Tyson Ashley Retz
Førsteamanuensis i idéhistorie
Kontakt
Telefon: 51833021
E-post: tyson.retz@uis.no
Sted: HG O-237
Organisasjonsenhet
Fakultet for utdanningsvitenskap og humaniora
Institutt for kultur- og språkvitenskap
Kort om meg
Tyson Retz FRHistS is an intellectual historian with a PhD from the University of Melbourne. His first book Empathy and History (Berghahn 2018) explains the role that the concept of empathy played in providing history with a philosophical foundation in the eighteenth and nineteenth centuries. Critical of the psychologism of that tradition, the book develops an alternative to 'empathetic understanding' based on Gadamer’s hermeneutical reception of Collingwood’s logic of question and answer.
His second book Progress and the Scale of History appears in the Cambridge Elements series Historical Theory and Practice. The Element develops five categories of progress from antiquity to the present day. Retz is also the author of numerous peer-reviewed articles that explore the history of history as a concept and practice. He is a Fellow of the Royal Historical Society, an editor of the Bloomsbury History: Theory and Method digital resource, and he sits on the board of the History Education Research Journal.
Retz's current project examines the religious politics of Restoration France (1815-1830) and the historical writings that served as arenas for political debate. The project situates the history of historical writing in the history of political thought, shedding new light on the way liberals employed historical argument to articulate novel political positions in this period of Catholic revival and constitutional monarchy. Other recent work includes a history of European liberalism from 1789 to 1947.
Visiting appointments have taken Retz to the University of British Columbia (2014), Tallinn University (2018) and the University of Oslo (2021). In 2024-25, he is a Senior Research Fellow at the University of Vienna.
PhD supervisions: Jacob Tom (completed, 2025), 'Radical Moderation: Time and History in Twentieth-Century Norwegian Literature'.
Peer-reviewed scholarly works:
Books
- Progress and the Scale of History. Cambridge: Cambridge University Press, 2022.
- Empathy and History: Historical Understanding in Re-enactment, Hermeneutics and Education. New York and Oxford: Berghahn Books, 2018. In paperback in 2022 with a foreword by Allan Megill.
Articles / chapters
- 'The Past in Question: History as Past and Present Problem-Spaces', Journal of the Philosophy of History 18, 2 (2024), 213-22.
- 'Idea or Concept? Progress in Comparative Methodological Perspective', Journal of the Philosophy of History 17, 3 (2023), 452-71.
- 'Teaching History on the Scale of the Anthropocene: Three Ethical Challenges', Historical Encounters 9, 2 (2022), 7-17.
- ‘Progress’, in Bloomsbury History: Theory and Method, eds Stefan Berger et al. London: Bloomsbury, 2021.
- 'Inside Historical Re-enactment', in Historical Re-enactment: New Ways of Experiencing History, eds Mario Carretero, Brady Wagoner and Everado Perez-Manjarrez, 185-201. New York and Oxford: Berghahn Books, 2022.
- ‘Didactics’, in Routledge Companion to Historical Theory, ed. Chiel van den Akker, 414-29. London: Routledge, 2022.
- 'The Open Future in Peril: the Anthropocene and the Political Agent of Humanistically Oriented Historiography', Rethinking History 25, 4 (2021), 440-57.
- ‘Empathy’, in Bloomsbury History: Theory and Method, eds Stefan Berger et al. London: Bloomsbury, 2021.
- ‘Teaching Empathy and the Critical Examination of Historical Evidence’, in Historical Thinking for History Teachers, eds Tim Allender, Anna Clark and Robert Parkes, 89–101. Sydney: Allen and Unwin, 2019.
- and Stuart Macintyre, ‘The Honours Conception of History’, History Australia 15, 4 (2018), 804–22.
- ‘Why Re-enactment is not Empathy, Once and for All’, Journal of the Philosophy of History 11, 4 (2017), 606–23.
- ‘The Structure of Historical Inquiry’, Educational Philosophy and Theory 49, 6 (2017), 606–17.
- ‘At the Interface: Academic History, School History and the Philosophy of History’, Journal of Curriculum Studies 48, 4 (2016), 503–17.
- ‘History, the Philosophy of History and History Education’, Agora (Sungraphô) 50, 1 (2015), 4–11.
- ‘A Moderate Hermeneutical Approach to Empathy in History Education’, Educational Philosophy and Theory 47, 3 (2015), 214–26.
Edited works:
- Bloomsbury History: Theory and Method (digital resource), section editor, 'Historiography, Theory and Method'.
- History Education Research Journal, guest editor, special series ‘history education in historical perspective’ (2024-25).
- Educational Philosophy and Theory 49, 6 (2017), guest editor, special issue on history education.