In recent years, a long-established view of the Roman Empire during its great age of expansion has been called into question by scholars who contend that this model has made Rome appear too much like a modern state. This is especially true in terms of understanding how the Roman government ordered the city--and the world around it--geographically. In this innovative, systematic approach, Daniel J. Gargola demonstrates how important the concept of space was to the governance of Rome. He explains how Roman rulers, without the means for making detailed maps, conceptualized the territories under Rome's power as a set of concentric zones surrounding the city. In exploring these geographic zones and analyzing how their magistrates performed their duties, Gargola examines the idiosyncratic way the elite made sense of the world around them and how it fundamentally informed the way they ruled over their dominion. From what geometrical patterns Roman elites preferred to how they constructed their hierarchies in space, Gargola considers a wide body of disparate materials to demonstrate how spatial orientation dictated action, shedding new light on the complex peculiarities of Roman political organization.

This is the first comprehensive International Handbook on the History of Mathematics Education, covering a wide spectrum of epochs and civilizations, countries and cultures. Until now, much of the research into the rich and varied history of mathematics education has remained inaccessible to the vast majority of scholars, not least because it has been written in the language, and for readers, of an individual country. And yet a historical overview, however brief, has become an indispensable element of nearly every dissertation and scholarly article. This handbook provides, for the first time, a comprehensive and systematic aid for researchers around the world in finding the information they need about historical developments in mathematics education, not only in their own countries, but globally as well. Although written primarily for mathematics educators, this handbook will also be of interest to researchers of the history of education in general, as well as specialists in cultural and even social history.

In Work, Identity, and Legal Status at Rome, Sandra R. Joshel examines Roman commemorative inscriptions from the first and second centuries A.D. to determine ways in which slaves, freed slaves, and unprivileged freeborn citizens used work to frame their identities. ln the minutiae of the epitaphs and dedications she identifies the 'language' of the inscriptions, through which the voiceless classes of Ancient Rome spoke. The inscriptions indicate the significance of work--as a source of community, a way to reframe the conditions of legal status, an assertion of activity against upper-class passivity, and a standard of assessment based on economic achievement rather than birth."--P. [4] of cover.

This book collects new work on Latin didactic poetry and prose in the late Republic and early Empire, and it evaluates the varied, shifting roles that literature of teaching and learning played during this period. Instruction was of special interest in the culture and literature of the late Roman Republic and the Age of Augustus, as attitudes towards education found complex, fluid, and multivalent expressions. The era saw a didactic boom, a cottage industry whose surviving authors include Vergil, Lucretius, Ovid, Horace, Cicero, Varro, Germanicus, and Grattius, who are all reexamined here. The contributors to this volume bring fresh approaches to the study of educational literature from the end of the Roman Republic and early Empire, and their essays discover unexpected connections between familiar authors. Chapters explore, interrogate, and revise some aspect of our understanding of these generic and modal boundaries, while considering understudied points of contact between art and education, poetry and prose, and literature and philosophy, among others. Altogether, the volume shows how lively, experimental, and intertextual the didactic ethos of this period is, and how deeply it engages with social, political, and philosophical questions that are of critical importance to contemporary Rome and of enduring interest into the modern world. Didactic Literature in the Roman World is of interest to students and scholars of Latin literature, particularly the late Republic and early Empire, and of Classics more broadly. In addition, the volume’s focus on didactic poetry and prose appeals to those working on literature outside of Classics and on intellectual history.

In an expansion of his 2012 Robson Classical Lectures, Clifford Ando examines the connection between the nature of the Latin language and Roman thinking about law, society, and empire. Drawing on innovative work in cognitive linguistics and anthropology, Roman Social Imaginaries considers how metaphor, metonymy, analogy, and ideation helped create the structures of thought that shaped the Roman Empire as a political construct. Beginning in early Roman history, Ando shows how the expansion of the empire into new territories led the Romans to develop and exploit Latin's extraordinary capacity for abstraction. In this way, laws and institutions invented for use in a single Mediterranean city-state could be deployed across a remarkably heterogeneous empire. Lucid, insightful, and innovative, the essays in Roman Social Imaginaries constitute some of today's most original thinking about the power of language in the ancient world.

The Economy of Roman Palestine presents a description of the economy of the province of Judea-Palestina in the Roman era (AD70 to AD400) on the basis of a broad selection of primary rabbinic sources and a considerable volume of archaeological findings. The period studied is characterised by demographic growth and corresponding economic development. The work describes the agricultural and agrarian structure of the province, the pattern of settlement, trade, and other aspects, depicting an economy based to a great extent on an open market.