哥廷根歷史學派

哥廷根歷史學派是由18世紀末期哥廷根大學里一群使用一種特定的史料編纂手法的史學家組成的學派^[1]。哥廷根歷史學派的史學家們曾想要將讓·馬比榮的批判方法與伏爾泰、愛德華·吉本等哲學歷史學家的方法結合起來，寫就一部普遍歷史^[2]。

該學派的史學家們首創了科學種族主義的兩組基本術語：

約翰·弗里德里希·布盧門巴赫和克里斯托夫·邁納斯（英語：Christoph Meiners）提出了用於指代種族的顏色術語：高加索人種，即白種人；蒙古人種，即黃種人；馬來人種，即棕種人；尼格羅人種，即黑人；美洲原住民，即紅種人；^[3]

約翰·克里斯托夫·加特勒（英語：Johann Christoph Gatterer）、奧古斯特·路德維希·馮·施勒策、約翰·戈特弗里德·艾希霍恩（英語：Johann Gottfried Eichhorn）三人參考聖經中關於種族的術語，創造出了閃米特人、含米特人種以及雅弗人（英語：Japhetites）這三個術語。

參考文獻

^ Gierl, Martin. https://books.google.com/books?id=XtV2nJcVolQC&pg=PA285 |chapterurl=缺少標題 (幫助). Change of Paradigm as a Squabble between Institutions. BRILL. 3 May 2013: 285. ISBN 978-90-04-24391-0. The term 「Göttingen school of history" refers not to student-teacher relations nor to a shared methodology, but precisely to this field of competition in historical, cultural and anthropological interpretation, which emerged in Göttingen in the second half of the eighteenth century as an institutional effect of the Göttingen university, and which is captivating not for its shared attitude, but for its vigorous activity emanating from all of the university’s areas of expertise in all areas of contemporary cultural-historical debate – which, as a political and cultural identity debate, was at the centre of discourse in the late Enlightenment.
^ Iggers, Georg. The Theory and Practice of History: Edited with an Introduction by Georg G. Iggers. Routledge. 1 November 2010: 19. ISBN 978-1-136-88292-0. There had developed in the eighteenth century at the University of Göttingen a school of historians, including Johann Christoph Gatterer, August Ludwig Schlozer and Arnold Hermann Heeren, who combined the critical method of erudite scholars like Mabillon with the concern of the philosophic historians of the eighteenth century, such as Voltaire and Gibbon, who sought to write universal history without a strict critical evaluation of their sources. Niebuhr and Ranke refined the concern with critical method, Ranke in the process narrowed the universality of the outlook of the Göttingen historians. What Ranke brought to history was less a new method – this had been developed to a great extent by the Göttingen school – than a greater emphasis on the professional and technical character of history and a conception of history that we shall discuss later in this Introduction.
^ The End of Racism by Dinesh D'Souza, pg 124, 1995, "Blumenbach's classification had a lasting influence in part because his categories neatly broke down into familiar tones and colors: white, black, yellow, red, and brown."

[1] Gierl, Martin. https://books.google.com/books?id=XtV2nJcVolQC&pg=PA285 |chapterurl=缺少標題 (幫助). Change of Paradigm as a Squabble between Institutions. BRILL. 3 May 2013: 285. ISBN 978-90-04-24391-0. The term 「Göttingen school of history" refers not to student-teacher relations nor to a shared methodology, but precisely to this field of competition in historical, cultural and anthropological interpretation, which emerged in Göttingen in the second half of the eighteenth century as an institutional effect of the Göttingen university, and which is captivating not for its shared attitude, but for its vigorous activity emanating from all of the university’s areas of expertise in all areas of contemporary cultural-historical debate – which, as a political and cultural identity debate, was at the centre of discourse in the late Enlightenment.

[Ranke2010-2] Iggers, Georg. The Theory and Practice of History: Edited with an Introduction by Georg G. Iggers. Routledge. 1 November 2010: 19. ISBN 978-1-136-88292-0. There had developed in the eighteenth century at the University of Göttingen a school of historians, including Johann Christoph Gatterer, August Ludwig Schlozer and Arnold Hermann Heeren, who combined the critical method of erudite scholars like Mabillon with the concern of the philosophic historians of the eighteenth century, such as Voltaire and Gibbon, who sought to write universal history without a strict critical evaluation of their sources. Niebuhr and Ranke refined the concern with critical method, Ranke in the process narrowed the universality of the outlook of the Göttingen historians. What Ranke brought to history was less a new method – this had been developed to a great extent by the Göttingen school – than a greater emphasis on the professional and technical character of history and a conception of history that we shall discuss later in this Introduction.

[3] The End of Racism by Dinesh D'Souza, pg 124, 1995, "Blumenbach's classification had a lasting influence in part because his categories neatly broke down into familiar tones and colors: white, black, yellow, red, and brown."

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