C: Critical Thinking: Evaluating the source
A: Art of Presentations: Mastering terminology, simplification and dialectics
S: Self-directed Knowledge Hunting
"Critical Thinking"
Questioning the reliability of statements, investigating their actual origins, and considering who might be interested in this information.
Q1: Why is it necessary to consider judging material from different perspectives?
A: Because historical accuracy is a multidimensional vector. From a statistical point of view, we define this vector as a parameter of a model of reality—a subject that we need to approach and understand continuously. Naturally, the goals of history align with this perspective.
Q2: Why is historical accuracy a multidimensional vector?
A: From the perspective of narratology, for instance, the means of narrative examination involve focusing on the form of content (what is said) + the form of expression (how it is said). If we focus on the narrative subject, the narrator's personality, memory, mentality, emotions, motives, interaction with the environment, and the imagined "reader" can all be covered. This easily leads to the emergence of new historical representations such as memory history, mentality history, emotional history, environmental history, and so on.
It can be said that critical thinking guides us to investigate everything behind our experiences.
(I would like to express special thanks to the lecturer Prof. Dentith from this semester's Reason & Argument course, as well as his insightful remarks in the last class. Also, commemorating an experience of randomly falling into a Chinese language criticism theory and practice class, hhh.)
"Art of Presentations"
Sharing and attempting to disseminate one's research requires a certain mastery of art.
In terms of expression, first master the terminology, then appropriately simplify, present with a balance of detail and conciseness, make choices, and focus on key points... This is entirely the methodology of dialectics—addressing the contradiction between the limited background knowledge, attention, and time resources of the audience and the researcher sharing information.
In terms of content, dialectics is, of course, everywhere. Many classics in history have focused on pairs of contradictions. Just look at these titles: "Madness and Civilization (Foucault)," "Place and Non-place (Augé)," "War and Peace (Tolstoy)." It makes one curious if there has been a linguistic structural statistical analysis of the titles of these world classics...
"Self-directed Knowledge Hunting"
Cultivate sufficient confidence and curiosity.
History learning is not just about rote learning. On the contrary, individuals are trained to acquire knowledge for themselves and decide what interests them. This is why historians are excellent and passionate researchers: they are not satisfied with the first decent Wikipedia article they find. History students are inherently curious explorers. Through historical learning, they not only gain a comprehensive education but also have the confidence to know they can tackle any field they choose. In this research field, we must continuously familiarize ourselves with new disciplines and strive to become experts in subjects we were previously unfamiliar with.
CN：
Critical Thinking 批判思维
对陈述的可靠性提出质疑，调查它们的实际产生方式并考虑谁会对这些信息感兴趣。
Q1: 为何需要考虑从不同角度评判材料？
A: 因为历史准确度(historical accuracy)是一个多维向量。根据统计学的观点，在这里把该向量定义为一个现实模型的参数——一个需要我们不断接近与认识的对象，自然地，历史学的目标在这里不谋而合了。
Q2: 为何历史准确度是一个多维向量？
A: 在此粗浅地从叙述学角度举例，叙述学的考察手段是关注内容的形式（说什么）+表达的形式（怎么说），如果我们关注叙事主体，表达者的个性、记忆、心态、情感、动机，与环境的互动以及表达者所想象的“读者”都可被涵盖，不难看到记忆史、心态史、情感史、环境史等等新史学代表。
可以说，批判思维引导我们调查我们的经验背后的一切。
（我特别想感谢本学期Reason&Argument的Lecturer Prof. Dentith以及他在最后一课的精彩发言，并纪念一下某次随机掉进汉语言批评理论与实践课堂的经历hhh）
Art of Presentations 表达艺术
分享并试图传播自己的研究需要一定的艺术把握。
就表达的形式看，首先掌握术语(terminology)，然后适当简化(simplification)，陈述需要详略得当、有所取舍、抓住重点......这完全就是矛盾辩证法(dialectics)的方法论嘛——出于对背景知识、注意力与时间资源有限的受众与研究分享者之间的矛盾。
就表达的内容看，辩证法当然也无处不在，历史上很多经典都额外关注矛盾上的对子，单看看这些标题吧“疯癫与文明（傅柯）”、“地方与无地方（雷尔夫）”、“战争与和平（托尔斯泰）”，让人好奇有没有做世界经典的标题语言学结构统计分析的......
Self-directed Knowledge Hunting 自主探索
培养充分的自信与好奇。
历史学习不仅仅是填鸭式学习。相反，他们接受训练来为自己获取知识，并且决定是什么引起她们的兴趣。这就是为什么历史学家是优秀而热情的研究人员：他们不仅仅满足于他们找到的第一篇像样的维基百科文章。历史学生是天生好奇的探究者，通过历史学习，其不仅获得全面的教育，而且也有信心知道自己可以解决自己选择的任何领域。因为在这个研究领域，我们必须不断熟悉新的学科，并利用对资料的研究和批评，努力成为我们之前不了解的学科的专家。
Reference 重要的参考来源 ↓
https://www.geschichte.hu-berlin.de/en/studying-history/why-study-history/why-study-history