![]() It’s that historical methods can offer us relief from ideology, while still allowing a scholar to remain attached to a deeply held belief system. It’s not that ideology doesn’t matter, in life or when you are teaching methods: quite the opposite, in fact. This may be partly because so many scholars who should know better are consumed by arguments on social media that are less attached to evidence than they are to maintaining an ideological position that they believe is vital to defend in these troubled times. I value the kind of teaching that brings us back to the bones of historical truth-telling now more than I ever did. I always have, ever since I started teaching a similar course to undergrads back in 1993. ![]() ![]() Then there is the big reveal: “I am also teaching a core course in our history graduate program,” I continue, “with a super-sexy title: Historical Methods!” Except the truth is - call me a nerd now and get it over with - I do think that historical methods is about the most fun thing to teach ever. ![]() I first describe my exciting, five-section strong introduction to Internet studies. ![]() When people ask me what I am teaching this semester, I bury the lede. ![]()
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