A source criticism is a published source evaluation (or information evaluation). An information source may be a document, a person, a speech, a fingerprint, a photo, an observation or anything used in order to obtain knowledge. In relation to a given purpose, a given information source may be more or less valid, reliable or relevant. Broadly, "source criticism" is the interdisciplinary study of how information sources are evaluated for given tasks.
Problems in translation: The Danish word “kildekritik” like the Norwegian word “kildekritikk” and the Swedish word “källkritik” derived from the German “Quellenkritik” and is closely associated with the German historian Leopold von Ranke (1795–1886). Hardtwig writes: "His [Ranke's] first work Geschichte der romanischen und germanischen Völker von 1494–1514 (History of the Latin and Teutonic Nations from 1494 to 1514) (1824) was a great success. It already showed some of the basic characteristics of his conception of Europe, and was of historiographical importance particularly because Ranke made an exemplary critical analysis of his sources in a separate volume, Zur Kritik neuerer Geschichtsschreiber (On the Critical Methods of Recent Historians). In this work he raised the method of textual criticism used in the late eighteenth century, particularly in classical philology to the standard method of scientific historical writing" (Hardtwig, 2001, p. 12739).
The larger part of the nineteenth and twentieth centuries would be dominated by the research-oriented conception of historical method of the so-called Historical School in Germany, led by historians as Leopold Ranke and Berthold Niebuhr. Their conception of history, long been regarded as the beginning of modern, `scientific' history, harked back to the `narrow' conception of historical method, limiting the methodical character of history to source criticism" (Lorenz, 2001).
Bible studies dominate the use of "source criticism" in America (cf. Hjørland, 2008). The term is thus relatively seldom used in English about historical methods and historiography (cf. Hjørland, 2008). This difference between European and American use of "source criticism" is somewhat strange considering the influence of Ranke on both sides of the Atlantic Ocean. It has been suggested that differences in the use of the term are not accidental but due to different views of the historical method. In the German/Scandinavian tradition this subject is seen as important, whereas the Anglo-American tradition it is believed that historical methods must be specific and associated with the subject studied, for which reason there is no general field of "source criticism".
In the Scandinavian countries and elsewhere source evaluation (or information evaluation) is also studied interdisciplinarily from many different points of view, partly caused by the influence of the Internet. It is a growing field in, among other fields, library and information science. In this context source criticism is studied from a broader perspective than just, for example, history or Biblical studies.
A lot of terms are related to source criticism:
One distinction may be made between normative terms (such as source criticism) which prescribe methodological principles about the use of information sources and on the other hand descriptive terms like credibility, which tend to describe users' attitudes towards sources. These two aspects are, however, not always clearly separated.
The relative meanings of many of these terms as used in the literature have been explored by Savolainen (2007). Here are some quotes from this paper:
The following principles are cited from two Scandinavian textbooks on source criticism, Olden-Jørgensen (1998) and Thurén (1997) written by historians:
We may add the following principles:
"Because each source teaches you more and more about your subject, you will be able to judge with ever-increasing precision the usefulness and value of any prospective source. In other words, the more you know about the subject, the more precisely you can identify what you must still find out". (Bazerman, 1995, p. 304).
"The empirical case study showed that most people find it difficult to assess questions of cognitive authority and media credibility in a general sense, for example, by comparing the overall credibility of newspapers and the Internet. Thus these assessments tend to be situationally sensitive. Newspapers, television and the Internet were frequently used as sources of orienting information, but their credibility varied depending on the actual topic at hand" (Savolainen, 2007).
How general are principles of source criticism? Some principles are universal, other principles are specific for certain kinds of information sources. One may ask whether principles of source criticism are unique to the humanities?
There is today no consensus about the similarities and differences between natural science and humanities. Logical positivism claimed that all fields of knowledge were based on the same principles. Much of the criticism of logical positivism claimed that positivism is the basis of the sciences, whereas hermeneutics is the basis of the humanities. This was, for example, the position of Jürgen Habermas. A newer position, in accordance with, among others, Hans-Georg Gadamer and Thomas Kuhn understands both science and humanities as determined by researchers preunderstanding and paradigms. Hermeneutics is thus a universal theory. The difference is, however, that the sources of the humanities are themselves products of human interests and preunderstanding, whereas the sources of the natural sciences are not. Humanities are thus "double hermeneutic".
Natural scientists, however, are also using human products (such as scientific papers) which are products of preunderstanding (and, for example, academic fraud).
Epistemological theories are the basic theories about how knowledge is obtained and thus the most general theories about how to evaluate information sources. Empiricism evaluate sources by considering the observations (or sensations) on which they are based. Sources without basis in experience are not seen as valid. Rationalism provides low priority to sources based on observations. In order to be meaningful observations must be grasped by clear ideas or concepts. It is the logical structure and the well definedness that is in focus in evaluating information sources from the rationalist point of view. Historicism evaluates information sources on the basis of their reflection of their sociocultural context and their theoretical development. Pragmatism evaluate sources on the basis of how their values and usefulness to accomplish certain outcomes. Pragmatism is skeptical about claimed neutral information sources.
The evaluation of knowledge or information sources cannot be more certain than is the construction of knowledge. If we accept the principle of fallibilism we also have to accept that source criticism can never 100% verify knowledge claims. As discussed in ther next section is source criticism intimately linked to scientific methods.
The presence of fallacies of argument in sources is another kind of philosophical criteria for evaluating sources. Fallacies are presented by Walton (1998). Among the fallacies are the ‘ad hominem fallacy’ (the use of personal attack to try to undermine or refute a person’s argument) and the ‘straw man fallacy’ (when one arguer misrepresents another’s position to make it appear less plausible than it really is, in order more easily to criticize or refute it.) See also fallacy.
Research methods are methods used to produce scholarly knowledge. The methods that are relevant for producing knowledge are also relevant for evaluating knowledge. An example of a book that turns methodology upside-down and uses it to evaluate produced knowledge is Katzer; Cook & Crouch (1998). See also Unobtrusive measures, Triangulation (social science).
Studies of quality evaluation processes such as peer review, book reviews and of the normative criteria used in evaluation of scientific and scholarly research. Another field is the study of Scientific misconduct.
Harris (1979) provides a case study of how a famous experiment in psychology, Little Albert, has been distorted throughout the history of psychology, starting with the author (Watson) himself, general textbook authors, behavior therapists, and a prominent learning theorist. Harris proposes possible causes for these distortions and analyzes the Albert study as an example of myth making in the history of psychology. Studies of this kind may be regarded a special kind of reception history (how Watson's paper was received). It may also be regarded as a kind of critical history (opposed to ceremonial history of psychology, cf. Harris, 1980). Such studies are important for source criticism in revealing the bias introduced by referring to classical studies.
See also Hjørland (2008): Empirical studies of the quality of science.
Textual criticism (or broader: text philology) is a part of philology, which is not just devoted to the study of texts, but also to edit and produce "scientific editions", "scholarly editions", "standard editions", "historical editions", "reliable editions", "reliable texts", "text editions" or "critical editions", which are editions in which careful scholarship has been employed to ensure that the information contained within is as close to the author's/composer's original intentions as possible (and which allows the user to compare and judge changes in editions published under influence by the author/composer). The relation between these kinds of works and the concept "source criticism" is evident in Danish, where they may be termed "kildekritisk udgave" (directly translated "source critical edition").
In other words it is assumed that most editions of a given works is filled with noise and errors provided by publishers, why it is important to produce "scholarly editions". The work provided by text philology is an important part of source criticism in the humanities.
complete works and monumental editions
The study of eyewitness testimony is an important field of study used, among other purposes, to evaluate testimony in courts. The basics of eyewitness fallibility includes factors such as poor viewing conditions, brief exposure, and stress. More subtle factors, such as expectations, biases, and personal stereotypes can intervene to create erroneous reports. Loftus (1996) discuss all such factors and also shows that eyewitness memory is chronically inaccurate in surprising ways. An ingenious series of experiments reveals that memory can be radically altered by the way an eyewitness is questioned after the fact. New memories can be implanted and old ones unconsciously altered under interrogation.
Anderson (1978) and Anderson & Pichert (1977) reported an elegant experiment demonstrating how change in perspective affected people's ability to recall information that was unrecallable from another perspective.
In psychoanalysis the concept of defence mechanism is important and may be considered a contribution to the theory of source criticism because it explains psychological mechanisms, which distort the realiability of human information sources.
In schools of library and information science (LIS) is source criticism of taught as part of the growing field Information literacy. Study issues like relevance, quality indicators for documents, kinds of documents and their qualities (e.g. scholarly editions) and related issues are studied in LIS and are relevant for source criticism. Bibliometrics is often used to find the most influential journal, authors, countries and institutions. The study of book reviews and their function in evaluating books should also be mentioned. The well-known comparison of Wikipedia and Encyclopædia Britannica (Giles, 2005) - although not done by information scientists - contained an interview with an information scientist (Michael Twidale) and should be obvious to include in LIS.
It could be argued that library and information education should provide teaching in source criticism at least at the same level as is taught in Upper Secondary School (see Gudmundsson, 2007).
In LIS has the checklist approach often been used.[1] A criticism of this approach is given by Meola (2004): "Chucking the checklist".
Libraries sometimes provide advices on how their users may evaluate sources.[2][3]
The Library of Congress has a "Teaching with Primary Sources" (TPS) program.[4]
Source criticism is also about ethical behavior and culture. It is about a free press and an open society, including the protecting information sources from being persecuted (cf., Whistleblower).
Photos are often manipulated during wars and for political purposes. One well known example is Joseph Stalin's manipulation of a photograph from May 5, 1920 on which Stalin's predecessor Lenin held a speech for Soviet troops that Leon Trotsky attended. Stalin had later Trotsky retouched out of this photograph. (cf. King, 1997). A recent example is reported by Healy (2008) about President Kim Jong Il, North Korea.[5]
Much interest in evaluating Internet sources (such as Wikipedia) is reflected in the scholarly literature of Library and information science and in other fields. Mintz (2002) is an edited volume about this issue.
The term Internet epistemology is among newly suggested terms.[6]
Examples of literature examining Internet sources include Chesney (2006), Fritch & Cromwell (2001), Leth & Thurén (2000) and Wilkinson, Bennett, & Oliver (1997).
Special topics such as the reliability of search engines and Wikipedia have their own investigations.
The scientific journal Nature compared Wikipedia with Encyclopædia Britannica. (See Giles, 2005) Encyclopædia Britannica replied (2006). The German magazine Stern compared Wikipedia with leading German Encyclopedias (Sterns test of Wikipedia).
"In history, the term historical method was first introduced in a systematic way in the sixteenth century by Jean Bodin in his treatise of source criticism, Methodus ad facilem historiarium cognitionem (1566). Characteristically, Bodin's treatise intended to establish the ways by which reliable knowledge of the past could be established by checking sources against one another and by so assessing the reliability of the information conveyed by them, relating them to the interests involved." (Lorenz, 2001, p. 6870).
As written above, modern source criticism in history is closely associated with the German historian Leopold von Ranke (1795–1886), who influenced historical methods on both sides of the Atlantic Ocean, although in rather different ways. American history developed in a more empirist and antiphilosophical way (cf., Novick, 1988).
Two of the best-known rule books from History's childhood are Bernheim (1889) and Langlois & Seignobos (1898). These books provided a seven-step procedure (here quoted from Howell & Prevenier, 2001, p. 70-71):
Gudmundsson (2007, p. 38) writes: ”Source criticism should not totally dominate later courses. Other important perspectives, for example, philosophy of history/view of history, should not suffer by being neglected” (Translated by BH). This quote makes a distinction between source criticism on the one hand and historical philosophy on the other hand. However, different views of history and different specific theories about the field being studied may have important consequences for how sources are selected, interpreted and used. Feminist scholars may, for example, select sources made by women and may interprete sources from a feminist perspective. Epistemology should thus be considered a part of source criticism. It is in particular related to "tendency analysis".
In archaeology is radiocarbon dating an important technique to establish the age of information sources. Methods of this kind were the ideal when history established itself as both a scientific discipline and as a profession based on "scientific" principles in the last part of the 1880s (although radiocarbon dating is a more recent example of such methods). The empiricist movement in history brought along both "source criticism" as a research method and also in many countries large scale publishing efforts to make valid editions of "source materials" such as important letters and official documents (e.g. as facsimiles or transcriptions).
Historiography and Historical method include the study of the reliability of the sources used, in terms of, for example, authorship, credibility of the author, and the authenticity or corruption of the text.
Brundage (2007) and Howell & Prevenier (2001) provide introductions to the field.
The responsibility of the connoisseur is, besides appraising quality, attributing authorship, supplying a date and verifying authenticity of works of art. Many research methods are used. For example, detailed knowledge about the colors, papers, and other materials used by artists is systematically collected by the connoisseur. Not only from what factory a piece of paper was made and when it was made, but also where the artist bought it and how often and how much he used to buy. By combining many kinds of evidence in this way an empirical argument about the age of a given work may be established.
Although the term "source criticism" is not used in this domain has the reliability of observers been carefully studied in association with the concept personal equation.
Source criticism, as the term is used in biblical criticism, refers to the attempt to establish the sources used by the author and/or redactor of the final text. The term "literary criticism" is occasionally used as a synonym.
Biblical source criticism originated in the 18th century with the work of Jean Astruc, who adapted the methods already developed for investigating the texts of Classical antiquity (Homer's Iliad in particular) to his own investigation into the sources of the Book of Genesis. It was subsequently considerably developed by German scholars in what was known as "the Higher Criticism", a term no longer in widespread use. The ultimate aim of these scholars was to reconstruct the history of the biblical text, as well as the religious history of ancient Israel.
Related to Source Criticism is Redaction Criticism which seeks to determine how and why the redactor (editor) put the sources together the way he did. Also related is form criticism and tradition history which try to reconstruct the oral prehistory behind the identified written sources.
Journalists often work with strong time pressure and have access to only a limited number of information sources such as news bureaus, persons which may be interviewed, newspapers, journals and so on (see journalism sourcing). Journalists' possibility for conducting serious source criticism is thus limited compared to, for example, historians' possibilities.
The most important legal sources are created by parliaments, governments, courts, and legal researchers. They may be written or unformal and based on established practices.
In assessing the relative value of different kinds of information sources and evidence are court decisions always decisive — directly or indirectly. The discussion of the relevance and importance of kinds of sources must be seen as what kind of evidence is most important in court rooms, both in a descriptive way (what do courtrooms actually use) and in a normative way (what should courtrooms ideally use). Although legal information is mostly used outside courtrooms, its relevance and validity is tested by its use in courtrooms or as thought esperiments: What would be the case if tried in court.
Different views concerning the quality of different sources is related to different legal philosophies: Legal positivism is the view that the text of the law should be considered in isolation, while legal realism, interpretivism (legal), critical legal studies and feminist legal criticism interprets the law on a broader cultural basis.
In medicine there is today a strong school of thought termed "evidence based medicine" (EBM). Here have very explicit criteria been developed on how to evaluate documents, including a hierarchy of evidence. EMB may thus be seen as a theory about source evaluation in medicine (a theory connected with empiricism).
Riegelman (2004) Studying a Study and Testing a Test: How to Read the Medical Evidence. Is a general text about critical reading in medicine.
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