Tyson Ashley Retz
Associate Professor
HG O-237
Fakultet for utdanningsvitenskap og humaniora
Institutt for kultur- og språkvitenskap
Institutt for kultur- og språkvitenskap
Bio
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Tyson Retz obtained his PhD (2016) from the University of Melbourne. He is the author of Empathy and History (Berghahn 2018), a dual exploration of empathy's intellectual and educational history, as well as numerous articles on core problems in historical theory and method. His current book project explores the concept of progress in different conceptions of history. Email tyson.retz@uis.no
PhD supervisions: Jacob Tom (2021-24), The Idea of Progress in Norwegian Literature.
Peer-reviewed scholarly works:
Books
- 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
- ‘Didactics’, in Routledge Companion to Historical Theory, ed. Chiel van den Akker (London: Routledge, 2022), 414-29.
- '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, Berber Bevernage, Maria Grever, Tracey Loughran, Edward Wang and Ogechukwu Williams (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 (Sydney: Allen and Unwin, 2019), 89-101.
- 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.
In production:
- ‘Inside Historical Re-enactment’, in Historical Reenactment: New Ways of Experiencing History, eds Mario Carretero and Everardo Perez-Manjarrez. New York and Oxford: Berghahn Books, forthcoming 2021/2022.
Edited works:
- guest editor, Educational Philosophy and Theory 49, 6 (2017), history education special issue. See also the introduction.
Other articles:
- ‘Historical Reenactment: Limitations and Possibilities’, Fortid 17, 2 (2020), 38–41.
- ‘Limitaciones y posibilidades de la reconstrucción histórica’, Íber. Didáctica de las Ciencias Sociales, Geografía e Historia 97 (2019), 35–40.
- ‘Against Empathy in History?’ Public History Weekly 6 (2018), 27.
- ‘Doing Historical Empathy’, Agora 47, 3 (2012), 40–46.
Reviews and commentary:
- ‘Tolstoy’s Anthropocene’, commentary on Zoltán Boldizsár Simon, ‘The Role of History in an Anthropocenic Knowledge Regime’, Public History Weekly 9 (2021), 1.
- Review of Michael J. Kelly and Arthur Rose (eds), Theories of History: History Read across the Humanities. London: Bloomsbury, 2018. Journal of Cognitive Historiography 5, 1–2 (2018–19). 4 pp.
- Review of Georgios Patios, Kierkegaard on the Philosophy of History. London: Palgrave Macmillan, 2014. International Network for Theory of History.
Media and interviews:
- ‘The Question of Scale in History and History Education’, #PastFwd provocation, 13 November 2020.
- I Bokhylla – ‘Theories of History’, Fortid 16, 4 (2019), p. 112-113
- ‘How Empathy Can Help Students Grasp Past and Present’, Alpha Galileo, 12 March 2019.
- Emerging Historians Q&A – Tyson Retz. Australian Historical Association.
