180:. Pocock mused that readers would deem it "strange" to find "the conservative party repudiating history, and the opposition appealing to it...When the adversary by whom he is faced is a fundamentalist reactionary, advocating a return to things as (he says) they once were, it is not surprising that the conservative should argue, first, that things in the past were not as the adversary supposes, second, that the whole idea of appeal to the past is out of order. He can achieve the former by means of historical criticism, which is just as likely to be a conservative as a radical technique. The latter he can achieve in either of two ways. Like Hooker and Burke, he can appeal to tradition...or he can have recourse to a hard-headed empiricism, which scouts the whole notion of history as a court of appeal...These two arguments are not as different as they might appear. The ancient Chinese philosopher Hsun Tzu tried to unite them, and in that Oakeshotten isle of Albion they are, of course, found in many combinations." On a related note, in his 2019 response to the Cambridge School article, Pocock further alluded to his 1975
516:, entitled "Ideas in Context at 100," observed substantial changes in content and scope. Contributors also noted that a number of studies in the series did not strictly adhere to Cambridge School methodologies. Instead, these books collectively represented a number of alterations and innovations in contextualism since the 1980s. The editorial introduction to the special issue acknowledged that the "Cambridge School's shaping themes reflected in many of the monographs in 'Ideas in Context'---a focus on the history of political thought, concern with the career of republicanism and its various ideological challengers, a tendency to study secular political ideas in isolation from religion, preoccupation with early modern Europe and a predilection for a canon of Western European and English authors situated within a thick contextual web of arguments, languages, and texts." But soon after publication of
423:
Pocock, "this question becomes all the more pressing as we enter the realms of practice and history, where the conditions under which, and the contexts in which, we operate can never be defined with finality...the historian has begun to resemble a post-Burkean moderate conservative, reminding us that there is always more going on than we can comprehend at any one moment and convert into either theory or practice. One has become something of a political theorist in one’s own right, advancing, and inviting others to explore, the proposition that political action and political society are always to be understood in a context of historical narrative." Pocock therefore accepted the Bailyn-Wood criticism of contextualist pasts and suggested that scholars study "
304:
most part in written and printed form, in which words and usages convey concepts from mind to mind...I am not saying that concepts are epiphenomenal or unreal; and it is not my business to say that language is the only ultimate reality." The attempt to draft a " ' history of the concept of the state,' " for example, was a worthwhile endeavor because "there must have been a tract of time in which locally specific historical agents continuously employed language in which cognates of the word state—alternatively, terminology from some other language that one can regularly translate, and justify oneself in translating, by that word and its
1091:
391:
synchronically existing language-world in order to see how it was being used at the moment and how it was being changed in the short run." Despite this apparent synchronic emphasis, these adherents of the
Cambridge School "are as heavily committed to the dynamic as they are to the static." Pocock acknowledged, though, "that they are better at establishing the character of innovations in the synchronic than at tracing the more long-term pattern of changes in the diachronic." Thus, in dialectical fashion, both the
399:, in turn, propelled the Cambridge School into studying a given idea or concept within "changing contexts in which it had been used; the changing ways in which, and purposes for which, it had been used; and the changing freights of implication, assumption, and other modes of significance that had, from time to time, been attached to it." His conclusion reiterated that the history of ideas, conceptual history, and history of discourses "can be confronted, compared, and combined, but not homogenized."
156:. In a recent response to an article on the history of the idea of the Cambridge School, Pocock was more bluntly political: "...in Cambridge during these years I was greatly attracted, though never quite converted, to the aesthetic conservatism of Oakeshott’s contention that the categories of discourse generated by a human society are...so numerous as to be incommensurable and their intimations for one another beyond analytic control."
295:, or even the history of discourses. According to Pocock, "long ago, I decided that I would no longer describe what I was doing by the then conventional term 'history of ideas' on the grounds that, while ideas obviously formed themselves in the human mind, the term by itself did not indicate the concrete historical form in which ideas exhibited themselves as undergoing continuity and change in history .
547:, ed. James Hankins) and numerous first books." Celenza defined the "essential mission" of the "Ideas in Context" series as providing "context for the thinkers under study (institutional situation, biography, and immediate intellectual tradition) and, in so doing, reaches conclusions that scrutiny of their texts alone (and especially only of the arguments of their texts) would not have allowed."
505:"did everything a patient and generous friend could do in assisting us at every stage of our venture. His encouragement and faith in the project remained cheering and constant through all the changes in our plans." The Exxon Education Foundation, spearheaded by Payton, had previously funded the Johns Hopkins University lecture sequence. The foundation continues to sponsor the book series, while
520:"the series rapidly expanded to embrace broader chronologies, themes, domains of intellectual endeavor, and territories." Similarly, the relationship of "Ideas in Context" to the "methodological concerns most closely associated with the Cambridge School...have tended to govern more in the spirit than in the letter of the many distinguished works that constitute Ideas in Context."
468:
series itself. Although signed by all three editors, Richard Fisher argues that the statement of purpose was "largely written" by Rorty and "tonally rather different to much of what has followed." That stated, Quentin
Skinner remained as general editor for more than two decades. The second volume of
103:
The text often held as the original declaration of the principles of the school is
Quentin Skinner's 1969 article 'Meaning and Understanding in the History of Ideas'. Here, Skinner attacks what he describes as two "orthodoxies": "perennialism", the view that philosophers have always debated the same
213:
to illustrate his approach to history. He thought it "clear that I am not supposing a state of things in which each idiom or paradigm defines a community of persons who speak in its terms and whose thinking is governed by its presuppositions." The aims of reconstructing discourse were to illuminate
504:
article calling for increased fundraising, mergers, and partnerships with "business" in order to maintain and expand scholarly endeavors as well as institutions. Nearly a decade later, Payton was appointed
President of the philanthropic Exxon Education Foundation. The preface indicated that Payton
427:
as itself a branch of political thought and theory, literature and discourse," casting this methodological criticism as an argument for a given "political theory" over another "political theory" or a variation of the same "political theory." He reflected on historians, past and present, "who study
422:
and its benefaction to the history of political thought. In "Theory in
History: Problems in Context and Narrative," Pocock posed the most common question elicited by the application of contextualism: "What exactly are the conditions it specifies, and why does it specify these and not others?" For
303:
are of course not necessarily identical, but I think the same difficulty may arise regarding a history of concepts as regarding a history of ideas. That is, scholars in this field shall find themselves examining a history of language, of vocabularies, grammars, rhetorics, and their usages, for the
319:
to "regularly translate." Otherwise, "we are imposing our interpretation and our language on historical actors inhabiting a language world other than ours, and saying that they must, ideally, be supposed to have inhabited a world that our language defines." There were "dangers" in, for instance,
173:
as "reactionaries" and their opponents as "conservatives," even in diachronic studies. The passage consisted of summary arguments from an article that Pocock had published the previous year, "Ritual, Language, Power: An Essay on the
Apparent Political Meanings of Ancient Chinese Philosophy" for
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has described," itself substantiated "the history of concepts as a feature of, and as exhibited within, an ongoing history of discourses arranged against each other in constant and continuing debate." Conversely, scholars that "concern themselves with a history of contexts and texts...set up a
151:
philosopher. Pocock had already candidly argued in a 1958 essay (published in 1962) that, despite paralleling an
Oakeshottian commentary on the unavoidable influences of past society on human utterances, much of the burgeoning contextualist methodology derived from the teachings and efforts of
95:
of conventional methods of interpretation, which it believes often distort the significance of texts and ideas by reading them in terms of distinctively modern understandings of social and political life. In these terms, the
Cambridge School is 'idealist' in the sense that it accepts ideas as
308:—were used in ways that permit historians to establish a developmental or dialectical history of conceptualization accompanying the history of language usage as one of its effects. We may then find that some concept of the state took shape over the period we are studying."
108:'s words, Skinner and his colleagues "defended the history of political theory against both reductionists who dismissed ideas as mere epiphenomena and canonical theorists who approached texts as timeless philosophical works".
166:
in a concluding passage of the 1965 article, "Machiavelli, Harrington and
English Political Ideologies in the Eighteenth Century." The passage warned against wholesale synchronic classification of "neo-Harringtonians" in
238:, rather than serving "as a source for the normative implications of his argument—as some of his critics have claimed—Pocock placed himself in critical relation to her valorization of civic republicanism."
225:
and I agree in a certain sympathy for the 'positive,' or as will appear, the 'republican' position." The latter "position" usually, but not always, signified modes of government rather than, for example,
494:. Payton was the former United States Ambassador to Cameroon, a former college and university President, and a trustee for Editorial Projects in Education, the organization that launched
500:. In 1976, he resigned from Hofstra University after scathing criticism for perpetuating a university-wide deficit. Only months after the resignation, however, Payton authored a
135:
as well as critical examination of the various "multiculturalism" iterations, and the subjective, if not potentially relative, contours of such contextualism. Pocock's own
360:
of the foregoing as "state" was "difficult to do without imposing an ideal construct—which is to say, a body of our own concepts—upon history." In the case of the
Chinese
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as a " 'Cambridge' treatise in an American setting (suggested by Bernard Bailyn and Caroline Robbins)." This suggestion by Bailyn most likely derived from
104:
fundamental questions; and the notion that context is irrelevant to a historical understanding of texts, which can be read as self-standing material. In
490:
The preface to the 1984 collection, again signed by Skinner, Rorty, and Schneewind, expressed gratitude for support, both scholarly and financial, from
188:
editorial comments on Pocock's 1965 article, but any impetus connected to Bailyn for Pocock's seminal study remains a subject of scholarly inquiry.
836:
Pocock, J.G.A. (2019). "A Response to Samuel James's "J.G.A. Pocock and the Idea of the 'Cambridge School' in the History of Political Thought"".
766:
Pocock, J.G.A. (2019). "A Response to Samuel James's "J.G.A. Pocock and the Idea of the 'Cambridge School' in the History of Political Thought"".
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to "regularly translate" the concept of "state" within a select set of comparable and compound, albeit shifting, contexts. He suggested that "
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For conceptual history and the history of ideas, mutually agreeable translations were important, and Pocock seemed to require common lexical
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580:
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Christopher Celenza added that the "Ideas in Context" series included "field-defining synthetic works by senior scholars (Peter Novick's
573:
203:, expressed "surprise" at pundits and scholars who "denounced as party to a conspiracy of American ideologues," and attempted to use
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and narrate what goes on in this world; it is possible that there may be a 'political theory' which addresses the same phenomena."
199:
periodically clarified and updated Cambridge School methodologies. In a 1981 methodological essay, for instance, Pocock critiqued
111:
The school has been criticised on a number of fronts. On the one hand, historians working in more materialist contexts such as
1105:
603:
Guardians of the Humanist Legacy: The Classicism of T.S. Eliot's Criterion Network and Its Relevance to Our Postmodern World
512:
Despite financial and philanthropic continuities, contributors to a 2014 special issue dedicated to the book series in the
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political thought, not to foreclose the possibility or probability of political thought independent of a given discourse.
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Pocock, J.G.A. (January 2019). "On the Unglobality of Contexts: Cambridge Methods and the History of Political Thought".
561:
17:
1207:
801:
Pocock, J.G.A. (October 1965). "Machiavelli, Harrington and English Political Ideologies in the Eighteenth Century".
496:
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have criticised the school's focus on ideas. Christopher Goto-Jones has argued that the school has developed in an
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mode of interpretation, placing primary emphasis on the historical conditions and the intellectual context of the
127:
Internal discordance seems manifest in the history of the idea of the Cambridge School, especially in regards to
56:
1348:
871:
Pocock, J.G.A. (1981). "The Reconstruction of Discourse: Towards the Historiography of Political Thought".
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still held to his example of the " 'history of the concept of the state' " as possible with common lexical
32:
21:
980:
1338:
925:
Siegelberg, Mira L. (2013). "Things Fall Apart: J.G.A. Pocock, Hannah Arendt, and the Politics of Time".
471:
Virtue, Commerce, and History: Essays in Political Thought and History, Chiefly in the Eighteenth Century
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144:
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expounded on one of his many purposes for contributing to the Cambridge School. Pocock confirmed that "
43:, where many of those associated with the school held or continue to hold academic positions, including
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437:
60:
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Pocock, J.G.A. (Fall 2004). "Quentin Skinner: The History of Politics and the Politics of History".
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169:
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316:
205:
40:
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constitutive elements of human history in themselves, and hence contradicts social-scientific
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Pocock aimed to explain why Cambridge School publications should not be "homogenized" as the
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535:); books by renowned scholars setting out on a new, trail-blazing path (G.E.R. Lloyd's
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Pocock, J.G.A. (1962). "The History of Political Thought: A Methodological Enquiry".
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564:, which deals with the British Empire and does not overlap with intellectual history
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Bevir, Mark (2011). "Chapter 1. The Contextual Approach". In Klosko, George (ed.).
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729:
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cited and recapitulated Bailyn's arguments on "Context in History" in reviews for
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rejoined their criticism in "Concepts and Discourses: A Difference in Culture."
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222:
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48:
44:
1106:"'How to do things with books': Quentin Skinner and the dissemination of ideas"
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Pocock, J.G.A. (2011). "Theory in History: Problems of Context and Narrative".
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The Meaning of Historical Terms and Concepts: New Studies on Begriffsgeschichte
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The Meaning of Historical Terms and Concepts: New Studies on Begriffsgeschichte
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The Meaning of Historical Terms and Concepts: New Studies on Begriffsgeschichte
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The Meaning of Historical Terms and Concepts: New Studies on Begriffsgeschichte
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415:
265:
247:
200:
112:
64:
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903:
642:
Skinner, Quentin (1969). "Meaning and Understanding in the History of Ideas".
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in the study of contexts for ideas, presaging the sixth volume in the series,
464:. The introductory essay served both as an introduction to the volume and the
143:, especially after the 1968 publication of a critical essay on the lessons of
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Pocock, J.G.A. (1996). "Concepts and Discourses: A Difference in Culture?".
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Pocock, J.G.A. (1996). "Concepts and Discourses: A Difference in Culture?".
1013:
Pocock, J.G.A. (1996). "Concepts and Discourses: A Difference in Culture?".
998:
Pocock, J.G.A. (1996). "Concepts and Discourses: A Difference in Culture?".
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direction by neglecting non-Western contributions to intellectual history.
1286:
1239:
1160:
444:, a collection of lectures delivered for a 1982-83 conference sequence at
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In response to methodological criticisms of Cambridge School contexts in
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Rejoinder to Critiques of Cambridge School Contextualism by J.G.A. Pocock
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80:
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is a loose historiographical movement traditionally associated with the
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663:
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97:
531:); innovative studies that quickly became canonical (David Armitage's
88:
814:
655:
228:
industrial and post-industrial North American "progressive business"
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promotes sustainability and energy saving in academic publishing.
1200:
Philosophy in History: Essays on the Historiography of Philosophy
442:
Philosophy in History: Essays in the Historiography of Philosophy
375:
312:
305:
448:. The collection became the inaugural volume of the publisher's
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Pocock, "Theory in History Problems of Context and Narrative."
410:
disclosed that the opprobrium had precipitated his multivolume
1202:. Cambridge , UK: Cambridge University Press. pp. ix-16.
605:. Leiden, The Netherlands: Koninklijke Brill. pp. 9–10.
539:); volumes that arose out of conferences or lecture series (
487:. Pocock never served as a principal editor for the series.
122:
688:
The Oxford Handbook of the History of Political Philosophy
543:); collections of essays around a single important theme (
1271:"Ideas in Context and the Idea of Renaissance Philosophy"
545:
Renaissance Civic Humanism: Reappraisals and Reflections
627:. Manchester, UK: Manchester University Press. p.
518:
The Language of Political Theory in Early-Modern Europe
485:
The Language of Political Theory in Early-Modern Europe
79:
The Cambridge School can broadly be characterised as a
91:
of a given historical era, and opposing the perceived
960:
Bailyn, Bernard (March 1996). "Context in History".
753:
Peter Laslett, Ed., Philosophy, Politics and Society
364:, the imposition could potentially be an example of
320:
using the "word state as a translation of the Greek
260:as "Context in History," on critical appraisals of
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collectivism in stateless societies and subcultures
1330:
432:"Ideas in Context" by Cambridge University Press
703:Re-politicising the Kyoto School as Philosophy
452:series, with an editorial board that included
234:. Mira Siegelberg maintains that the ideas of
533:The Ideological Origins of the British Empire
264:and on ideas that transcended such contexts.
623:Reflections on the Marxist Theory of History
614:
612:
581:The Foundations of Modern Political Thought
924:
700:
618:
574:The Cambridge History of Political Thought
191:
609:
123:Michael Oakeshott: debates over influence
1224:"Ideas in Context at 100---Introduction"
1076:The Oxford Handbook of Political Science
1059:The Oxford Handbook of Political Science
600:
414:series, published from 1999 to 2015, on
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1197:
1142:
1084:10.1093/oxfordhb/9780199604456.013.0004
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1344:History of the University of Cambridge
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1145:"Enlightenment as Concept and Context"
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690:. Oxford University Press. p. 14.
529:The Origins of American Social Science
477:that periodically deployed Saussurean
131:'s dialectical call for both "global"
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979:Wood, Gordon S. (23 February 2015).
978:
1122:10.1016/j.histeuroideas.2008.11.001
13:
562:Cambridge School of historiography
18:Cambridge School of historiography
14:
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497:The Chronicle of Higher Education
209:character interpretations of the
1269:Celenza, Christopher S. (2014).
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701:Goto-Jones, Christopher (2008).
1275:Journal of the History of Ideas
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1228:Journal of the History of Ideas
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1149:Journal of the History of Ideas
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1104:Fisher, Richard (1 June 2009).
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850:10.1080/01916599.2018.1535591
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730:10.1080/23801883.2018.1523997
587:
473:, a collection of essays by
145:socio-historical linguistics
33:history of political thought
22:Peterhouse school of history
7:
927:Modern Intellectual History
718:Global Intellectual History
550:
537:Adversaries and Authorities
340:, the early modern English
74:
10:
1365:
619:Blackledge, Peter (2006).
507:Cambridge University Press
438:Cambridge University Press
15:
1198:Skinner, Quentin (1984).
1110:History of European Ideas
939:10.1017/S1479244312000364
904:10.1215/0961754X-10-3-532
838:History of European Ideas
768:History of European Ideas
601:Vanheste, Jeroen (2007).
705:. London, UK: Routledge.
446:Johns Hopkins University
406:, by Bailyn and others,
404:The Machiavellian Moment
182:The Machiavellian Moment
170:The Machiavellian Moment
16:Not to be confused with
1143:Schmidt, James (2014).
380:epistemic justification
317:epistemic justification
250:delivered a lecture at
206:Raiders of the Lost Ark
192:The Republican Position
41:University of Cambridge
412:Barbarism and Religion
1287:10.1353/jhi.2014.0035
1240:10.1353/jhi.2014.0032
1161:10.1353/jhi.2014.0038
873:Modern Language Notes
541:Philosophy in History
1349:Intellectual history
1234:(4): 651–652. 2014.
981:"History in Context"
149:liberal-conservative
29:intellectual history
985:Washington Examiner
527:and Dorothy Ross's
418:drafted during the
388:Professor Koselleck
356:." Translations of
277:Washington Examiner
271:The Weekly Standard
252:La Trobe University
246:In 1995, historian
211:Ark of the Covenant
139:has been linked to
100:in historiography.
1339:Historical schools
644:History and Theory
568:Conceptual history
397:conceptual history
293:conceptual history
480:langue and parole
352:, or the English
344:, the Florentine
177:Political Science
164:Michael Oakeshott
141:Michael Oakeshott
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466:Ideas in Context
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147:espoused by the
37:Cambridge School
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475:J. G. A. Pocock
469:the series was
454:Quentin Skinner
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282:J. G. A. Pocock
254:, published in
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219:J. G. A. Pocock
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1281:(4): 653–666.
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425:historiography
416:historiography
324:, the Chinese
266:Gordon S. Wood
248:Bernard Bailyn
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1304:
1300:
1296:
1292:
1288:
1284:
1280:
1276:
1272:
1265:
1257:
1253:
1249:
1245:
1241:
1237:
1233:
1229:
1225:
1219:
1211:
1209:9780521273305
1205:
1201:
1194:
1186:
1182:
1178:
1174:
1170:
1166:
1162:
1158:
1154:
1150:
1146:
1139:
1131:
1127:
1123:
1119:
1115:
1111:
1107:
1100:
1092:
1085:
1081:
1077:
1070:
1064:
1060:
1054:
1046:
1039:
1031:
1024:
1016:
1009:
1001:
994:
986:
982:
975:
967:
963:
956:
948:
944:
940:
936:
932:
928:
921:
913:
909:
905:
901:
897:
893:
886:
878:
874:
867:
859:
855:
851:
847:
843:
839:
832:
824:
820:
816:
812:
809:(4): 579–80.
808:
804:
797:
789:
785:
781:
777:
773:
769:
762:
754:
747:
739:
735:
731:
727:
723:
719:
712:
704:
697:
689:
682:
673:
665:
661:
657:
653:
649:
645:
638:
630:
625:
624:
615:
613:
604:
597:
593:
583:
582:
578:
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575:
571:
569:
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563:
560:
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548:
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542:
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519:
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510:
508:
503:
499:
498:
493:
488:
486:
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481:
476:
472:
467:
463:
459:
458:Richard Rorty
455:
451:
447:
443:
439:
429:
426:
421:
420:Enlightenment
417:
413:
409:
408:J.G.A. Pocock
405:
400:
398:
394:
389:
385:
381:
377:
373:
369:
367:
363:
359:
355:
351:
348:, the French
347:
343:
339:
335:
331:
327:
323:
318:
314:
309:
307:
302:
298:
294:
290:
285:
283:
279:
278:
273:
272:
267:
263:
262:contextualism
259:
258:
253:
249:
239:
237:
236:Hannah Arendt
233:
229:
224:
220:
215:
212:
208:
207:
202:
198:
189:
187:
183:
179:
178:
172:
171:
165:
161:
160:J.G.A. Pocock
157:
155:
154:Peter Laslett
150:
146:
142:
138:
137:contextualism
134:
133:contextualism
130:
129:J.G.A. Pocock
120:
118:
114:
109:
107:
101:
99:
94:
90:
86:
85:contextualist
82:
72:
70:
69:Raymond Geuss
66:
62:
58:
54:
53:Peter Laslett
50:
46:
42:
38:
34:
30:
23:
19:
1278:
1274:
1264:
1231:
1227:
1218:
1199:
1193:
1152:
1148:
1138:
1113:
1109:
1099:
1075:
1069:
1058:
1053:
1044:
1038:
1029:
1023:
1014:
1008:
999:
993:
984:
974:
965:
961:
955:
930:
926:
920:
895:
891:
885:
879:(5): 959–80.
876:
872:
866:
841:
837:
831:
806:
802:
796:
771:
767:
761:
752:
746:
721:
717:
711:
702:
696:
687:
681:
672:
647:
643:
637:
622:
602:
596:
579:
572:
544:
540:
536:
532:
528:
524:
522:
517:
513:
511:
501:
495:
489:
484:
478:
470:
465:
449:
441:
435:
411:
403:
401:
383:
370:
366:Eurocentrism
361:
357:
353:
349:
345:
342:commonwealth
341:
337:
333:
329:
328:, the Latin
325:
321:
310:
300:
296:
286:
275:
269:
255:
245:
216:
204:
195:
185:
181:
175:
168:
158:
126:
110:
102:
78:
36:
26:
724:(1): 1–14.
650:(1): 3–53.
338:res publica
280:. In 1996,
117:orientalist
93:anachronism
81:historicist
61:James Tully
1333:Categories
1078:: 102–10.
968:(3): 9–15.
933:(1): 112.
898:(3): 542.
844:(1): 103.
774:(1): 102.
755:: 183–203.
588:References
440:published
384:Sattelzeit
162:mentioned
106:Mark Bevir
98:positivism
1295:0022-5037
1248:0022-5037
1185:207267940
1169:0022-5037
1130:144911266
947:145374992
912:145800576
858:195562352
788:195562352
738:159264164
436:In 1984,
217:In 2004,
89:discourse
57:John Dunn
1319:28355530
1311:27424236
1303:43289690
1256:43289689
1177:43289692
1047:: 47–58.
1032:: 47–58.
1017:: 47–58.
1002:: 47–58.
962:Quadrant
551:See also
376:cognates
334:imperium
313:cognates
306:cognates
301:Begriffe
257:Quadrant
75:Overview
31:and the
823:1922910
664:2504188
378:and/or
330:civitas
315:and/or
223:Skinner
1317:
1309:
1301:
1293:
1254:
1246:
1206:
1183:
1175:
1167:
1128:
1063:online
1061:2006.
945:
910:
856:
821:
786:
736:
662:
460:, and
354:estate
67:, and
35:, the
1315:S2CID
1299:JSTOR
1252:JSTOR
1181:S2CID
1173:JSTOR
1126:S2CID
943:S2CID
908:S2CID
854:S2CID
819:JSTOR
784:S2CID
734:S2CID
660:JSTOR
346:stato
322:polis
297:Ideen
1307:PMID
1291:ISSN
1244:ISSN
1204:ISBN
1165:ISSN
395:and
350:Ă©tat
299:and
274:and
1283:doi
1236:doi
1157:doi
1118:doi
1080:doi
935:doi
900:doi
846:doi
811:doi
776:doi
726:doi
652:doi
386:as
362:kuo
358:all
336:or
332:or
326:kuo
230:or
186:WMQ
83:or
27:In
20:or
1335::
1313:.
1305:.
1297:.
1289:.
1279:75
1277:.
1273:.
1250:.
1242:.
1232:75
1230:.
1226:.
1179:.
1171:.
1163:.
1153:75
1151:.
1147:.
1124:.
1114:35
1112:.
1108:.
983:.
966:40
964:.
941:.
931:10
929:.
906:.
896:10
894:.
877:96
875:.
852:.
842:45
840:.
817:.
807:22
805:.
782:.
772:45
770:.
732:.
720:.
658:.
646:.
629:10
611:^
456:,
368:.
291:,
71:.
63:,
59:,
55:,
51:,
47:,
1321:.
1285::
1258:.
1238::
1212:.
1187:.
1159::
1132:.
1120::
1086:.
1082::
987:.
949:.
937::
914:.
902::
860:.
848::
825:.
813::
790:.
778::
740:.
728::
722:4
666:.
654::
648:8
631:.
24:.
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