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Abstract

The openness of certain humanities disciplines to other fields, the cross-fertilization of their research and investigative methods, and the interconnectedness of the knowledge they produce are considered a springboard for developing critical thinking skills, both among researchers and learners. History appears to be no exception to this rule, as it relies on a rigorous scientific method, through which historians seek to establish the scientific validity of their research findings. One of the most important tools in the work of a rigorous historian is documentation, which allows them to substantiate their claims. In the 20th century, historians of the Annales School, notably Marc Ferro, broadened the concept of "document" to include photographic documents and film, despite opposition from the positivist school. Their aim was to exploit the creative value of cinema and its humanistic perspectives in order to raise new epistemological questions about the stages of human history and to establish epistemological links between these two fields. There are multiple epistemological links between two paradigms, which has always raised questions about the forms of relationships between them, namely history and cinema. Therefore, we will attempt to start from this issue to answer the following question: What are the most important epistemological links between history and cinema that serve as a window for developing critical and analytical skills in researchers and audiences? To answer this question, this research paper will attempt to approach the relationship between history and cinema by presenting multiple links between the two paradigms for epistemic and cognitive discussion, in order to enhance and develop the mechanisms of critique and analysis for researchers and those interested in both fields.

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