This study of Lebanese historical thought and its role in national identity formation in the eighteenth century focuses on a sample of historians, mainly Christians, who lived and wrote during the Shihabi Emirate from 1697 till the Egyptian invasion in 1831. These historians, who represent different trends in historical writing, were able to develop the idea of Lebanon as a unique entity and as a haven and to underline its specificity and distinctiveness. With a focus on primary sources, this book endeavors to penetrate into the main concerns and ways of thinking at this time when a Lebanese identity started to bloom. In doing so, it discovers a neglected century as a fruitful and rich period in the history of Lebanon and a prelude to nineteenth-century awakening. This book will be of interest to scholars of the history and historiography of Lebanon and the Middle East, with relevance for specialized courses in the fields of history and historiography at universities.

This book traces the development of the Polish theory of history, analysing how Jerzy Topolski, Krzysztof Pomian, and Olga Tokarczuk have both built upon and transgressed the metahistorical theories of American historian Hayden White. Poland’s reception of White’s work has gone through different phases, from distancing to a period of fascination and eventual critical analysis, beginning with Topolski's methodological school in the 1980s. Topolski played a major role in international debates on historical theory in the second half of the 20th century. The book’s second study is a rare opportunity for English-speaking audiences to engage with the thoughts of Pomian, a philosopher and historian of ideas who has both complemented and developed theories of historical cognition independently from White. In the final chapter, the book presents a study of the historical imagination in 21st-century Central and Eastern Europe through the work of novelist Tokarczuk, the winner of the 2018 Nobel Prize in Literature. In considering the contributions of these three thinkers, the book explores the active process by which past becomes history and thus motivates contemporary actions and realities. By deconstructing and reconstructing contemporary theories of history, this research is a unique contribution to the fields of historiography and the philosophy of history.

This book explains some of the psychological processes that go into narrative construction and why it is that we have so much variability of historical accounts about a single historical event. A central focus of this book is how historians go from having unconnected units of data to having a coherent, structured, and organized flow of experiences. The author argues that the way these connections are established responds to certain Gestalt psychological principles that allow us to understand not only how histories are constructed but also how this construction can be rather different depending on how these principles are applied. To illustrate how these principles are present in histories, the author analyzes classic historical writers such as Burckhardt, Huizinga, Vico, and Marx. As well as an explanation of why historical multiplicity happens, the book also offers a way to evaluate different historical narratives about the same historical event. To illustrate how the evaluative framework is at play, the author analyzes two views about the so-called discovery of America. The first one explains what happens in 1492 by using the term "discovery." The second one uses the notion of "invention" to talk about the same set of circumstances. The book provides an important epistemic tool to evaluate these different accounts—one that can be applied not only to this case but also others. This book appeals to scholars, graduate students, and upper-level undergraduate students of history and philosophy. In addition, the book may also attract intellectuals, generally considered, who are interested in how philosophy can inform and question historical practice.

This book casts a fresh look at what to date has been a relatively unexplored question: the enormous value and usefulness of the metaphor in the understanding and writing of history (and at the historical culture reflected by these metaphors). Mapping a wide range of tropes present in historiography and public discourse, the book identifies some of the key metaphorical resources employed by historians, politicians, and journalists to represent time, history, memory, the past, the present, and the future and examines a selection of analytical concepts of a temporal nature, built upon unmistakeably metaphorical foundations, such as modernity, event, process, revolution, crisis, progress, decline, or transition. The analysis of these and other pillars on which modern history has been built, whether as a philosophy of history, as an academic discipline, or as a set of events, will interest graduates and scholars dealing with the historical and social sciences and the humanities in general. Key Metaphors for History offers a broad overview of historiography and historiosophy, from an unfrequented point of view, halfway between conceptual history, theory of history and metaphorology. Moreover, it constitutes a form of self-reflection of the historian on his or her own positionality when researching and writing history.

The book is the first biography of Raphael Lemkin to draw on a comprehensive body of research into Lemkin as a person and his background and will be of interest to both non-specialists and academics. Drawing on archival materials, a nuanced description is provided of the ethnically mixed Belarusian-Polish-Jewish border region where Lemkin grew up and which shaped him, clarifying at the same time some of the misinterpretations that have surrounded Lemkin’s life. Lemkin’s professional career and intellectual interests up to the time of his flight from Poland after the German aggression of 1939 are exhaustively described. In the latter part of the book, the author poses, among other things, the question of how Lemkin’s activities in the United States were influenced by the experience of the first almost 40 years of his life.

This book re-thinks the relationship between the world of the traditional Jewish study hall (the Beit Midrash) and the academy: Can these two institutions overcome their vast differences? Should they attempt to do so? If not, what could two methods of study seen as diametrically opposed possibly learn from one another? How might they help each other reconceive their interrelationship, themselves, and the broader study of Jews and Judaism? This book begins with three distinct approaches to these challenges. The chapters then follow the approaches through an interdisciplinary series of pioneering case studies that reassess a range of topics including religion and pluralism in Jewish education; pain, sexual consent, and ethics in the Talmud; the place of reason and devotion among Jewish thinkers as diverse as Moses Mendelssohn, Jacob Taubes, Sarah Schenirer, Ibn Chiquitilla, Yair Ḥayim Bacharach, and the Rav Shagar; and Jewish law as a response to the post-Holocaust landscape. The authors are scholars of rabbinics, history, linguistics, philosophy, law, and education, many of whom also have traditional religious training or ordination. The result is a book designed for learned scholars, non-specialists, and students of varying backgrounds, and one that is sure to spark debate in the university, the Beit Midrash, and far beyond.

At its very center, The Cultivation of Character and Culture in Roman Rhetorical Education: The Available Means is a study of the subtle, organic ways that rhetoric can work to cultivate a particular character. This is an extension of the current work in composition studies, which focus on the ways that writing instruction contributes to the development of individual power and agency in students, combined with an ancient understanding of the ways that students learned to act within a particular, accepted cultural framework. It recognizes and reclaims a lost dimension of rhetoric, a dimension that is conceptually linked to the martial culture of the ancient world, to show how ancient rhetorical theory framed the discipline as an education in thinking, speaking, and acting in ways that were necessary to be both a persuasive speaker and an effective leader. Through close readings and analysis of particular rhetorical exercises, the book shows how rhetorical education shaped characters that were appropriate in the eyes of the dominant culture but were also capable of working independently to progressively alter that culture. In showing the ways that rhetorical education shaped a particular character, the book demonstrates the ways that the combination character, culture, and virtue are vital to leadership in any time.