitarian knowledge. In the second section, source studies are positioned as a method for obtaining new rigorous knowledge about a person and society in their historical perspective. In the third section, source study is considered as a tool for historical research.

For students enrolled in bachelor's and specialist's programs, and undergraduates in the humanities, as well as for all those interested in the nature of historical knowledge and ways to obtain it.

The work belongs to the genre History. Historical sciences. It was published in 2015 by Graduate School Economics (HSE). On our site you can download the book "Source Studies" in fb2, rtf, epub, pdf, txt format or read online. Here, before reading, you can also refer to the reviews of readers who are already familiar with the book, and find out their opinion. In the online store of our partner you can buy and read the book in paper form.