0 Philosophy Of History

Undeniably the contribution the City makes studying compliance with the principles of teaching. To demonstrate the foregoing, it may be mentioned by way of examples, the linking of theory with practice, the scientific nature of education, the bonding of the concrete and the abstract, the affordability of teaching, the strength of knowledge, among others.

The importance of the subject History in plans and curricula for teaching Cuban is priority in our country because of its importance in the formation humanist. The teaching of this, gives the possibility to know the past to understand the present and the future. History thus becomes the bearer of a sense of community shared a world view and a good living that transcends its own individuality, its present. Teaching History seeks an individual acquires the knowledge to the society in which it is immersed, acquires meaning and reality.

Location The study of students knowledge gives them economic, historical and others, providing it with a vast culture on its territory, as well as feelings are as important as the love of country, especially to the place where we were born, grown and where we develop as full citizens.

Clearly local history contributes to the formation and development of knowledge, moral values, objectives and codes of behavior with respect to knowledge of local history, for our generations is vital.

Approach also allows students to research, that is, actively seeking to develop the emotional relationship from the nearest producing them linking theory with practice while the student can show as facts or phenomena materialize, are objectified and influence their own life.

In classes Cuban Cultural and Historical Panorama Universal (PHCCU) observed by the author, where the use of the City can facilitate the teaching - learning of the contents of the colonial period, it was found that the productivity of the class was not high, this because of the use of means and methods few illustrative. It shows the use of media to illustrate the colonial era in the history of Cuba, the procedures used were generally more dialogue, conversation based on the use of heuristic methods that involve students in a high degree of abstraction.

The survey of teachers by the author found that it difficult teaching local history and use this in the Cuban Cultural and Historical Panorama Universal (PHCCU) teaching History of Cuba given to the following: it hinders the adequacy of the schedule for the visit to monuments, plaques or historic sites, lack of information, why literature prepared for the use of the potential of local history in the teaching of the history of Cuba, lack of means of illustration Local History classes in History of Cuba and the difficult access to personalities who study or are part of our local history.

Our work is aimed at responding to the need to make available to the teach Cuban Cultural and Historical Panorama Universal (PHCCU) a material that contributes to improve its work on the development of the teaching of the subject.

To give solution to the problem of research the author has set the following objective: Develop a Web site that contributes to the use of the educational potential of the City for the study of colonial history in the subject Cuban Cultural and Historical Panorama Universal (PHCCU ).

Development:

History is the science that aims to study the past of humanity itself and as a method of social science. 

[1] Also known history , the historical period of time from the appearance of writing to date. This use of the term history equivalent does change over time. 

[2] In this sense is opposed to the concept of philosophy, essentially equivalent or permanence (what to speak of a natural philosophy and classical texts currently on especially in Anglo-Saxon academia, as equivalent to physics). For any field of knowledge, you can have a historical perspective-change-or-philosophical essence. In fact, it can be made ​​to the story itself and the same time. If history is a social science and human, why can not abstract is responsible for studying social processes: explaining the facts and events of the past, either by the knowledge itself, either by helping us to understand the present: Cicero baptized history as the teacher of life . 

[3] and as he Cervantes, also called the mother of truth . 

[4] Benedetto Croce stressed the strong involvement of the past into the present with his whole history is history contemporáea . The story, by studying the facts and processes of the human past, is useful for understanding the present and raise possibilities for the future. 

[5] Sallust even said that among the various occupations who exercise ingenuity, the memory of past events prominently for their usefulness . 

[6] A widespread topic (attributed to George Santayana) warns that people who do not know their history are doomed to repeat it , 

[ 7] although other topic (attributed to Charles Marx) turn indicate that when you do this again once as tragedy, the second as farce . 

[8] The radical importance of it is based on that history, like medicine, is a science in which the subject researcher agrees with the object being studied. Hence the great responsibility of the historian: history has a projection to the future for its transformative power as a tool of social change, and the professionals who run it, the historians, were covered by what Marx said of philosophers ( so far have responsible for interpreting the world and what it is to change it ). 

[9] However, from another perspective it seeks a disinterested research for objectivity in historical science. 

[10] Philosophers seek solutions to specific problems but pose a universal answers, so Plato, when faced with the political breakdown of Athens, after the death of Pericles, the tyranny and corruption of the new democracy, and poses a definite solution and universal Republic is utopian and theoretical, while politicians of the time what they wanted were short-term solutions, patches the problem rather than fix it from the ground.

The story on the other hand also has a philosophical, and always need to complement philosophical narrative sense. There will, therefore, historians idealists and materialists, Hegelian and Marxist, positivist and hermeneutic, etc. The philosophy of history is so intrinsic to the story as the historian's thought, which will, willy-nilly, a particular philosophical perspective that is always acting. We note that philosophy and history are always in close contact.

Do you have a teleological history?

Theodicy history calls for a direction that leads to an eschatological end, given by a higher power. However transcendental teleological sense can be seen as immanent in human history itself. It can be said that Marx, as Auguste Comte, has an immanent teleological conception of history, although Althusser has argued that the discontinuity is an essential element of Marx's dialectical materialism, including historical materialism. Thinkers like Nietzsche, Foucault, Deleuze and Althusser himself, deny any teleological sense of history, to characterize it better through the discontinuity, rupture and variety of scales in historical time, as demonstrated by the Annales School, particularly Fernand Braudel. History can be defined as the science of change over time.

Schools of thought influenced by Hegel and Marx see history as progressive, although they see the progress as the manifestation of a dialectic in which factors operating in opposite directions are synthesized through time. Thus, the story can best be seen as directed by a Zeitgeist (spirit of the time), whose traces can be seen by looking at the past. Hegel believed that history pushed the man to civilization, and some attribute the belief that the Prussian state embodied the end of the story. In his Lectures on the philosophy of history , philosophy explains that each era is somehow the whole philosophy, not a subdivision of the Whole but this Whole itself apprehended in a specific way (sic).

Marx adapted Hegel's dialectic to develop dialectical materialism. He saw the struggle of thesis and antithesis and synthesis had always place resulting in physical and economic field. The main contribution of historical materialism is that history shows progress, but not linearly cumulative, and that the cause of that progress is the struggle for the possession and control of the means of production. The ideas and political institutions are the result of material production and the conditions of distribution and consumption. For Marx, the ongoing battle between opposing forces within modes of production inevitably leads to revolutionary changes, and ultimately to communism, that would be the end of a state recreation literally prehistoric. Both Hegel and Marx are teleological in his conception of history: both believe that history is progressive and targeted for a particular purpose. The history of the means of production, therefore, is the structure of the story, and anything else, including the ideological discussion about the story itself, is the superstructure.

A classic example of history written by the victors is the information that has come to the Carthaginians. Roman historians attribute to their untold cruelties secular enemies, including human sacrifices, we can not compare with the other side of the story.

Similarly, we have just the Christian version of how Christianity became the dominant religion in Europe, but not the pagan version. We have the European version of the conquest of America, but not that of the natives. Herodotus tells the Greek version of the medical wars, but it has survived the Persian.

A possible counter-example is the Civil War, the Confederates losers have published more information than the victors, to dominate the national perception of history (Confederate generals Lee and Jackson are regarded as superior to their opponents, and movies like Gone With the Wind and The Birth of a Nation and sentimentally have fixed visual point of view of the South in the collective imagination).