Gaius Meets Cicero. Law and Rhetoric in the School Controversies sheds new light on a much debated issue in the field of Roman law, i.e. the so-called 'school controversies' between the Sabinians and the Proculians. Tessa Leesen rejects the general assumption in modern literature that the two schools each adhered to a fundamentally different theoretical conception of law. She argues that the 'school controversies' as described in Gaius' Institutiones arose in legal practice when the heads of the two schools were consulted by two conflicting parties and each gave opposing advice. In order to make their opinions persuasive, the jurists were in need of adequate arguments. For this purpose, they made use of rhetoric and of the argumentative theory of topoi as described in Cicero's Topica.

The Mishnah is the foundational document of rabbinic Judaism—all of rabbinic law, from ancient to modern times, is based on the Talmud, and the Talmud, in turn, is based on the Mishnah. But the Mishnah is also an elusive document; its sources and setting are obscure, as are its genre and purpose. In January 2021 the Harvard Center for Jewish Studies and the Julis-Rabinowitz Program on Jewish and Israeli Law of the Harvard Law School co-sponsored a conference devoted to the simple yet complicated question: “What is the Mishnah?” Leading scholars from the United States, Europe, and Israel assessed the state of the art in Mishnah studies; and the papers delivered at that conference form the basis of this collection. Learned yet accessible, What Is the Mishnah? gives readers a clear sense of current and future direction of Mishnah studies.

An interdisciplinary, edited collection on social science methodologies for approaching Roman legal sources. Roman law as a field of study is rapidly evolving to reflect new perspectives and approaches in research. Scholars who work on the subject are i

Presents the first full-length, systematic study of the reception of Cicero's speeches in the Roman educational system.

This book reflects the wide range of current scholarship on Roman law, covering private, criminal and public law.

Over the first eight centuries CE, the religious cultures of Middle Eastern, Mediterranean and many European lands transformed. Worship of "the gods" largely gave way to the worship of YHWH, the God of Israel, under Christianity and Islam, both developments of contemporary Judaism, after Rome destroyed Judaism's central shrine, the Jerusalem Temple, in 70 CE. But concomitant changes occurred within contemporary Judaism. The events of 70 wiped away well-established Judaic institutions in the Land of Israel, and over time the authority of a cadre of new "masters" of Judaic law, life, and practice, the "rabbis," took hold. What was the core, professional-like profile of members of this emerging cadre in the late second and early third centuries, when this group first attained a level of stable institutionalization (even if not yet well-established authority)? What views did they promote about the authoritative basis of their profile? What in their surrounding and antecedent sociocultural contexts lent prima facie legitimacy and currency to that profile? Geared to a nonspecialist readership, What Were the Early Rabbis? addresses these questions and consequently sheds light on eventual shifts in power that came to underpin Judaic communal life, while Christianity and Islam "Judaized" non-Jews under their expansive hegemonies.

A Companion to Ancient Education presents a series of essays from leading specialists in the field that represent the most up-to-date scholarship relating to the rise and spread of educational practices and theories in the ancient Greek and Roman worlds. Reflects the latest research findings and presents new historical syntheses of the rise, spread, and purposes of ancient education in ancient Greece and Rome Offers comprehensive coverage of the main periods, crises, and developments of ancient education along with historical sketches of various educational methods and the diffusion of education throughout the ancient world Covers both liberal and illiberal (non-elite) education during antiquity Addresses the material practice and material realities of education, and the primary thinkers during antiquity through to late antiquity