James @TTJamesG
The fact that you spent 7 years memorizing dates and the culmination of that is arguing semantics on X is depressing. Is it too late for a refund? You wrote an entire thread addressing a point I never made, a point you intentionally misconstrued.Another thing that has come up a fair bit here recently is the idea that historical training consists of “spend[ing] 7 years memorizing dates” which is a severe misunderstanding of what historians do.
It confuses the job of reading history books for the job of writing them.
While any historian is going to end up knowing a lot of names and dates simply as a byproduct of teaching and working with their material, raw memorization is not a significant part of the PhD training process.
Instead, the focus is on research skills and analysis.
In practice, we can divide a lot of historical training into three components: the historical method, “theory”, and then field-specific training.
The historical method is the process and heuristics we use to assess historical sources.
While history students work from history books that are “pre-chewed” as it were, historians work with their evidence in its raw, unprocessed form: archives of documents, ancient texts, inscriptions, memoirs, archaeological remains and so on.
The historical method is how we approach that raw material: who produced it? What information would they have had (eyewitness? second hand?), what sources might they have had? What might their own aims have been?
And how can we most plausibly fill in gaps in our evidence?
Then there is historical theory. No good historian is a doctrinaire follower of a single theory of history — rather these are toolboxes of ideas we use to frame the research questions we’re asking.
But to use those ideas, you must know and understand them first.
So “critical theory” is interested in power relationships, while an Annales framework is interested in long-term structures and cultural assumptions, while a materialist framework focuses on material conditions and so on.
Each would imply different questions of the evidence.
Part of the point of learning theory, of course, is that each theory lens is, in and of itself, incomplete. Cultural structures matter, individual choices matter, material conditions matter, etc. etc.
You learn and think about a bunch of these to know the blindspots of each.
Finally, historians are going to learn a bunch of research skills specific to our period and place. For ancient Roman history, that’s Latin, Greek, epigraphy, paleography, some philology and a lot of archaeology.
For a more modern field, archive research methods are huge.
On top of that, you’re also going to develop knowledge in other disciplines — sciences, social sciences — that touch on your topic of interest. I work on the costs of warfare, so military science and theory, along with economics and a bit of demographics, matter to me.
What the historian is actually doing is taking that skillset to the raw evidence of the past — sometimes asking new questions of old material, frequently asking old questions of material no one has studied intensively before — to discover new information about the past.
Of course we also assemble a broad knowledge of the societies we study (like how Roman citizenship works), which we’d need to understand our sources and our evidence.
Roman citizenship, for instance, matters a lot for understanding the Roman army!
That broad knowledge is what we’re drawing on in teaching and for that we are relying on the work of our colleagues in the discipline: each historian is doing their own original discovering-the-past work, but also keeping up-to-date on our colleagues’ work.
The end result is both a steadily improving understanding of the past but also the ability, as our own conditions and interests change, to ask new questions, rather than simply endlessly rehash old questions and old (potentially flawed) answers.
“Online Rent-a-Sage” Bret Devereaux, Twitter, 2025-08-05.
November 9, 2025
QotD: Historical training is not “spending 7 years memorizing dates”
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