EXTERNAL AND INTERNAL CRITICISM

-TWO MENTAL PROCESSES WHICH STUDENTS HAVE

TO FOLLOW

G E 1 0 3 R E A D I N G I N P H I L I P P I N E H I S T O RY
 EXTERNAL CRITICISM

• Sometimes called as “lower criticism”

• The genuineness of the document.
• Form and appearance and more particularly to question of
authorship and textual circumstances such as time, place
and purpose.
THE FOLLOWING QUESTIONS HAVE BEEN GIVEN
AS COVERING MATTERS FALLING UNDER
EXTERNAL CRITICISM:
1. Who was the author, not merely what was his name but what were his
personality, character, position and so forth?
2. What were his general qualifications as a reporter – alertness, character, bias?
3. What were his special qualifications and disqualifications as a reporter of the
matters here treated?
a) How was he interested in the event related?
b) How was he situated for observation of the facts?
c) Had he the necessary general and technical knowledge for learning and
reporting the events?
THE FOLLOWING QUESTIONS HAVE BEEN
GIVEN AS COVERING MATTERS FALLING
UNDER EXTERNAL CRITICISM:
4. How soon after the events was the document written? For on
purpose the century of composition may be sufficient; for
another, the very hour may be essential.
5. How was the document written, from memory, after
consultation with others, after checking the facts, or by
combining earlier trial drafts?
THE FOLLOWING QUESTIONS HAVE
BEEN GIVEN AS COVERING MATTERS
FALLING UNDER EXTERNAL CRITICISM:
6) How is the document relator to other documents?
a) Is it original source; wholly or in part?
b) If the latter, what parts are original; what borrowed; whence? How
credible are the borrowed materials?
c) How and how accurately is the borrowing done?
d) How is the borrowed material changed; how used?
 INTERNAL CRITICISM
• Sometimes called as “higher criticism”
• The meaning and trustworthiness of the contents of the
documents
• Value and worth of its contents, its literal meaning and the
reliability of the statements themselves.
 INTERNAL CRITICISM

• May be carried on positively or negatively, the first being

the approach of discovering the real meaning of the text
and the second that approach with a view to find reasons
for disbelieving what the document says thus putting to
question the author’s good faith, motive, competence,
accuracy and even his knowledge on the subject covered.
QUESTIONS TO ASK TO ASSURE THE VALUE
AND WORTH OF CONCLUSIONS ABOUT A
DOCUMENT:
1. Who was the author?
2. Is the connection between him and the document a natural and
plausible one?
3. Is the subject one with which he could be expected to have
some degree of familiarity?
4. Could he have been in the place indicated at the time indicated?
QUESTIONS TO ASK TO ASSURE THE
VALUE AND WORTH OF CONCLUSIONS
ABOUT A DOCUMENT:
5. Was the information given in the document original with him, or
did he copy it from someone else?
6. Are the statements made in the document consistent with
known level of intelligence, education, experience, and individual
temperament of the purported writer?
ADDITIONAL TESTS SUGGESTED TO CHOOSE THE
MORE RELIABLE DOCUMENT OR STATEMENT IN
CASE THERE ARE MORE THAN ONE, ARE:
1. Are they independent observations?
2. Are they made by the different persons?
3. Are these observations belonging to different groups
with varying affiliations?
4. Are these observations secured while operating under
different conditions?
MILL’S FIVE CANONS
FIVE METHODS OF
PROCEDURE
1. THE METHOD OF AGREEMENT
If the circumstances contributing to produce a certain result
have a common factor then this is the significant factor
which is probably the cause, or nothing can be a factor in
the absence of which the result is produced.
2. THE METHOD OF DIFFERENCE
If several circumstances are identical except for one and a
given result occurs when this factor is present, then this is
the significant factor, or nothing can be a factor in whose
absence the result occurs.
3. THE JOINT METHOD
The procedure when the two preceding methods are
applied to one after the other and both identify the
significant factor.
4. THE METHOD OF RESIDUES
If some factors are found to be the cause of certain facts of
a phenomenon then if they are eliminated, the factors
remaining are the cause of the remaining part of the
phenomenon.
5.THE METHOD OF CONCOMITANT
VARIATIONS
When two things consistently change or vary each other,
the variations in one are caused by the variations in the
other or that their variations are caused by the some
common significant factor
 EXPERIMENT WITH PEOPLE
not as easy as it is with animals or things because of
the many variable factors entering whenever a person
is the object of an experiment.
EXPERIMENT
WITH PEOPLE
EXPERIMENT WITH PEOPLE:
Non-laboratory experimentation of group classification:
1. One-group method
2. Parallel-group method
3. Rotating group method
EXPERIMENT WITH PEOPLE:
1. One-group method. A known factor is introduced or withdrawn
from the group and after a reasonable length of time, the resulting
change is measured. If there are several such factors under test the
operation is repeated as many times as there are of them.
2. Parallel-group method. Also known as equivalent-group method
refers to the experiment wherein two groups are made the subject of
the test, one group serving as the basic or pilot group and the other, as
the experimental group. This method is susceptible to difficulties
because no two groups of persons can really be ever equal or parallel.
EXPERIMENT WITH PEOPLE:
3. Rotation-group method. Two or more groups are used and
then keeping one as the basic or pilot or control group, the other or
others are given the experimental factor. After the observation
period, the results are noted. Then another group becomes in turn
the basic one and the others take their turns to serve as the
experimental groups.
SOURCES OF ERRORS IN
EXPERIMENTAL WORK
1. It is always advisable to have the experiment repeated as
many times as possible and the results to be taken
together to get the best possible general interpretation.
2. 2. The instruments must be in good working conditions to
assure readings that are accurate and reliable.
SOURCES OF ERRORS IN
EXPERIMENTAL WORK
3. The materials or objects or specimens used must be
excellent or at least the best available of the class and kind
and representative of the needed individuals or group.
4. The experimenter has to exercise all care and precaution not
only in setting up the correct instruments but also in his
timing and reading results.
SOURCES OF ERRORS IN
EXPERIMENTAL WORK
5. The experimenter must not be motivated by any bias nor
must he suffer from any prejudice or preconceived idea
defeating altogether the attitude of objectivity.
6. The subject of experiment, whether person or thing,
should be chosen carefully so as to be sure he is
cooperative and not biased.
REFERENCE:
https://www.slideshare.net/myboyfriend10/external-and-internal-criticisms?from_action=save