Kathleen M. Comerford, Associate Professor of History, Georgia Southern University
Statement of Research Philosophy


The purpose of research, it is generally acknowledged, is the advancement of knowledge. While individual fields of study may approach their research in widely diverse ways, they have this general pursuit in common. Humanities research is often dismissed as little more than the pursuit of beauty or of personal agendas, yet its purpose is both considerably larger and more important than this. I engage in a sustained program of research in an effort to advance humanity's knowledge of its own past; to explain that past more eagerly and knowledgeably to students; and to produce the kinds of thought-provoking materials which will aid current and future colleagues in their pursuit of information and application. Perhaps the greatest obstacle I have faced in explaining my desire to research to the world at large is the sense that only scientific and medical research advance the culture. As I have no expertise in science or medicine, I prefer not to argue the importance of knowledge of past cures, successful or otherwise; instead, I suggest that research in history helps contemporaries understand themselves, not only the past. This has obvious practical applications in (for example) journalism, foreign policy, and even medicine. The study of history, intrinsically valuable, is only possible with continued research and its products. In a world which values its history greatly, but understands it poorly and uses it more for propaganda than for undrestanding, continued support of the historical research endeavor is essential. When only a portion of the past is studied, or when the study is undertaken with the spirit of proving a particular point, the result can be persecution, massacres, mis- (and dis-) information, and all of the social, political, and economic consequences thereof. When professionals are encouraged to inquire responsibly about the past, on the other hand, they not only teach well, but also provide information for succeeding generations to build on and interpret in new ways.

In my own research, I strive to keep in mind those points which motivate me as a teacher: mainly, the recognition that expertise, talent, enthusiasm, and honesty combined make for a good teacher. All of these qualities are also applicable to good research. One first needs to learn a great deal before one can research-good research stems from good questions, which stem from study of the general problems of the field (expertise). Honing talents is the next step; research demands a broad scope of talents, including language, interpretation, and organization. Enthusiasm is an absolute requirement, as much research involves considering the long term, and maintaining interest, for example, in reading hundreds of pages of manuscript in search of a single name, salary, or other piece of information, can be difficult if the initial enthusiasm is absent. Finally, no researcher can operate in circumstances which do not demand honesty. Although I have often joked that I study the past "because it is safe"-sociologists and political scientists have to deal with contemporary subjects and therefore invite more controversy-I have never taken for granted that the past is what I see. A truly honest approach means an openminded approach, giving the flexibility to change the question, to accept an unexpected answer, or to recognize when one must in fact stop because of preservation issues.

My primary research areas are the age of the Reformation, education and religion; I combine these regularly in the study of the early Roman Catholic seminaries and Jesuit institutions in the Tuscan region of Italy. The skills that this research requires-paleography, language, patience, flexibility, and a general knowledge of the past-are ones which I am continually developing by use. I regularly work with Italian, Latin, French, Spanish, and German-language texts in archives and libraries throughout Rome and Tuscany, reading documents of many different sorts: financial records, letters, legal documents, wills, annual reports, and institutional administrative records are the most frequent sources of information for my studies.

My research was sparked initially by a question: can we really assume this? I had noticed that many historians came to a conclusion about the implementation of a particular decree from the Council of Trent, the seminary decree, and I felt that the conclusion was questionable. I learned that my instincts were correct, but I also learned the reason the question had not been investigated in depth earlier: the documents are scarce and scattered. Because I am have been detail-oriented, I have found this research to be both suited for my personality and quite rewarding. I am also pursuing new research areas, including the interaction between state and church education; between universities and seminaries; and between religious orders and secular priests. The search for a more complete picture of the past remains an important motivation for me; but so does the rather banal question of "so what?" I see this as much more than "is this really important?"-I see it as "what do I do with this important information, now that I have it?" The answer varies; I might need to learn more about some thought it provoked. I might need to write a new book about it. I might need to teach a class on it. The salient point is that I cannot imagine stopping asking those questions.

I have established a significant record of publications: two monographs, one co-authored/co-edited volume, ten major articles, four encyclopedia articles, two review articles, and over a dozen book reviews. In this corpus, I have not only investigated specific questions of historical interest and importance, but I have created a name for myself as an expert in my field. Very few other North American or Anglophone scholars have engaged in scholarly research on Italian seminaries, and as a result my work has gained an audience not only here but among the Italians who have had this interest. My work has been well received and is frequently cited in Italian and English literature on Catholic religious history in the Reformation period.

Fundamental to my pursuit of research is the knowledge that it good scholarship a necessary part of being a good teacher. These two aspects of my professional life are intrinsically related: I teach better because of the research I conduct, and I am a better researcher because of the teaching I do. Being conversant with the nuts and bolts of history makes me better able to explain them; looking at sources and considering how to use them in understandable ways makes me better able to fit them into my larger picture. Although it is rare for me to be able to research my field directly with a student, I still can use the skills and insights I gain in teaching them. By modelling the research and teaching professor type, I teach students that history is not simply about reading textbooks, but about asking good questions and finding the way to answer them. An active scholarly life is an excellent example to students of creative engagement in lifelong learning outside the classroom. It also encourages students to ask more than "what is on the test?"-it lets them know that good questions are always around us, waiting for thoughtful investigation and, perhaps, even answers.