Historians such as Richard Lim and D. K. Smith (2003) have argued that the study of history necessitates more than the mere recording (and memorization) of dates, people and events. It demands interpretation and necessitates invariably a degree of subjectivity in the process of analysis; no student of the past encounters historical materials or ideas or "facts" without a myriad assortment of beliefs, values, expectations, and constructs which naturally shape his or her assessments. Meaningful historical scholarship, in the view of these authors, mandates the application of some level of judgment, and any type of judgment is naturally subjective rather than fully objec
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