ARM 1

ARCHITECTURAL RESEARCH
METHODS
AR. RAMON R. DUEÑA, JR., uap
INSTRUCTOR
 PRIMARY TEXTBOOK
ARCHITECTURAL RESEARCH METHODS
2 ND EDITION
LINDA GROAT & DAVID WANG

REFERENCES:

RESEARCH METHODS KNOWLEDGE BASE

WILLIAM M. TROCHIM, Cornell University
http://www.socialresearchmethods.net/kb/
“It is not the answer that
enlightens but the
question…..”
WHAT IS RESEARCH?

• “…the systematic process of collecting

and analyzing information (data) in order
to increase our understanding of the
phenomenon about which we are
concerned”
• “…systematic inquiry directed toward the
creation of knowledge” – James Snyder
WHAT IS ARCHITECTURAL RESEARCH?
• “…architectural research are those that have clearly
identifiable goals at the outset, where the project is
directed to respond to a question.”
• “in pursuing that question, one follows a credible,
systematic method or mode of inquiry, relevant and
acceptable to the research paradigm under which one is
operating.”
• “this process results in significant results (and in a
thorough, documented manner which reflects a solution
or enhances understanding/knowledge within the
research domain)”
WHAT IS ARCHITECTURAL RESEARCH?

It should be noted that DESIGN can be a

form of research inquiry if it incorporated
the three characteristics listed above.
COMPLEMENTARY NATURE OF RESEARCH & DESIGN

BSArch/MArch MS PhD

DESIGN

RESEARCH

Practitioners Consultants Faculty Scholars

Specialist Firms Research Scientists
CONCEPTUAL FRAMEWORK

Systems Of Inquiry
 DOMAIN OF ARCHITECTURAL
RESEARCH
DESIGN DEFINED
- “COURSE OF ACTION AIMED AT CHANGING EXISTING
SITUATIONS INTO PREFERRED ONES.” – Herbert Simon
- “CONVERTS INDETERMINATE SITUATIONS TO
DETERMINATE ONES.” – Donald Schon
- GENERATIVE
RESEARCH DEFINED
• “SYSTEMATIC INQUIRY DIRECTED TOWARD THE
CREATION OF KNOWLEDGE.” – James Snyder
 PRIMARY DIFFERENCE BETWEEN DESIGN AND
RESEARCH
FACETS OF DESIGN RESEARCH
DIFFERENCE
CONTRIBUTION PROPOSAL FOR ARTIFACT KNOWLEDGE and/or
(From small-scale to large- APPLICATION THAT IS
scale interventions) GENERALIZABLE (in
diverse epistemological
terms)

DOMINANT PROCESSES GENERATIVE ANALYTICAL &

SYSTEMATIC

TEMPORAL FOCUS FUTURE PAST and/or PRESENT

IMPETUS PROBLEM QUESTION

 COMPARABLE AND SHARED QUALITIES OF DESIGN AND
RESEARCH
FACETS OF SIMILARITY DESIGN RESEARCH
MODELS OF SYSTEMATIC DESIGN “SCIENTIFIC” METHOD
RECONSTRUCTED LOGIC PROCESS
MULTIPLE LOGICS ABDUCTIVE ABDUCTIVE (Research
INDUCTIVE Design/Hypothesis
DEDUCTIVE Formation)
INDUCTIVE
DEDUCTIVE
LOGICS IN USE GENERATOR/CONJECTUR MULTIPLE SEQUENCE OF
E MODEL LOGICS, DEPENDENT ON
PROBLEM SOLUTION RESEARCH QUESTIONS
AND PURPOSES
SCOPE MACRO/MICRO & MID- BIG/MEDIUM/SMALL
LEVEL IN THEORY
APPLIED/CLINICAL
SETTING
SOCIAL CONTEXT SITUATED PRACTICE SITUATED RESEARCH
 DESIGN
(Action/ Applied)

THEORY
CONCEPTUAL FRAMEWORK FOR RESEARCH METHODS
 THE SYSTEMATIC DESIGN MODEL

ANALYSIS SYNTHESIS EVALUATION

SYSTEMS OF INQUIRY
This inquiry allowed access to inherent complexity of social
reality…A design process cannot be regarded as a world made
up of totally objectified elements and observable, measurable
facts. Therefore, an effort was made to avoid simplification of
the social phenomena of the design process. – Benyamin
Schwarz
 “ a universal genius of new town planning and architectural style.
Yet, on the other hand, nostalgia is covered in refusal…The
repression of nostalgia is at the core of the project of modernity.”
- Jennifer Bloomer
• OBJECTIVE ASSESSMENT
• SOCIAL DYNAMICS
• POETIC EVOCATION

THESE ARE EXAPMPLES OF VARYING PARADIGMS OR

SYSTEMS OF INQUIRY WITHIN WHICH ARCHITECTURAL
RESEARCH IS TYPICALLY CONDUCTED.
3-PART CONTINUUM OF RESEARCH
PARADIGMS
 POSITIVISM/POSTPOSITIVISM
• HISTORICALLY, POSITIVISM WAS CHARACTERIZED BY
WHAT MANY WOULD DESCRIBE AS A “NAÏVE” BELIEF IN
A REALITY “OUT THERE” THAT CAN BE FULLY KNOWN.
• POST POSITIVISM IS CHARACTERIZED BY A MORE
NUANCED BELIEF IN AN “OUT THERE” REALITY THAT
CAN ONLY BE KNOWN WITHIN SOME LEVEL OF
“PROBABILITY.”
 INTERSUBJECTIVE
• THE WORLD IS KNOWN, INTERSUBJECTIVELY, THROUGH
SOCIOCULTURAL ENGAGEMENT.
• IT ASSUMES THAT ALTHOUGH THERE ARE MULTIPLE
DIVERSE VIEWPOINTS REGARDING SOCIOCULTURAL
REALITIES, IT IS POSSIBLE TO ACHIEVE SHARED
UNDERSTANDINGS OF THOSE REALITIES.
 CONSTUCTIVISM
• ENTAILS A “RELATIVIST” ONTOLOGY, WHEREBY
MULTIPLE REALITIES ARE UNDERSTOOD AS
BEING SOCIALLY CONSTRUCTED.
• KNOWLEDGE EMERGES AS THE RESEARCHER
AND RESPONDENTS CO-CREATE
UNDERSTANDINGS OF THE SITUATION OR
CONTEXT BEING STUDIED.
 WHAT’S YOUR PURPOSE?
• A. CONTEXTUAL PURPOSE
I. WHAT MOTIVATES THIS RESEARCH?
II. WHO IS THE AUDIENCE?
III. WHAT ARE THE ANTICIPATED IMPACTS OR CONTRIBUTIONS OF THE
OUTCOMES OF THE RESEARCH?

• B. THEORETICAL PURPOSE
I. IS IT TO CREATE A NEW THEORY?
II. DOES IT EXPAND AN EXISTING THEORY BY:
a. REFINING IT
b. APPLYING IT TO NEW VENUES
III. IF THE PROJECT CULMINATES IN A DESIGN, HOW DOES THAT RELATE TO
THE USE OF THEORY
 SYSTEMS OF INQUIRY

SCHOOLS OF THOUGHT

CONTEXTUAL RESEARCH
PURPOSES PURPOSES
1. MOTIVATION 1. THEORY
2. AUDIENCE 2. APPLICATION
3. IMPACT

RESEARCH
QUESTION
 WHY AM I DOING THIS RESEARCH?
“…..The research question alone will not produce links to
methods unless the question is thought through seriously,
as well as iteratively, and becomes reflective of purpose.
In other words, the research question is necessary but not
sufficient to determine methodology. By considering the
question and purpose iteratively, one can get to a design
or set of designs that more clearly reflect the INTENT of
the question.”
- Newman et al. Handbook of Mixed Methods in Social and Behavioral Research.
• THE STATED RESEARCH PURPOSES
• THE RESEARCH QUESTIONS
• METHODOLOGICAL DESIGN
CONTEXTUAL PURPOSES
• WHAT IS THE PURPOSE OF THIS RESEARCH PROJECT?
(MOTIVATION)
• PRACTICAL MANDATE
• PERSONAL INTEREST
• WHO IS THE AUDIENCE?
• WHAT IS THE POTENTIAL OR LIKELY IMPACT OF THIS RESEARCH?
• WHAT DO I HOPE TO ACCOMPLISH BY DOING THIS RESEARCH?
• WILL MY AUDIENCE COME TO THINK DIFFERENTLY ABOUT THE TOPIC OF
MY RESEARCH?
• WILL PEOPLE BE MORE INCLINED TO TAKE ACTION REGARDING A
PARTICULAR SITUATION? PERHAPS WITH RESPECT TO A DESIGN
PROCESS OR DESIGNED ENVIRONMENT?
 RESEARCH PURPOSES : THEORY
• “THEORIA” - TO BEHOLD, TO CONTEMPLATE, FROM A REMOVED DISTANCE.
• “PRAXIS” - ACTION OR ACTIVITY

• THEORY (Merriam-Webster Dictionary )

1. THE ANALYSIS OF A SET OF FACTS IN THEIR RELATION TO ONE ANOTHER.
2. ABSTRACT THOUGHT: SPECULATION.
3. THE GENERAL OR ABSTRACT PRINCIPLES OF A BODY OF FACTS, A SCIENCE,
OR AN ART (for example: Music Theory).
4. A BELIEF, POLICY, OR PROCEDURE PROPOSED OR FOLLOWED AS THE BASIS
OF ACTION; AN IDEAL OR HYPOTHETICAL SET OF FACTS, PRINCIPLES, OR
CIRCUMSTANCES.
5. PLAUSIBLE OR SCIENTIFICALLY ACCEPTABLE GENERAL PRINCIPLE OR BODY
OF PRINCIPLES OFFERED TO EXPLAIN PHENOMENA.
6. a) A HYPOTHESIS ASSUMED FOR THE SAKE OF ARGUMENT OR
INVESTIGATION; b) AN UNPROVED ASSUMPTION: CONJECTURE; c) BODY OF
THEOREMS PRESENTING A CONCISE SYSTEMATIC VIEW OF A SUBJECT.
 DESIGN-POLEMICAL
EXPLANATORY THEORY NORMATIVE THEORY
THEORY
5.) PLAUSIBLE OR 4.) A BELIEF, POLICY, OR 2.) ABSTRACT THOUGHT:
SCIENTIFICALLY PROCEDURE PROPOSED SPECULATION
ACCEPTABLE GENERAL OR FOLLOWED AS THE
PRINCIPLE OR BODY OF BASIS OF ACTION; AN
PRINCIPLES OFFERED TO IDEAL OR HYPOTHETICAL
EXPLAIN PHENOMENA SET OF FACTS,
PRINCIPLES, OR
CIRCUMSTANCES
1.) THE ANALYSIS OF A SET OF FACTS IN THEIR RELATION TO ONE ANOTHER
3.) THE GENERAL OR ABSTRACT PRINCIPLES OF A BODY OF FACTS, A SCIENCE, OR
AN ART. (For example: Music Theory)
6.) a) A HYPOTHESIS ASSUMED FOR THE SAKE OF ARGUMENT OR INVESTIGATION; b)
AN UNPROVED ASSUMPTION, CONJECTURE; c) BODY OF THEOREMS PRESENTING A
CONCISE SYSTEMATIC VIEW OF A SUBECT
 CATEGORIES OF THEORY
• EXPLANATORY THEORY
• EMPHASIZE PREDICTION OR CAUSALITY
• ILLUMINATE THE ROLE OF SOCIAL PROCESSES AND INTERPRETATION
• NORMATIVE THEORY
• EXPLAIN AND DESCRIBE CONVENTIONAL ACTIONS BASED UPON A
“NORM”
• POLEMICAL THEORY
• MOTIVATING SUBJECTIVE AFFIRMATIONS OF ARCHITECTURAL DESIGN,
HENCE WE TERM IT
DESIGN-POLEMICAL THEORY
DESIGN-POLEMICAL THEORY
• “The normative statements of designers are, by definition, value-full.” -Jon
Lang, Creating Architectural Theory.
• “Designers make deontological statements which, when applied to practice, can
be seen in the designs that result.”
• Deontology is one of those kinds of normative theories regarding which choices are
morally required, forbidden, or permitted. - Stanford Encyclopedia of Philosophy
• Deontology falls within the domain of moral theories that guide and assess our
choices of what we ought to do (deontic theories).
• Designers are guided in their actions by “value-full” convictions of how a design
problem should be (or ought to be) addressed or solved.
• “First: To reduce the number of necessary parts of the house and the separate rooms
to a minimum, and make all come together as enclosed space – so divided that light,
air and vista permeate the whole with a sense of unity…Ninth: Eliminate the
decorator…” – Frank Lloyd Wright
WHAT‟S YOUR QUESTION?
LITERATURE REVIEW AND
RESEARCH DESIGN
 SYSTEMS OF INQUIRY

SCHOOLS OF THOUGHT

CONTEXTUAL RESEARCH LITERATURE

PURPOSES PURPOSES REVIEW
1. MOTIVATION 1. THEORY 1. SOURCE
2. AUDIENCE 2. APPLICATION 2. SOURCE
3. IMPACT ACCURACY

RESEARCH
QUESTION

STRATEGIES
TACTICS
 ANNOTATED BIBLIOGRAPHY VS. LITERATURE REVIEW
• ANNOTATED BIBLIOGRAPHIES DEMONSTRATE KNOWLEDGE OF THE
GENERAL LITERATURE RELEVANT FOR THE RESEARCHER’S AREA OF INTEREST.

RESEARCHER’S LITERATURE AWARENESS

• LITERATURE REVIEWS
SYNTHESIZE THEMES WITHIN THAT LITERATURE
ASSESSMENT & CRITIQUE OF EXISTING PERSPECTIVES BUT
OFFER NEW IDEAS
ORIGINAL RESEARCH QUESTIONS

NEW KNOWLEDGE THE RESEARCHER INTENDS TO CONTRIBUTE

C ANNOTATED BIBLIOGRAPHY LITERATURE REVIEW
O A BULLETED LIST OF RELEVANT TITLES OFTEN WRITTEN IN PROSE/NARRATIVE
USUALLY IN ALPHABETICAL ORDER BY FORM, EITHER AS A STAND-ALONE
M AUTHOR DOCUMENT OR AS A SECTION OF A LARGER
P RESEARCH DOCUMENT
SEEKS TO BE COMPREHENSIVE IS SELECTIVE, GROUPING RELATED
A REFERENCES INTO COMMON THEMES OR
R POINTS OF VIEW THAT PERTAINS TO THE
RESEARCH QUESTION(S) ADDRESSED IN
A THE LARGER DOCUMENT. OR: STAND-
ALONE LITERATURE REVIEWS CAN BE
T REFERENCES DIRECTING READERS TO
I RELEVANT SOURCES.

V EACH ENTRY IS SUMMARIZED IN A FEW THE SELECTED REFERENCES ARE

T SENTENCES OR SHORT PARAGRAPH, EXPLAINED IN SUPPORT OF, OR IN WAYS
E USUALLY WITH COMMENTS BY THE SERVANT TO, THE RESEARCHER’S
A RESEARCHER ON HOW THE REFERENCE RESEARCH DESIGN: THEORETICALLY,
INFLUENCES OR RELATES TO HIS/HER AREA METHODOLOGICALLY, AS EXAMPLES OF
B OF INTEREST. RELATED WORK, ETC.
L USUALLY DOES NOT MAKE COMPARISONS IT IS THE JOB OF LITERATURE REVIEWS TO
E BETWEEN REFERENCES; NOR DOES IT GROUP THEMES, SYNTHESIZE IDEAS,
SEEK TO SYNTHESIZE THEMES. EXPLAIN DIFFERENT SCHOOLS OF
THOUGHT, OR TRACE HISTORICAL
DEVELOPMENT OF AN IDEA OR THEORY.
GOALS
 IDENTIFY THAT LITERATURE AND BECOME FAMILIAR
WITH IT
 GAIN LITERATURE AWARENESS
 INTERNALIZE THAT LITERATURE
 PROPOSE ORIGINAL RESEARCH QUESTIONS
ASSESSMENT QUESTIONS IN LITERATURE REVIEW

1) WHAT ARE THE MAIN LINES OF KNOWLEDGE ALREADY

ESTABLISHED IN MY INTEREST AREA?
2) WHAT LEADING THEORIES INFORM THESE LINES OF
KNOWLEDGE?
3) ARE THERE OBVIOUS DIFFERENCES IN POINTS OF
VIEW? (DIFFERENT SCHOOLS OF THOUGHT)
4) WHAT IS THE IDEOLOGICAL LINEAGE OF IDEAS I AM
INTERESTED IN?
5) WHO ARE THE LEADING THINKERS AND/OR WHAT ARE
THE ICONIC WORKS IN THIS FIELD?
6) CAN ANY OF THE ESTABLISHED FINDINGS BE APPLIED
IN NEW WAYS, IN NEW SETTINGS?
7) ARE THERE GAPS IN THIS INTEREST AREA THAT THE
LITERATURE DOES NOT COVER?
8) DO CURRENT EVENTS SUGGEST THAT LEADING WORKS
CAN BE UPDATED IN LIGHT OF NE DEVELOPMENTS?
9) WHAT DO ALL OF THE ABOVE HAVE TO DO WITH MY
RESEARCH INTEREST? WHAT INSIGHTS DOES IT
OFFER? WHAT WEAKNESSES CAN I IMPROVE UPON?
SAMPLE:
“Dwelling Well: An Application of Christopher
Alexander’s Theory of Wholeness to Investigate
Occupant Affective Responses to Homes
Incorporating Renewable Natural Resources”

Cherie Peacock. 2005 Master of Science in Architecture

Thesis
TYPES OF RESEARCH QUESTIONS
• GENERIC
-IMPLY ANSWERS TO A GENERAL SET OF FACTORS
“What are occupant affective responses to homes
incorporating renewable natural resources?”
• PARTICULARISTIC
• DEALS WITH SPECIFIC CASES AND LIMITS THE
FINDINGS TO JUST THE CASES
“What are the occupant responses in 12 cases of
naturally built homes?”
• REALIST
- TREATS UNOBSERVED PHENOMENA AS REAL, AND
THEIR DATA AS EVIDENCE ABOUT THESE, TO BE
USED CRITICALLY TO DEVELOP AND TEST IDEAS
ABOUT THE EXISTENCE AND NATURE OF THE
PHENOMENA.
“What are the affective responses of occupants living in
off-grid, naturally built homes?”
• INSTRUMENTAL
- CONCERNED ABOUT KEEPING THE DATA TO ONLY
THAT WHICH IS OBSERVED, AND NOT MAKING
IMPLIED REFERENCES ABOUT THEM.
“What are reported affective responses of 12 occupants
living in their off-grid, naturally built homes?”
• VARIANCE
“Do occupants of off-grid, naturally built homes
experience wholeness factors at the same level
experienced by occupants living in conventionally built
homes?”

• PROCESS
“What factors spurred her informers to live in off-grid
homes?”
“What traits do folks who live in off-grid, naturally built
homes share in common, if any?”
THE LANGUAGE OF RESEARCH
 THEORETICAL
 CONCERNED WITH DEVELOPING, EXPLORING OR TESTING THE
THEORIES OR IDEAS THAT RESEARCHERS HAVE ABOUT HOW
THE WORLD OPERATES

 EMPIRICAL
 BASED ON OBSERVATIONS AND MEASUREMENTS OF REALITY
– ON WHAT WE PERCEIVE OF THE WORLD AROUND US

 NOMOTHETIC
 REFERS TO LAWS OR RULES THAT PERTAIN TO THE GENERAL
CASE („NOMOS‟ IN GREEK).
 IN CONTRAST TO THE TERM IDIOGRAPHIC („IDIOS‟ IN GREEK)
WHICH REFERS TO LAWS OR RULES THAT APPLIES TO THE
INDIVIDUAL
 PROBABILISTIC
 BASED ON PROBABILITIES

 CAUSAL
 CAUSE-EFFECT RELATIONSHIP
PHILOSOPHY OF RESEARCH
STRUCTURE OF RESEARCH
 BROAD AREA OF INTEREST
• THE INITIAL PROBLEM THAT THE RESEARCHER WISHES TO
STUDY
EXAMPLE: HOW TO USE COMPUTERS TO IMPROVE PERFORMANCE OF
STUDENTS IN MATHEMATICS

 FORMULATE HYPOTHESIS OR FOCUS QUESTION

EXAMPLE: A PARTICULAR METHOD OF COMPUTER INSTRUCTION IN MATH
WILL IMPROVE THE ABILITY OF ELEMENTARY SCHOOL
STUDENTS IN A SPECIFIC DISTRICT

 DIRECT MEASUREMENT OR OBSERVATION

 ANALYZE DATA IN A VARIETY OF WAYS
 FORMULATE INITIAL CONCLUSIONS
 GENERALIZE FROM THE RESULTS OF THIS SPECIFIC
STUDY TO OTHER RELATED SITUATIONS
COMPONENTS OF A STUDY
• GENERAL PROBLEM OR QUESTION
RESEARCH QUESTION
OFTEN STATED IN THE CONTEXT OF SOME THEORY THAT HAS
BEEN ADVANCED TO ADDRESS THE PROBLEM
EXAMPLE: IS A PROGRAM OF SUPPORTED EMPLOYMENT MORE
EFFECTIVE (THAN NO PROGRAM AT ALL) AT KEEPING NEWLY
EMPLOYED PERSONS ON THE JOB?

HYPOTHESIS
DESCRIBES IN OPERATIONAL TERMS EXACTLY WHAT WE
THINK WILL HAPPEN IN THE STUDY
EXAMPLE: THE METROPOLITAN SUPPORTED
EMPLOYMENT PROGRAM WILL SIGNIFICANTLY
INCREASE RATES OF EMPLOYMENT AFTER SIX MONTHS
FOR PERSONS WHO ARE NEWLY EMPLOYED (AFTER
BEING OUT OF WORK FOR AT LEAST ONE YEAR)
COMPARED WITH PERSONS WHO RECEIVE NO
COMPARABLE PROGRAM
POSITIVISM & POST-POSITIVISM
 EPISTEMOLOGY
 GREEK „EPISTЀMЀ‟ MEANING KNOWLEDGE
 PHILOSOPHY OF KNOWLEDGE OR OF HOW WE COME TO KNOW

 METHODOLOGY
 FOCUSED ON THE PRACTICE – THE METHODS - OF HOW WE
COME TO KNOW.
 POSITIVISM
 THE GOAL OF KNOWLEDGE IS SIMPLY TO DESCRIBE THE
PHENOMENA THAT WE EXPERIENCE
 PURPOSE OF SCIENCE IS TO STICK TO WHAT WE CAN
OBSERVE AND MEASURE
 BELIEVES IN EMPIRICISM - OBSERVATION AND MEASUREMENT
WAS THE CORE OF THE SCIENTIFIC ENDEAVOR
 POST-POSITIVISM
 SCIENTIFIC REASONING AND COMMON SENSE REASONING
ARE ESSENTIALLY THE SAME PROCESS
 COMMON FORM OF POST-POSITIVIST PHILOSOPHY
 CRITICAL REALISM
THERE IS A REALITY INDEPENDENT OF OUR
THINKING ABOUT IT THAT SCIENCE CAN STUDY
CRITICAL OF OUR ABILITY TO KNOW REALITY WITH
CERTAINTY
 CONSTRUCTIVIST
WE EACH CONSTRUCT OUR VIEW OF THE WORLD
BASED ON OUR PERCEPTIONS OF IT
HISTORICAL RESEARCH
TRAITS OF HISTORICAL RESEARCH
 HISTORY RESEARCH BRINGS INTO VIEW SOMETHING FROM
THE PAST
 INTERPRETATION
 NARRATIVE
 THE CULTURAL TURN
 ATTENTION PAID TO GENDER ISSUES
 THE INFLUENCE OF MICHEL FOUCAULT‟S WORK ON
POWER, KNOWLEDGE, AND REGIMES OF TRUTH IN
RELATION TO SOCIAL HISTORY
 A DEPARTURE FROM THE FRENCH “ANNALES” APPROACH
TO HISTORY, WHICH WAS AN EARLIER „TURN‟ AWAY FROM
NARROW POLITICAL HISTORY TO A BROADER VARIETY OF
SOCIAL AND CULTURAL ISSUES, INCLUDING THE
CULTURAL OUTLOOK OF PERIODS
  THE EMERGENCE OF CULTURAL STUDIES AS A FOCUS OF
HISTORY RESEARCH
 AN ACTIVE DIALOGUE BETWEEN ANTHROPOLOGY AND
HISTORY
 THE CULTURAL TURN – TURN FROM MACROHISTORIES TO PAYING
GREATER ATTENTION TO SMALLER SEGMENTS: TO THE LIVES,
AND SIGNIFICANTLY, TO THE EXPERIENCES OF LITTLE PEOPLE.
 THE CULTURAL TURN VALUES WHAT IS STORED IN MEMORIES AND
SUBJECTIVE “GEOGRAPHIES”
STRATEGY OF HISTORICAL RESEARCH:
HISTORICAL NARRATIVE
3 PERSPECTIVES OF HISTORICAL NARRATIVE
o HISTORY AS CONSTRUCTED OF NARRATIVE SENTENCES
A narrative sentence is one that involves two situations
separated by time
“The faith of the Lloyd Joneses was more than just a religion
for Wright; it also schooled him in the moral rhetoric that
would forever shape his speech and writing.”
–William Cronon on Fank Lloyd Wright
o HISTORICAL NARRATIVES IN RELATION TO LITERARY
CONSTRUCTIONS
“Every work of history displays…features which strongly
support the claim that history is a species of the genus
Story.” -W. B. Gallie
• History, like all stories and all imaginative literature, is as
much a journey as an arrival, as much an approach as a
result…
• History as story is, first, itself a MODE of
knowledge….second, is something human beings participate
in even as we organize our lives.
• LEVELS OF NARRATION:
• FORM OF CONTENT - “facts” of a set of events
• SUBSTANCE OF EXPRESSION – “plot-type” of the
contents narrated by the historian.
o ROLE OF IMAGINATION & COMPREHENSION IN HISTORICAL
NARRATIVES