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By Eberhard W. Sauer

Challenging either conventional and stylish theories, this choice of items from a global variety of participants explores the separation of the human previous into historical past, archaeology and their comparable sub-disciplines.

Each case examine demanding situations the validity of this separation and asks how we will stream to a extra holistic process within the research of the connection among background and archaeology.

While the point of interest is at the historical international, quite Greece and Rome, rhe classes learnded during this e-book make it an crucial addition to all reports of background and archaeology.

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While some archaeologists (and many historians) are content with archaeology playing the role of the proverbial ‘handmaiden of history’, others strive towards equality. Austin (1990: 10) laments that school textbooks ‘are based almost solely on documentary evidence, although they may incidentally include pictures of material things such as castles or coins’. Similarly, many university classics departments offer modules in art and architecture (sometimes confined to a few Mediterranean centres) as little more than an illustrative background to the ‘great’ works of literature.

Since the latter question has already been discussed above, this chapter is primarily concerned with the first, though this will ultimately lead us to pose the question as to whether archaeology should strive towards ‘emancipation’ in the sense of asserting equal status and importance or in the sense of striving towards even fuller independence. Notwithstanding the frequent neglect of archaeology in education, I would argue that archaeologists have no reason to develop an inferiority complex in terms of the relative value of the contribution of their preferred research methods to the reconstruction of human history.

Austin (1990: 10) laments that school textbooks ‘are based almost solely on documentary evidence, although they may incidentally include pictures of material things such as castles or coins’. Similarly, many university classics departments offer modules in art and architecture (sometimes confined to a few Mediterranean centres) as little more than an illustrative background to the ‘great’ works of literature. John Moreland (2001) has produced one of the most powerful studies of this kind of interrelation between archaeology and text, exploring the historical origins of our ‘logocentric world’ where it is taken to be ‘common sense’ that ‘written sources from the past are more informative than those recovered archaeologically’ (Moreland 2001: 33; cf.

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