Western History Through Historical Materials 5
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Book Introduction
The "Reading Western History through Historical Materials" series for more active historical research.
《Western History Through Historical Materials 5: Modern Times》 published!
The fifth and final volume of the "Reading Western History through Historical Materials" series, designed to help readers access and utilize historical materials beyond history books written by historians, has been published.
《Modern Times》, which covers Western history from the relatively recent period of the late 19th century to the early 21st century, avoids the textbook-like narrative style of listing events and instead adopts a narrative style that more clearly reveals the issues at stake.
Professor Noh Kyung-deok of Seoul National University, who wrote the text and personally selected the historical materials for this book, defines the Russian Revolution, which spread resistance to imperialism and dreams of alternatives at the end of World War I, as the beginning of the true modern era; that after World War II, the United States focused on anti-communism rather than overcoming imperialism, leading to the persistence of remnants of imperialism; and that globalization, which accelerated under the "unilateral" policies of the United States after the dissolution of the Soviet Union in the 1990s, brought about new resistance. He presents provocative interpretations, claims, and evidence that are difficult to find in existing historical narratives.
《Western History Through Historical Materials 5: Modern Times》 published!
The fifth and final volume of the "Reading Western History through Historical Materials" series, designed to help readers access and utilize historical materials beyond history books written by historians, has been published.
《Modern Times》, which covers Western history from the relatively recent period of the late 19th century to the early 21st century, avoids the textbook-like narrative style of listing events and instead adopts a narrative style that more clearly reveals the issues at stake.
Professor Noh Kyung-deok of Seoul National University, who wrote the text and personally selected the historical materials for this book, defines the Russian Revolution, which spread resistance to imperialism and dreams of alternatives at the end of World War I, as the beginning of the true modern era; that after World War II, the United States focused on anti-communism rather than overcoming imperialism, leading to the persistence of remnants of imperialism; and that globalization, which accelerated under the "unilateral" policies of the United States after the dissolution of the Soviet Union in the 1990s, brought about new resistance. He presents provocative interpretations, claims, and evidence that are difficult to find in existing historical narratives.
- You can preview some of the book's contents.
Preview
index
Publishing the series
At the beginning of the book
Part 1: Imperialism and Political Change in the West
1. The Economic Crisis and the Beginning of the Age of Imperialism
2 The Origins of World War I
3 The outbreak and development of World War I
4 Russian Revolution
5 International Relations and Domestic Politics in the Interwar Period
Part 2: The Great Depression and the Crisis of Liberalism
6 Great Depression
7 The Rise of the Fascist Regime
8 The Development of Soviet Socialism
9 The Origins of World War II
10 The development of World War II
11 The End of World War II and the Damage
Part 3: The Cold War, Decolonization, and Globalization
12 Origins of the Cold War
13 Division of the World
14 Great Boom
15 Decolonization
16 The rise of social movements
17 Long-term recession
18 The expansion of the world economy and the end of the Cold War
List of illustrations
Search
At the beginning of the book
Part 1: Imperialism and Political Change in the West
1. The Economic Crisis and the Beginning of the Age of Imperialism
2 The Origins of World War I
3 The outbreak and development of World War I
4 Russian Revolution
5 International Relations and Domestic Politics in the Interwar Period
Part 2: The Great Depression and the Crisis of Liberalism
6 Great Depression
7 The Rise of the Fascist Regime
8 The Development of Soviet Socialism
9 The Origins of World War II
10 The development of World War II
11 The End of World War II and the Damage
Part 3: The Cold War, Decolonization, and Globalization
12 Origins of the Cold War
13 Division of the World
14 Great Boom
15 Decolonization
16 The rise of social movements
17 Long-term recession
18 The expansion of the world economy and the end of the Cold War
List of illustrations
Search
Into the book
Imperialism was fundamentally a phenomenon driven by economic factors, but non-economic factors also contributed to its emergence.
First of all, nationalism, which was the representative ideology of 19th-century Europe, played an important role in bringing about the phenomenon of imperialism.
Nationalism, which initially advocated progressive values such as the liberation of weaker nations, equal citizenship through the abolition of the caste system, and the birth of a distinct ethnic group, gradually transformed into an emotional ideology, such as blind faith in the superiority of one's own nation and a competitive spirit against other nations, towards the latter half of the 19th century. │Data 4│
--- p.21
This is an excerpt from "The Foundations of the Nineteenth Century," a work written at the turn of the century by the British philosopher Houston Stewart Chamberlain (1855-1927), who worshipped Germany.
This book was one of the holy books held by extreme nationalists in 20th-century Germany, from Kaiser Wilhelm II to Nazi propaganda chief Goebbels.
---From “Explanation of Chapter 1, Material 4”
The various races that make up humanity each have distinct personalities and levels of talent, and the Germanic race is one of the most talented groups.
That group is also called the Aryans.
Is this family lineage bloodline one and uniform? Do these branches truly all come from the same root? I don't know the answer to this question, but I don't really care.
There is no similarity that binds people together more powerfully than the similarity of race.
In this sense, the Indo-European Aryans certainly form a single family.
…physically and mentally, the Aryans are superior to all other nations.
---From "Chapter 1, Material 4"
As 1917 dawned, the situation in Russia looked bleak.
The Russian military's ambitious 'Great Brusilov Offensive' attempted just the previous year achieved great results in the early stages of the operation, but soon ended in failure due to a German counterattack.
It was now difficult for Russia to expect victory in the war against Germany.
Meanwhile, as the all-out war, which mobilized all the supplies from the rear, continued for over two years, Russia's civilian economy became even more devastated.
(Omitted) In February 1917, the people of major cities, including Petrograd (called Leningrad in the Soviet era, now called St. Petersburg), the capital of the Russian Empire, took to the streets, demanding responsibility from the autocracy.
The massive protest crowd, numbering a million, chanted slogans like the overthrow of the tyranny, democracy, and social reform, much like in 1905. │Data 3│
---From Chapter 4
The background to the mass demonstrations that emerged in February 1917 was the breakdown of the grain supply system caused by the Russian autocracy's long and ineffective war effort.
However, the direct trigger for the protests was the cries of the people, including female workers, who gathered at the event commemorating International Women's Day on February 23 (March 8 in the Gregorian calendar).
The following account by a Petrograd factory worker vividly illustrates this process:
---From “Explanation of Chapter 4, Material 3”
I could hear women's voices in the alleyway visible from the window of our department.
“Solve the inflation problem!” “Eradicate hunger!” “Bread for the workers!” A few of my colleagues and I immediately ran to the window.
…the main gate of Factory No. 1 on Bolshoi Samsonievsky Street was wide open.
The alley was filled with crowds of female workers, swept up in a fighting mood.
People who saw us started waving their hands and shouting, “Come out!” and “Stop working!”
A snowball flew into the window.
We decided to participate in the protest.
---From "Chapter 4, Material 3"
For more than four years since the outbreak of the Great Depression, the U.S. economy has been stuck in negative growth.
In particular, 1932, the worst fiscal year, recorded a shocking economic growth rate of minus 12.9 percent.
This sharp decline in production led to corporate bankruptcies and factory closures, which in turn led to job losses and the largest unemployment crisis in history.
The unemployment rate in the United States, which was around 5 percent in the 1920s before the Great Depression, soared to 33 percent in 1932.
Germany, which had the most serious unemployment problem in Europe, was estimated to have had as many as 6 million unemployed people in the early 1930s when the Great Depression hit.
This massive unemployment situation continued to contribute to the economic downturn by keeping market demand at a low level. │Data 4│
---From Chapter 6
This is the inaugural address of President Roosevelt, who ran as the Democratic candidate in the US presidential election held at the end of 1932 and won by the largest margin in history.
At the time, three years had passed since the Great Depression broke out, but there was no sign of the economic crisis being resolved.
The passage Roosevelt described applies not only to the United States but also to other Western countries that were experiencing the Great Depression at the time.
In his inaugural address, Roosevelt already expressed his intention to take active measures, such as federal government intervention in the market, to overcome the economic crisis.
---From “Explanation of Chapter 6, Material 4”
Prices have fallen to unbelievable levels.
Taxes have gone up.
Our ability to pay is declining, and governments are facing severe revenue declines.
In commercial transactions, money does not circulate, and production enterprises are scattered here and there like dead leaves.
Farmers can't find markets for their produce, and tens of thousands of families' savings of years are disappearing in an instant.
What's more serious is that while a large number of unemployed people face the grim prospect of survival and many others are groaning under meager wages, foolish optimists are denying the grim reality of the times.
---From "Chapter 6, Data 4"
Early December marked the beginning of what one historian called “the most important week of the 20th century.”
Two events that occurred within this one week changed the course of the war and world history.
The first was the Japanese attack on Pearl Harbor.
Immediately after Germany defeated France, Japan took control of the Western European colonies in the Asia-Pacific, which had been left without their masters, and even had its eye on the oil fields of Borneo.
When the United States and Britain, concerned about this, imposed oil embargoes on Japan, the Japanese Empire made a risky choice.
They attempted to temporarily paralyze the US naval base and use this as an excuse to enter into negotiations with the US to divide the Pacific.
However, the United States responded to Japan's provocation with military retaliation rather than participation in negotiations.
Before the bombing of Pearl Harbor, the United States had not yet firmly established its intention to participate in the war, despite the issuance of the Atlantic Charter in August of that year. │Data 8│
---From Chapter 10
The situation in Britain, which had been like a light in the wind, suddenly improved when Germany invaded the Soviet Union instead of Britain.
From the beginning of the German-Soviet War, Britain and the Soviet Union entered into a de facto alliance.
And Britain tried to bring the United States, which had been critical of the Nazi war, into the alliance.
The first fruit of this was the famous Atlantic Charter.
However, the Atlantic Charter only contained the phrase "after the complete destruction of Nazi tyranny" and did not contain any information on how this would be achieved.
In the summer of 1941, the United States did not directly declare its intention to enter the war.
What the United States clearly wanted to establish was the shape of the postwar order.
---From "Explanation of Chapter 10, Material 8"
The President of the United States and Prime Minister Churchill, representing the Government of the United Kingdom, having held talks, believe that it is right, based on the hope for a desirable future for the world, to promulgate certain common principles of national policy of the two Governments, and therefore declare as follows:
(Omitted) Sixth, both countries hope that after the complete destruction of Nazi tyranny, a peace will be established that will provide all nations with the means to live safely within their own borders and that will enable people throughout the world to live their lives in freedom, free from fear and want.
Seventh, through such peace, all people should be able to sail the high seas and oceans without constraint.
First of all, nationalism, which was the representative ideology of 19th-century Europe, played an important role in bringing about the phenomenon of imperialism.
Nationalism, which initially advocated progressive values such as the liberation of weaker nations, equal citizenship through the abolition of the caste system, and the birth of a distinct ethnic group, gradually transformed into an emotional ideology, such as blind faith in the superiority of one's own nation and a competitive spirit against other nations, towards the latter half of the 19th century. │Data 4│
--- p.21
This is an excerpt from "The Foundations of the Nineteenth Century," a work written at the turn of the century by the British philosopher Houston Stewart Chamberlain (1855-1927), who worshipped Germany.
This book was one of the holy books held by extreme nationalists in 20th-century Germany, from Kaiser Wilhelm II to Nazi propaganda chief Goebbels.
---From “Explanation of Chapter 1, Material 4”
The various races that make up humanity each have distinct personalities and levels of talent, and the Germanic race is one of the most talented groups.
That group is also called the Aryans.
Is this family lineage bloodline one and uniform? Do these branches truly all come from the same root? I don't know the answer to this question, but I don't really care.
There is no similarity that binds people together more powerfully than the similarity of race.
In this sense, the Indo-European Aryans certainly form a single family.
…physically and mentally, the Aryans are superior to all other nations.
---From "Chapter 1, Material 4"
As 1917 dawned, the situation in Russia looked bleak.
The Russian military's ambitious 'Great Brusilov Offensive' attempted just the previous year achieved great results in the early stages of the operation, but soon ended in failure due to a German counterattack.
It was now difficult for Russia to expect victory in the war against Germany.
Meanwhile, as the all-out war, which mobilized all the supplies from the rear, continued for over two years, Russia's civilian economy became even more devastated.
(Omitted) In February 1917, the people of major cities, including Petrograd (called Leningrad in the Soviet era, now called St. Petersburg), the capital of the Russian Empire, took to the streets, demanding responsibility from the autocracy.
The massive protest crowd, numbering a million, chanted slogans like the overthrow of the tyranny, democracy, and social reform, much like in 1905. │Data 3│
---From Chapter 4
The background to the mass demonstrations that emerged in February 1917 was the breakdown of the grain supply system caused by the Russian autocracy's long and ineffective war effort.
However, the direct trigger for the protests was the cries of the people, including female workers, who gathered at the event commemorating International Women's Day on February 23 (March 8 in the Gregorian calendar).
The following account by a Petrograd factory worker vividly illustrates this process:
---From “Explanation of Chapter 4, Material 3”
I could hear women's voices in the alleyway visible from the window of our department.
“Solve the inflation problem!” “Eradicate hunger!” “Bread for the workers!” A few of my colleagues and I immediately ran to the window.
…the main gate of Factory No. 1 on Bolshoi Samsonievsky Street was wide open.
The alley was filled with crowds of female workers, swept up in a fighting mood.
People who saw us started waving their hands and shouting, “Come out!” and “Stop working!”
A snowball flew into the window.
We decided to participate in the protest.
---From "Chapter 4, Material 3"
For more than four years since the outbreak of the Great Depression, the U.S. economy has been stuck in negative growth.
In particular, 1932, the worst fiscal year, recorded a shocking economic growth rate of minus 12.9 percent.
This sharp decline in production led to corporate bankruptcies and factory closures, which in turn led to job losses and the largest unemployment crisis in history.
The unemployment rate in the United States, which was around 5 percent in the 1920s before the Great Depression, soared to 33 percent in 1932.
Germany, which had the most serious unemployment problem in Europe, was estimated to have had as many as 6 million unemployed people in the early 1930s when the Great Depression hit.
This massive unemployment situation continued to contribute to the economic downturn by keeping market demand at a low level. │Data 4│
---From Chapter 6
This is the inaugural address of President Roosevelt, who ran as the Democratic candidate in the US presidential election held at the end of 1932 and won by the largest margin in history.
At the time, three years had passed since the Great Depression broke out, but there was no sign of the economic crisis being resolved.
The passage Roosevelt described applies not only to the United States but also to other Western countries that were experiencing the Great Depression at the time.
In his inaugural address, Roosevelt already expressed his intention to take active measures, such as federal government intervention in the market, to overcome the economic crisis.
---From “Explanation of Chapter 6, Material 4”
Prices have fallen to unbelievable levels.
Taxes have gone up.
Our ability to pay is declining, and governments are facing severe revenue declines.
In commercial transactions, money does not circulate, and production enterprises are scattered here and there like dead leaves.
Farmers can't find markets for their produce, and tens of thousands of families' savings of years are disappearing in an instant.
What's more serious is that while a large number of unemployed people face the grim prospect of survival and many others are groaning under meager wages, foolish optimists are denying the grim reality of the times.
---From "Chapter 6, Data 4"
Early December marked the beginning of what one historian called “the most important week of the 20th century.”
Two events that occurred within this one week changed the course of the war and world history.
The first was the Japanese attack on Pearl Harbor.
Immediately after Germany defeated France, Japan took control of the Western European colonies in the Asia-Pacific, which had been left without their masters, and even had its eye on the oil fields of Borneo.
When the United States and Britain, concerned about this, imposed oil embargoes on Japan, the Japanese Empire made a risky choice.
They attempted to temporarily paralyze the US naval base and use this as an excuse to enter into negotiations with the US to divide the Pacific.
However, the United States responded to Japan's provocation with military retaliation rather than participation in negotiations.
Before the bombing of Pearl Harbor, the United States had not yet firmly established its intention to participate in the war, despite the issuance of the Atlantic Charter in August of that year. │Data 8│
---From Chapter 10
The situation in Britain, which had been like a light in the wind, suddenly improved when Germany invaded the Soviet Union instead of Britain.
From the beginning of the German-Soviet War, Britain and the Soviet Union entered into a de facto alliance.
And Britain tried to bring the United States, which had been critical of the Nazi war, into the alliance.
The first fruit of this was the famous Atlantic Charter.
However, the Atlantic Charter only contained the phrase "after the complete destruction of Nazi tyranny" and did not contain any information on how this would be achieved.
In the summer of 1941, the United States did not directly declare its intention to enter the war.
What the United States clearly wanted to establish was the shape of the postwar order.
---From "Explanation of Chapter 10, Material 8"
The President of the United States and Prime Minister Churchill, representing the Government of the United Kingdom, having held talks, believe that it is right, based on the hope for a desirable future for the world, to promulgate certain common principles of national policy of the two Governments, and therefore declare as follows:
(Omitted) Sixth, both countries hope that after the complete destruction of Nazi tyranny, a peace will be established that will provide all nations with the means to live safely within their own borders and that will enable people throughout the world to live their lives in freedom, free from fear and want.
Seventh, through such peace, all people should be able to sail the high seas and oceans without constraint.
---From "Chapter 10, Data 8"
Publisher's Review
The "Reading Western History through Historical Materials" series for more active historical research.
《Western History Through Historical Materials 5: Modern Times》 published!
The fifth and final volume of the "Reading Western History through Historical Materials" series, designed to help readers access and utilize historical materials beyond history books written by historians, has been published.
《Modern Times》, which covers Western history from the relatively recent period of the late 19th century to the early 21st century, avoids the textbook-like narrative style of listing events and instead adopts a narrative style that more clearly reveals the issues at stake.
Professor Noh Kyung-deok of Seoul National University, who wrote the text for this book and personally selected the historical materials, defines the Russian Revolution, which spread resistance to imperialism and dreams of alternatives at the end of World War I, as the beginning of the true modern era; that after World War II, the United States focused on anti-communism rather than overcoming imperialism, leading to the persistence of remnants of imperialism; and that globalization, which accelerated under the "unilateral" policies of the United States after the dissolution of the Soviet Union in the 1990s, brought about new resistance. He presents provocative interpretations, claims, and evidence that are difficult to find in existing historical narratives.
I hope that the "Modern Times" edition, which excludes as much of the previously universally accepted Western-centrism and anti-communism as possible and adds a new interpretation, will be more interesting to readers and stimulate constructive debate.
1.
Series planning intention and introduction
“Primary sources are to historians what molecules are to chemists.
“Just as chemists combine molecules to study the properties of matter, historians use historical records to study the past.”
Readers of the past were mainly satisfied with reading 'secondary things' that historians interpreted and described based on historical materials.
However, recently, there has been a growing number of readers who want to read history more vividly by directly accessing the historical materials used by historians and understanding their intentions.
Furthermore, it can be said that the basic qualifications of a historical researcher are to be able to understand and utilize the historical materials that serve as the basis for many books and translations and the foundation for historical studies. In addition, if students are to achieve the educational goal of creativity and convergence, they must boldly and actively participate in classes through research and presentation of materials.
Although such in-depth research and self-directed classes require a lot of materials, the reality is not conducive to this.
Conversely, the free information that is irresponsibly distributed on the Internet kills the creativity of researchers and undermines the trust of educators.
Korea's first collection of Western historical materials
To improve this reality even a little, a collection of historical materials directly selected and written by specialized researchers is essential.
In the West, this work has been carried out in a variety of ways, resulting in the publication of many historical collections. In Korea, several historical collections have been published, but they are limited to the field of Korean history.
Western historical materials written in various languages had the practical difficulty of being easily accessible to anyone other than professional historical researchers due to language and content barriers.
However, we cannot simply translate and use Western historical sources.
It is essential to reconstruct, appropriately interpret, and present the material with appropriate explanations to fit our environment and educational goals.
Through thorough work of collecting and selecting materials and adding references and explanations, the fifth volume, “Modern Times,” was published, following the first volume, “Ancient Times,” the second volume, “Medieval Times,” and the fourth volume, “Modern Times II.”
The "Western History Through Historical Materials" series, which covers Western history from ancient times to the 20th century, will be a valuable reference for readers seeking in-depth historical study.
A First Step to Vivid and Critical Historical Thinking
As recent discussions about what constitutes historical fact have shown, how we view historical materials can influence not only the content of history but also our historical consciousness.
Perhaps because our historical community has been so focused on the level of general knowledge that it must first know the facts, many translated or original books have been published, but they have not raised any questions about the historical sources that serve as their foundation, and have simply accepted them, riding on the wave of fame.
Therefore, the significance of this series lies in presenting the sources that form the basis of these writings and providing readers with the opportunity to make judgments based on those sources.
Moreover, studying history by reading and understanding historical materials stimulates, above all, the desire to explore.
Reading historical materials can lead to unexpected information, and seeing how history flows in unexpected directions can spark a different kind of curiosity than what you get from studying mathematics or science.
It could be said that this series was created to arouse this kind of interest and curiosity.
Readers will realize that history is made up of historical materials, and will also learn how to handle these materials, allowing them to experience historical thinking.
In that sense, the materials presented here will heighten the intellectual interest of the general public and serve as a source of historical insight and reflection.
A general history of Western history centered on historical sources and their interpretation
You don't necessarily have to read this book from beginning to end.
Readers who wish to read a brief overview of Western history will be able to grasp the flow of Western history simply by reading the text of each chapter.
Readers who wish to conduct more in-depth research can refer to 'Reading Materials' and, if necessary, find more materials through the references and sources.
The "Reading Western History through Historical Materials" series, which presents a wide range of historical materials, including not only commonly thought of literature but also sermons, wills, letters, inscriptions, and official documents, will serve as a guide for readers who wish to read Western history in depth and vividly, informing them of what materials are available for studying Western history and how to approach these materials. Furthermore, if utilized as teaching materials for students, it is expected to elevate the current education of Western history to a new level.
2.
Key Contents of "Western History Through Historical Materials 5: Modern Times"
From the development of imperialism to the era of globalization
A single volume that covers modern Western history from the late 19th century to the early 21st century.
“The primary purpose of this book is to provide a historical overview of the modern era and to introduce key historical materials.
The eighteen individual topics are organized roughly chronologically and divided into three main parts for the reader's convenience.
Although the composition may seem ordinary at first glance, it was not intended to be a general, textbook-like, and therefore 'safe' collection of modern history materials.
The historical overview of each topic avoids the introductory narrative style of listing events, and instead presents the issues more clearly.
Furthermore, we have tried to exclude as much as possible the Western-centrism and anti-communism that have directly and indirectly distorted the narrative of modern history, and we have tried to actively reflect this intention in the selection of historical materials.” - From the “Preface”
Part 1: Imperialism and Political Change in the West
Capitalism, which seemed destined to drive productivity gains and economic prosperity forever, faced a crisis in the 1870s.
Western powers, seeking a way out of this crisis, competitively pursued imperialist expansion.
In the early days, cooperation and compromise were often observed, but from the turn of the 20th century, conflict and confrontation gradually became the main issues.
Germany's challenge to Britain, the world's largest colonial power, was particularly notable.
The conflict between the two countries eventually led to the catastrophe of World War I.
Meanwhile, in Russia, the contradictions built up by capitalism and the devastation of the imperialist war combined to give rise to a socialist revolution.
The so-called advanced capitalist countries, including Britain, which had defeated Germany's challenge through the war, were faced with a new headache: the post-war socialist Soviet Union.
Unlike Germany, which at least shared the logic of imperialism, the Soviet Union advocated anti-imperialism, which deepened their concerns.
Part 2: The Great Depression and the Crisis of Liberalism
The contradictions of capitalism revealed by the crisis of the 1870s sometimes seemed to be resolved, but ultimately led to the catastrophe of the Great Depression in 1929.
Companies failed, individual investors went bankrupt, unemployment soared, and international trade collapsed.
In the midst of this catastrophe, many Western countries began to take a surgical approach to capitalism, and the New Deal policy in the United States achieved some success.
But countries like Germany, which failed to overcome the Great Depression within the framework of parliamentary democracy, descended into fascism and militarism, ultimately turning to war as a solution.
Meanwhile, the Soviet Union, which had been far removed from the Great Depression, struggled to survive in the isolation created by the Western powers.
Although this struggle sometimes involved violence and anti-human rights policies, it contributed greatly to repelling the Nazi invasion.
World War II was the greatest tragedy in human history, taking the lives of 50 million people, and more than half of those victims were from the Soviet Union.
Part 3: Industrialization and the Development of Civil Society
The United States, which became the world's hegemon after World War II, viewed the disappearance of international trade in the 1930s as the main cause of the war and set out to build a free trade system to rebuild it.
These American efforts ultimately contradicted the Soviet Union's obsession with security, leading to the Cold War.
During the Cold War, the divided world achieved economic prosperity and a certain degree of social reform within its own camp.
And the United States and the Soviet Union, representing both camps, promoted decolonization by forcing former imperialist countries, including Britain, out of their leading roles on the international stage.
However, the economic recession that began in the 1970s brought about a crisis for both of these camps.
While the American camp overcame this crisis by implementing policies such as globalization, the Soviet bloc did not.
As a result, the Cold War ended and the Soviet Union disintegrated, but the contradictions that deepened as globalization progressed were not particularly different from those of the past era of imperialism.
《Western History Through Historical Materials 5: Modern Times》 published!
The fifth and final volume of the "Reading Western History through Historical Materials" series, designed to help readers access and utilize historical materials beyond history books written by historians, has been published.
《Modern Times》, which covers Western history from the relatively recent period of the late 19th century to the early 21st century, avoids the textbook-like narrative style of listing events and instead adopts a narrative style that more clearly reveals the issues at stake.
Professor Noh Kyung-deok of Seoul National University, who wrote the text for this book and personally selected the historical materials, defines the Russian Revolution, which spread resistance to imperialism and dreams of alternatives at the end of World War I, as the beginning of the true modern era; that after World War II, the United States focused on anti-communism rather than overcoming imperialism, leading to the persistence of remnants of imperialism; and that globalization, which accelerated under the "unilateral" policies of the United States after the dissolution of the Soviet Union in the 1990s, brought about new resistance. He presents provocative interpretations, claims, and evidence that are difficult to find in existing historical narratives.
I hope that the "Modern Times" edition, which excludes as much of the previously universally accepted Western-centrism and anti-communism as possible and adds a new interpretation, will be more interesting to readers and stimulate constructive debate.
1.
Series planning intention and introduction
“Primary sources are to historians what molecules are to chemists.
“Just as chemists combine molecules to study the properties of matter, historians use historical records to study the past.”
Readers of the past were mainly satisfied with reading 'secondary things' that historians interpreted and described based on historical materials.
However, recently, there has been a growing number of readers who want to read history more vividly by directly accessing the historical materials used by historians and understanding their intentions.
Furthermore, it can be said that the basic qualifications of a historical researcher are to be able to understand and utilize the historical materials that serve as the basis for many books and translations and the foundation for historical studies. In addition, if students are to achieve the educational goal of creativity and convergence, they must boldly and actively participate in classes through research and presentation of materials.
Although such in-depth research and self-directed classes require a lot of materials, the reality is not conducive to this.
Conversely, the free information that is irresponsibly distributed on the Internet kills the creativity of researchers and undermines the trust of educators.
Korea's first collection of Western historical materials
To improve this reality even a little, a collection of historical materials directly selected and written by specialized researchers is essential.
In the West, this work has been carried out in a variety of ways, resulting in the publication of many historical collections. In Korea, several historical collections have been published, but they are limited to the field of Korean history.
Western historical materials written in various languages had the practical difficulty of being easily accessible to anyone other than professional historical researchers due to language and content barriers.
However, we cannot simply translate and use Western historical sources.
It is essential to reconstruct, appropriately interpret, and present the material with appropriate explanations to fit our environment and educational goals.
Through thorough work of collecting and selecting materials and adding references and explanations, the fifth volume, “Modern Times,” was published, following the first volume, “Ancient Times,” the second volume, “Medieval Times,” and the fourth volume, “Modern Times II.”
The "Western History Through Historical Materials" series, which covers Western history from ancient times to the 20th century, will be a valuable reference for readers seeking in-depth historical study.
A First Step to Vivid and Critical Historical Thinking
As recent discussions about what constitutes historical fact have shown, how we view historical materials can influence not only the content of history but also our historical consciousness.
Perhaps because our historical community has been so focused on the level of general knowledge that it must first know the facts, many translated or original books have been published, but they have not raised any questions about the historical sources that serve as their foundation, and have simply accepted them, riding on the wave of fame.
Therefore, the significance of this series lies in presenting the sources that form the basis of these writings and providing readers with the opportunity to make judgments based on those sources.
Moreover, studying history by reading and understanding historical materials stimulates, above all, the desire to explore.
Reading historical materials can lead to unexpected information, and seeing how history flows in unexpected directions can spark a different kind of curiosity than what you get from studying mathematics or science.
It could be said that this series was created to arouse this kind of interest and curiosity.
Readers will realize that history is made up of historical materials, and will also learn how to handle these materials, allowing them to experience historical thinking.
In that sense, the materials presented here will heighten the intellectual interest of the general public and serve as a source of historical insight and reflection.
A general history of Western history centered on historical sources and their interpretation
You don't necessarily have to read this book from beginning to end.
Readers who wish to read a brief overview of Western history will be able to grasp the flow of Western history simply by reading the text of each chapter.
Readers who wish to conduct more in-depth research can refer to 'Reading Materials' and, if necessary, find more materials through the references and sources.
The "Reading Western History through Historical Materials" series, which presents a wide range of historical materials, including not only commonly thought of literature but also sermons, wills, letters, inscriptions, and official documents, will serve as a guide for readers who wish to read Western history in depth and vividly, informing them of what materials are available for studying Western history and how to approach these materials. Furthermore, if utilized as teaching materials for students, it is expected to elevate the current education of Western history to a new level.
2.
Key Contents of "Western History Through Historical Materials 5: Modern Times"
From the development of imperialism to the era of globalization
A single volume that covers modern Western history from the late 19th century to the early 21st century.
“The primary purpose of this book is to provide a historical overview of the modern era and to introduce key historical materials.
The eighteen individual topics are organized roughly chronologically and divided into three main parts for the reader's convenience.
Although the composition may seem ordinary at first glance, it was not intended to be a general, textbook-like, and therefore 'safe' collection of modern history materials.
The historical overview of each topic avoids the introductory narrative style of listing events, and instead presents the issues more clearly.
Furthermore, we have tried to exclude as much as possible the Western-centrism and anti-communism that have directly and indirectly distorted the narrative of modern history, and we have tried to actively reflect this intention in the selection of historical materials.” - From the “Preface”
Part 1: Imperialism and Political Change in the West
Capitalism, which seemed destined to drive productivity gains and economic prosperity forever, faced a crisis in the 1870s.
Western powers, seeking a way out of this crisis, competitively pursued imperialist expansion.
In the early days, cooperation and compromise were often observed, but from the turn of the 20th century, conflict and confrontation gradually became the main issues.
Germany's challenge to Britain, the world's largest colonial power, was particularly notable.
The conflict between the two countries eventually led to the catastrophe of World War I.
Meanwhile, in Russia, the contradictions built up by capitalism and the devastation of the imperialist war combined to give rise to a socialist revolution.
The so-called advanced capitalist countries, including Britain, which had defeated Germany's challenge through the war, were faced with a new headache: the post-war socialist Soviet Union.
Unlike Germany, which at least shared the logic of imperialism, the Soviet Union advocated anti-imperialism, which deepened their concerns.
Part 2: The Great Depression and the Crisis of Liberalism
The contradictions of capitalism revealed by the crisis of the 1870s sometimes seemed to be resolved, but ultimately led to the catastrophe of the Great Depression in 1929.
Companies failed, individual investors went bankrupt, unemployment soared, and international trade collapsed.
In the midst of this catastrophe, many Western countries began to take a surgical approach to capitalism, and the New Deal policy in the United States achieved some success.
But countries like Germany, which failed to overcome the Great Depression within the framework of parliamentary democracy, descended into fascism and militarism, ultimately turning to war as a solution.
Meanwhile, the Soviet Union, which had been far removed from the Great Depression, struggled to survive in the isolation created by the Western powers.
Although this struggle sometimes involved violence and anti-human rights policies, it contributed greatly to repelling the Nazi invasion.
World War II was the greatest tragedy in human history, taking the lives of 50 million people, and more than half of those victims were from the Soviet Union.
Part 3: Industrialization and the Development of Civil Society
The United States, which became the world's hegemon after World War II, viewed the disappearance of international trade in the 1930s as the main cause of the war and set out to build a free trade system to rebuild it.
These American efforts ultimately contradicted the Soviet Union's obsession with security, leading to the Cold War.
During the Cold War, the divided world achieved economic prosperity and a certain degree of social reform within its own camp.
And the United States and the Soviet Union, representing both camps, promoted decolonization by forcing former imperialist countries, including Britain, out of their leading roles on the international stage.
However, the economic recession that began in the 1970s brought about a crisis for both of these camps.
While the American camp overcame this crisis by implementing policies such as globalization, the Soviet bloc did not.
As a result, the Cold War ended and the Soviet Union disintegrated, but the contradictions that deepened as globalization progressed were not particularly different from those of the past era of imperialism.
GOODS SPECIFICS
- Date of issue: June 3, 2022
- Page count, weight, size: 416 pages | 876g | 190*250*30mm
- ISBN13: 9791191432657
- ISBN10: 1191432653
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