HarperCollins is proud to present its incredible range of best-loved, essential classics. Plato's Republic has influenced Western philosophers for centuries, with its main focus on what makes a well-balanced society and individual.

Does history matter? Is it anything more than entertainment? And if so, what practical relevance does it have? In this fully revised second edition of a seminal text, John Tosh persuasively argues that history is central to an informed and critical understanding of topical issues in the present. Including a range of contemporary examples from Brexit to child sexual abuse to the impact of the internet, this is an important and practical introduction for all students of history. Inspiring and empowering, this book provides both students and general readers with a stimulating and practical rationale for the study of history. It is essential reading for all undergraduate students of history who require an engaging introduction to the subject. New to this Edition: - Illustrative examples and case studies are fully updated - Features a postscript on British historians and Brexit - Bibliography is heavily revised

Daughter. Wife. Mother. Mystic. Discover the life of this fifteenth century merchant's wife from King's Lynn who despite being unable to read or write created the first autobiography in English. Explore Margery's world of visions, pilgrimages and the constant threat of being burned for heresy.

Rooted in the day-to-day experience of teaching and written for those without specialist technical knowledge, this is a new edition of the go-to guide to using digital tools and resources in the humanities classroom. In response to the rapidly changing nature of the field, this new edition has been updated throughout and now features: - A brand-new Preface accounting for new developments in the broader field of DH pedagogy - New chapters on 'Collaborating' and on 'Teaching in a Digital Classroom' - New sections on collaborating with other teachers; teaching students with learning differences; explaining the benefits of digital pedagogy to your students; and advising graduate students about the technologies they need to master - New 'advanced activities' and 'advanced assignment' sections (including bots, vlogging, crowd-sourcing, digital storytelling, web scraping, critical making, automatic text generation, and digital media art) - Expanded chapter bibliographies and over two dozen tables offering practical advice on choosing software programs Accompanied by a streamlined companion website, which has been entirely redesigned to answer commonly asked questions quickly and clearly, this is essential reading for anyone looking to incorporate digital tools and resources into their daily teaching.

In recent years, there has been a growing interest in the use of experimental approaches to the study of media histories and their cultures. Doing media archaeological experiments, such as historical re-enactments and hands-on simulations with media historical objects, helps us to explore and better understand the workings of past media technologies and their practices of use. By systematically refl ecting on the methodological underpinnings of experimental media archaeology as a relatively new approach in media historical research and teaching, this book aims to serve as a practical handbook for doing media archaeological experiments. Doing Experimental Media Archaeology: Practice is the twin volume to Doing Experimental Media Archaeology: Theory, authored by Andreas Fickers and Annie van den Oever.

This book offers a plea to take the materiality of media technologies and the sensorial and tacit dimensions of media use into account in the writing of the histories of media and technology. In short, it is a bold attempt to question media history from the perspective of an experimental media archaeology approach. It offers a systematic reflection on the value and function of hands-on experimentation in research and teaching. Doing Experimental Media Archaeology: Theory is the twin volume to Doing Experimental Media Archaeology: Practice, authored by Tim van der Heijden and Aleksander Kolkowski.

R.G Collingwood's prolific works have shaped the debate about the nature of civilisation and its status as an ideal governing art, morality and social and political existence. As one of the few philosophers to subject civilisation and barbarism to close analysis, R.G Collingwood was acutely aware of the interrelationship between philosophy and history. In Peter Johnson's highly original work, R.G Collingwood and the Second World War: Facing Barbarism, Johnson combines historical, biographical and philosophical discussion in order to illuminate Collingwood's thinking and create the first in-depth analysis of R.G Collingwood's responses to the Second World War. Peter Johnson examines how R.G Collingwood's responses to the war developed from his early rejection of appeasement as a policy for dealing with Hitler's Germany, through his view of Britain's prosecution of the war once the battle with Nazism had been joined, and finally to his picture of a future liberal society in which civility is its overriding ideal.

During the 1976 Bicentennial celebration, millions of Americans engaged with the past in brand-new ways. They became absorbed by historical miniseries like Roots, visited museums with new exhibits that immersed them in the past, propelled works of historical fiction onto the bestseller list, and participated in living history events across the nation. While many of these activities were sparked by the Bicentennial, M. J. Rymsza-Pawlowska shows that, in fact, they were symptomatic of a fundamental shift in Americans' relationship to history during the 1960s and 1970s. For the majority of the twentieth century, Americans thought of the past as foundational to, but separate from, the present, and they learned and thought about history in informational terms. But Rymsza-Pawlowska argues that the popular culture of the 1970s reflected an emerging desire to engage and enact the past on a more emotional level: to consider the feelings and motivations of historic individuals and, most importantly, to use this in reevaluating both the past and the present. This thought-provoking book charts the era's shifting feeling for history, and explores how it serves as a foundation for the experience and practice of history making today.

What does it mean to be a social and cultural historian today? In the wake of the 'cultural turn', and in an age of digital and public history, what challenges and opportunities await historians in the early 21st century? In this exciting new text, leading historians reflect on key developments in their fields and argue for a range of 'new directions' in social and cultural history. Focusing on emerging areas of historical research such as the history of the emotions and environmental history, New Directions in Social and Cultural History is an invaluable guide to the current and future state of the field. The book is divided into three clear sections, each with an editorial introduction, and covering key thematic areas: histories of the human, the material world, and challenges and provocations. Each chapter in the collection provides an introduction to the key and recent developments in its specialist field, with their authors then moving on to argue for what they see as particularly important shifts and interventions in the theory and methodology and suggest future developments. New Directions in Social and Cultural History provides a comprehensive and insightful overview of this burgeoning field which will be important reading for all students and scholars of social and cultural history and historiography.

Few topics in modern history draw the attention that the Holocaust does. The Shoah has become synonymous with unspeakable atrocity and unbearable suffering. Yet it has also been used to teach tolerance, empathy, resistance, and hope. Understanding and Teaching the Holocaust provides a starting point for teachers in many disciplines to illuminate this crucial event in world history for students. Using a vast array of source materials-from literature and film to survivor testimonies and interviews-the contributors demonstrate how to guide students through these sensitive and painful subjects within their specific historical and social contexts. Each chapter provides pedagogical case studies for teaching content such as antisemitism, resistance and rescue, and the postwar lives of displaced persons. It will transform how students learn about the Holocaust and the circumstances surrounding it.

A brilliant meditation on politics, morality, and history from one of the most courageous and controversial authors of our age Renowned Eastern European author Adam Michnik was jailed for more than six years by the communist regime in Poland for his dissident activities. He was an outspoken voice for democracy in the world divided by the Iron Curtain and has remained so to the present day. In this thoughtful and provocative work, the man the Financial Times named "one of the 20 most influential journalists in the world" strips fundamentalism of its religious component and examines it purely as a secular political phenomenon. Comparing modern-day Poland with postrevolutionary France, Michnik offers a stinging critique of the ideological "virus of fundamentalism" often shared by emerging democracies: the belief that, by using techniques of intimidating public opinion, a state governed by "sinless individuals" armed with a doctrine of the only correct means of organizing human relations can build a world without sin. Michnik employs deep historical analysis and keen political observation in his insightful five-point philosophical meditation on morality in public life, ingeniously expounding on history, religion, moral thought, and the present political climate in his native country and throughout Europe.

Using Non-Textual Sources provides history students with the theoretical background and skills to interpret non-textual sources. It introduces the full range of non-textual sources used by historians and offers practical guidance on how to interpret them and incorporate them into essays and dissertations. There is coverage of the creation, production and distribution of non-textual sources; the acquisition of skills to 'read' these sources analytically; and the meaning, significance and reliability of these forms of evidence. Using Non-Textual Sources includes a section on interdisciplinary non-textual source work, outlining what historians borrow from disciplines such as art history, archaeology, geography and media studies, as well as a discussion of how to locate these resources online and elsewhere in order to use them in essays and dissertations. Case studies, such as William Hogarth's print Gin Lane (1751), the 1939 John Ford Western Stagecoach and the Hereford Mappa Mundi, are employed throughout to illustrate the functions of main source types. Photographs, cartoons, maps, artwork, audio clips, film, places and artifacts are all explored in a text that provides students with a comprehensive, cohesive and practical guide to using non-textual sources.

This volume discusses a broad range of themes and methodological issues around images, photography and film. It is about sharing a fascination about the visual history of education and how images became the most influential (circulating) media within the field of education on local, regional, national and international levels. Within this volume images are primarily analyzed as presenters, mediators, and means of observation. Images are seen as mobile reproducible media which play an active role within the public and educational sphere. They are means of observation and storytelling, they shape identities by presenting models of how we should act in and perceive the world, they circulate though different contexts and media, all of which impacts their meanings.

This book develops a new energetic/thermodynamic basis for the cyclic nature of civilizations. The growth of a civilization is due to the ability of the civilization to acquire and utilize resources for growth. The theory developed turns out to be identical to Blaha's previously developed theory, which successfully matches the history of 50+ civilizations. The energetic/thermodynamic theory appears in studies of superorganisms such as ant and bee colonies as well as other organisms including colonies of microbes. It also appears in theories of predator-prey populations such as wolves and rabbits. The consideration of superorganisms, predator-prey population cyclicity, and human civilization cyclicity suggests that there is an underlying unity in Nature in the growth of large groups of organisms and leads to the conclusion that civilizations are superorganisms. Thus this new model of civilizations is called SuperCivilizations. The book begins by overviewing superorganisms including some exciting new evidence for microbial superorganisms on land and in the deep sea. Subsequently we discuss almost all of the known human civilizations within the framework of this theory. We also consider the Richardson theory of arms races and show that Richardson's equations are identical to those of our energetic/thermodynamic model of civilization dynamics. With a suitable choice of parameters the arms race theory has cyclic solutions (as well as the exponential solutions studied by Richardson) that describe the dynamics of armaments growth in the United States - Russia confrontations from 1981 - 2010. The book also describes a program for the exploration and the colonization of the Solar System and a new means of travel to the stars and galaxies with a view towards the development of a space civilization. The probable effects on contemporary human civilizations of meeting an alien civilization are also described in detail. Because of a close analogy with Newtonian dynamics, and realizing that chance plays a major role in human history, the book also develops a probabilistic theory of civilization dynamics. The cyclic theory of civilizations is also generalized to a civilization theory for populations with three interconnected population segments: a dominant minority/leadership, followers, and external immigrants. This generalized theory leads to the cyclic theory of civilizations under reasonable conditions.

Design and the Question of History is not a work of Design History. Rather, it is a mixture of mediation, advocacy and polemic that takes seriously the directive force of design as an historical actor in and upon the world. Understanding design as a shaper of worlds within which the political, ethical and historical character of human being is at stake, this text demands radically transformed notions of both design and history. Above all, the authors posit history as the generational site of the future. Blindness to history, it is suggested, blinds us both to possibility, and to the foreclosure of possibilities, enacted through our designing. The text is not a resolved, continuous work, presented through one voice. Rather, the three authors cut across each other, presenting readers with the task of disclosing, to themselves, the commonalities, repetitions and differences within the deployed arguments, issues, approaches and styles from which the text is constituted. This is a work of friendship, of solidarity in difference, an act of cultural politics. It invites the reader to take a position - it seeks engagement over agreement.

In all societies-but especially those that have endured political violence-the past is a shifting and contested terrain, never fixed and always intertwined with present-day cultural and political circumstances. Organized around the Argentine experience since the 1970s within the broader context of the Southern Cone and international developments, The Struggle for the Past undertakes an innovative exploration of memory's dynamic social character. In addition to its analysis of how human rights movements have inflected public memory and democratization, it gives an illuminating account of the emergence and development of Memory Studies as a field of inquiry, lucidly recounting the author's own intellectual and personal journey during these decades.

Prompted by the 'linguistic turn' of the late 20th century, intellectual and conceptual historians continue to devote a great deal of attention to the study of concepts in history. This innovative and interdisciplinary volume builds on such scholarship by providing a new history of the term 'economy'. Starting from the Greek idea of the law of the household, Luigi Alonzi traces the different meanings assumed by the word 'economy' during the middle ages and early modern era, highlighting the semantic richness of the word and its uses in various political and cultural contexts. Notably, there is a particular focus on the so-called Oeconomica literature, tracking the reception of works by Plato, Aristotle, the 'pseudo' Aristotle and Xenophon in the Italian and France Renaissance. This tradition was incredibly influential in civic humanism and in texts devoted to power and command and thus affected later debates on Natural Law and the development of new scientific disciplines in the 17th and 18th centuries. In exploring this, the analysis of the function of translations in the transmission and transformation of meanings becomes central. 'Economy' in European History shines much-needed light on an important challenge that many historians repeatedly face: the fact that words can, and do, change over time. It will thus be a vital resource for all scholars of early modern and European economic history.

The Idea of History is the best known work of the Oxford philosopher and historian RG Collingwood. Published posthumously in 1946 it is, in effect, two books: a historiography and a philosophy of history. Students look to Collingwood for a history of thinking about history, and to discover his ideas about the nature of historical understanding. It is an indispensable text for historians and philosophers yet it is also highly challenging and many of Collingwood's innovations have been seriously misunderstood. The primary focus of this book is on Collingwood's actual arguments, especially the most radical of these, with the aim of elucidating their construction and appraising them in the clearest possible way. This guide is the ideal companion to Collingwood's classic text both for students coming to it for the first time and for those wishing to consider its arguments afresh. It offers clear and concise accounts of the book's composition; the intellectual context of Collingwood's ideas; its central arguments concerning the nature of history; and its reception and influence.

This work is an engaging exploration of the process of historical research, following historians as they search for solutions to the greatest mysteries of all time. Award-winning author Paul Aron takes readers on a journey through great historical mysteries through the ages. Entertaining in themselves, the stories also show that history is not merely living, but lively. The reader who comes to the book thinking history is boring will leave with a changed outlook with regard to both the subject matter and the process of writing history. Each chapter is a carefully and thoroughly researched presentation not of popularized accounts but of valid historical scholarship. Chronologically arranged, the essays show the historical process in action. For each disputed historical point, theories arise, become standard wisdom, and then are revised as additional information becomes available. This book reveals the mechanics of that process, including spirited debate, swashbuckling archaeology, and the application of modern science to ancient questions. 75 chronologically arranged chapters, each treating a famous historical mystery Numerous illustrations and photographs that bring the subjects to life An annotated list of further reading for each chapter, arranged chronologically to allow readers to follow the development of competing theories An engaging, accessible writing style that brings readers into the twists and turns of each case

"An Introduction to the History of Philosophical and Formal Logic" introduces ideas and thinkers central to the development of philosophical and formal logic. From its Aristotelian origins to the present-day arguments, logic is broken down into four main time periods: -Antiquity and the Middle Ages (Aristotle and The Stoics) -The early modern period (Leibniz, Bolzano, Boole) -High modern period (Frege, Peano & Russell and Hilbert)-Early 20th century: (Godel and Tarski) Each new time frame begins with an introductory overview highlighting themes and points of importance. Chapters discuss the significance and reception of influential works and look at historical arguments in the context of contemporary debates. To support independent study, comprehensive lists of primary and secondary reading are included at the end of chapters, along with exercises and discussion questions.By clearly presenting and explaining the changes to logic across the history of philosophy, "An Introduction to the History of Philosophical and Formal Logic" constructs an easy-to-follow narrative. This is an ideal starting point for students looking to understand the historical development of logic.

To learn about the ""Age of Revolutions"" in Europe and the Americas is to engage with the emergence of the modern world. In the late eighteenth and early nineteenth centuries, nations were founded, old empires collapsed, and new ones arose. Struggles for emancipation-whether from royal authority, colonial rule, slavery, or patriarchy-inspired both hopes and fears. This book, designed for university and secondary school teachers, provides up-to-date content and perspectives, classroom-tested techniques, innovative ideas, and an exciting variety of pathways to introduce students to this complex era of history. The volume includes chapters on sources and methods for stimulating student debate and learning, including Tom Paine's Common Sense, the Haitian Declaration of Independence, and other key documents; role-playing games; visual arts and culture; and music, including opera and popular songs. Other chapters delve into specific themes, including revolution and riot, revolutionary terror, enlightenment, gender, slavery, nationalism, environment and climate, and the roles of politically excluded groups. Collectively, the contributions ensure a broad Atlantic scope, discussing the revolutions in Britain's North American colonies, Haiti, and Latin America, and European revolutions including France, Belgium, and the Netherlands.

"Continuum Studies in Continental Philosophy" present the most cutting-edge scholarship in this major area of research and study. The wholly original arguments, perspectives and research findings in titles in this series make it an important and stimulating resource for students and academics from a range of disciplines across the humanities and social sciences. "Deleuze and Guattari's Philosophy of History" constructs, problematizes and defends a Deleuzian philosophy of history. Drawing on Deleuze's philosophy of time, it identifies key ideas and suggestions related to the philosophy of history from Deleuze and Guattari's major writings - including the seminal contemporary texts "Anti-Oedipus", "A Thousand Plateaux", ""Difference and Repetiton" and "The Logic of Sense" - and from this strating point goes on to develop a full and coherent philosophy of history. The book engages with Deleuze's theory of the 'pure past', exploring its implications for our understanding of history and time. The book covers the following themes: the role of dates in historical chronology; historical causality; historical origins; the character of historical events; and the diagnosis of such actual historical events as the rise of capitalism in Europe. This text is a groundbreaking, valuable and original contribution to the scholarship on Deleuze and Guattari, and contemporary Continental philosophy as a whole.

Why is the philosopher Hegel returning as a potent force in contemporary thinking? Why, after a long period when Hegel and his dialectics of history have seemed less compelling than they were for previous generations of philosophers, is study of Hegel again becoming important? Fashionable contemporary theorists like Francis Fukuyama and Slavoj Zizek, as well as radical theologians like Thomas Altizer, have all recently been influenced by Hegel, the philosopher whose philosophy now seems somehow perennial- or, to borrow an idea from Nietzsche-eternally returning. Exploring this revival via the notion of 'negation' in Hegelian thought, and relating such negativity to sophisticated ideas about art and artistic creation, Andrew W. Hass argues that the notion of Hegelian negation moves us into an expansive territory where art, religion and philosophy may all be radically conceived and broken open into new forms of philosophical expression. The implications of such a revived Hegelian philosophy are, the author argues, vast and current. Hegel thereby becomes the philosopher par excellence who can address vital issues in politics, economics, war and violence, leading to a new form of globalised ethics. Hass makes a bold and original contribution to religion, philosophy, art and the history of ideas.