SCIENTIFIC NOTES OF V. I. VERNADSKY CRIMEAN FEDERAL UNIVERSITY. HISTORICAL SCIENCE SCIENTIFIC NOTES OF V. I. VERNADSKY CRIMEAN FEDERAL UNIVERSITY. HISTORICAL SCIENCE УЧЕНЫЕ ЗАПИСКИ КРЫМСКОГО ФЕДЕРАЛЬНОГО УНИВЕРСИТЕТА ИМЕНИ В. И. ВЕРНАДСКОГО. ИСТОРИЧЕСКИЕ НАУКИ 2413-1741 109919 10.29039/2413-1741-2025-11-4-34-46 ОБЩАЯ РУБРИКА GENERAL HEADING ОБЩАЯ РУБРИКА THE GENESIS OF US FOREIGN POLICY: THE WISCONSIN SCHOOL OF DIPLOMATIC HISTORY (1950S–1970S) ГЕНЕЗИС ВНЕШНЕЙ ПОЛИТИКИ США: «ВИСКОНСИНСКАЯ ШКОЛА ДИПЛОМАТИЧЕСКОЙ ИСТОРИИ» (1950–1970-е ГОДЫ) Дорофеев Д. В. Dorofeev D. V. Крымский федеральный университет имени В.И.Вернадского Crimean Federal University of a name of V.I.Vernadsky 12 12 2025 12 12 2025 11 4 34 46 12 12 2025 https://sn-histor.cfuv.ru/arhiv/tom-11-77-4/генезис-внешней-политики-сша-вискон/

В историографии внешней политики США существует проблема – стереотипы, вводимые в научный оборот учеными без всестороннего изучения источников. В исследовании эта проблема рассматривается на примере «висконсинской школы дипломатической истории». Целью работы выступает оценка состояния разработанности генезиса внешней политики США в трудах представителей школы. Актуальность темы обусловлена тем, что изучается интеллектуальное наследие школы, как сложный комплекс. Новизна видится в том, что применяется ранее не использованный формат организации исследования – комбинация неизученной темы, конкретно-тематической модели, источников, методологии. Результаты дали возможность сделать следующие выводы. Во-первых, была установлена низкая степень актуальности темы для историков школы, поскольку они не могли найти неопровержимые доказательства в источниках XVIII в., которые они не стремились анализировать комплексно и масштабно. Во-вторых, историки не добились роста научного знания при рассмотрении темы, ограничившись заимствованием тезисов, которые были изучены в науке (экспансия, меркантилизм, использование мирового баланса сил, как универсальные средства достижения статуса «империи»). В-третьих, ученые руководствовались принципом презентизма, что привело к искажению ими оценки исторических процессов.

the historiography of US foreign policy faces a problem: stereotypes introduced into academic discourse by scholars without comprehensive sources of study. This problem is explored using the example of the «Wisconsin School of Diplomatic History». The aim of this work is to assess the state of development of the genesis of US foreign policy in the works of representatives of the school. The relevance of the topic is due to the fact that the intellectual heritage of the school is studied as a complex whole. Its novelty lies in the use of a previously unexplored research format – a combination of an unexplored topic, a specific thematic organizational model, sources, and methodology. The results allowed the following conclusions to be drawn. First, the relevance of the topic for scholars was established, as they were unable to find irrefutable evidence in 18th-century sources, which they did not attempt to analyze comprehensively and extensively. Secondly, historians have failed to advance scholarly knowledge in their examination of the topic, limiting their adoption of theses that had been studied in scholarship (expansion, mercantilism, the use of global balance as a universal means of achieving the results of «empire»). Thirdly, scholarly leaders have been guided by the principle of presentism, which has led to a change in their assessment of historical processes.

 генезис внешней политики США; «висконсинская школа дипломатической истории»; Д. Л. Купер; У. Ф. Лафибер; У. Э. Уильямс; Ф. Х. Харрингтон Genesis of US Foreign Policy Wisconsin School of Diplomatic History J. L. Cooper W. LaFeber W. A. Williams F. H. Harrington

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