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The fundamental changes which have occurred in the meaning of science over the past century and a half are examined in this text. Ways are suggested in which these changes must profoundly affect the
discipline of history, and a practical model for historical inquiry arising out of these changes is proposed. These ideas demonstrate clearly the identical nature of the methodologies of both public and academic
history, different as they may be in setting and purpose. They also provide a theoretical and practical basis for understanding history as a unified and scholarly discipline in a wide variety of contexts. |
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