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Outline

Title
Abstract
Chapter One: Introduction
Overview
Background
Method
Preliminary Literature Overview
Defining the Questions
Chapter Two: Method of Examination
Constructing a Rigorous Comparative Analysis
Two Subjects with Different Contexts
The Utility of a Previous Association
Modernizing the Parallel Lives Analysis
Applicable Theories, Methods, Approaches
Quantitative and Qualitative Analysis
An Analogical Case Study
Literary Analysis
Identity Subjectivism
Grand Strategic Background
Overview of the Punic Wars
Analysis of Federigo's Armor in His Paintings
Summary of the Contexts
Structural Analysis of Government
Functional Analysis of Governmental Mechanisms
Linguistic Analysis
Chapter Eight: Conclusions
Structure-Function-Relationship Analysis
References
All Topics
History
Ancient History

Geoffrey Uhal Dissertation Manuscript

Profile image of Geoffrey UhalGeoffrey Uhal

2025, Parallel Lives: Revitalization of an Ancient Method of Inquiry

Abstract

The Parallel Lives style examination and biography is one of the oldest forms of historical inquiry, providing a comparison between a foreign subject and a more familiar subject as a frame of reference. This style of examination was popular for dissertations in the 19th century among military historians writing about generals who were stylistically known as “Great Captains” for much of history. While the moral comparisons of such histories in bygone eras possess less utility, multimodal comparisons of lives that readers have more and less contextual background to provide a model to bridge the gap between foreign and familiar subjects. The two subjects of this inquiry are Publius Cornelius Scipio Africanus of the Middle Roman Republic during the Second Punic War, and Duke Federigo da Montefeltro of the Italian Renaissance, who attempted to live a life modeled on both Caius Julius Caesar and Publius Cornelius Scipio Africanus. Both subjects were paragons of martial virtue in their respective eras in very different cultures. Given the degree of information contextualization required for adult learning, providing bridging context improves the quality and amount of retention by the reader. It is for these reasons that paralleling two subjects using a multimodal method to parse the components for examination and delivering the information in a contextualizing frame based on Bloom’s Taxonomic Model of Adult Learning is posited as a valid approach to teaching history, one that can speak interdisciplinary languages and appeal to wider audience bases. The use of modern research methods and integrated reasoning creates an updated approach, which delivers a procedural historical example for deep dive, theoretically aligned analysis.

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  665. Gerd Gigerenzer, Gut Feelings: The Intelligence of the Unconscious (New York, NY: Viking, 2007);
  666. Stanilas Dehaene, Consciousness and the Brain: Deciphering How the Brain Codes Our Thoughts (New York, NY: Viking, 2014).

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Chapman, A. (2014) Using Jörn Rüsen’s ‘disciplinary matrix’ to develop understandings of historical interpretation. Prepublication proof. [Caderno de Pesquisa: Pensamento Educacional, 9 (21): 67-85. http://universidadetuiuti.utp.br/Cadernos_de_Pesquisa/pdfs/cad_pesq_21/art_3.pdf]
Arthur Chapman

Jörn Rüsen's 'disciplinary matrix' has been much discussed in research and pedagogic literature in history education. This paper explores how the 'matrix' can be used as a tool for exploring and evaluating student thinking about historical interpretations by examining interview data on this issue collected from English 16-19 year-old students. The 'matrix' is also used to reflect on pedagogic strategies that aim to develop student thinking. An example of a pedagogic strategy that aimed to develop conceptual dimensions of student thinking is described and evaluated and future directions for research and practice are suggested.

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Exemplary History: Competition in Roman Historiography
Catalina Balmaceda

História da Historiografia: International Journal of Theory and History of Historiography, 2019

A great part of the perceived value of history in the ancient world was connected with its educational function. In one way or another, it was regarded as a beneficial guide to conduct or as magistra vitae (Cicero, De Oratore II, 36). To give political instruction and advice on the one hand (Polybius, I, 1, 2), and to provide exempla, were two major aims of history. This paper will argue that by narrating the history of the past, historians not only judged past actions or people, and provided useful moral examples to their contemporaries, but also stimulated a type of competition between past and present times. By recording good examples to be imitated and bad ones to be avoided, the Roman historians promoted the code of values of the maiores for their own time, fostered action and, to a certain extent, became significant indicators to Roman society. This competitive aspect of Roman historiography is illustrated here in three distinct categories, analysing the work of major Roman hi...

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More than chapters in a textbook. Multiple representations in history teaching
ioana costantin

Procedia - Social and Behavioral Sciences, 2011

The paper presents an action research based on project work in upper secondary history. The methodological change I implemented involves the students in exploring historical concepts, by relying on their intelligence profile, and by connecting the school tasks to real life experiences. The planned activities include diverse entry points, meaningful analogies and multiple representations. The latter strongly motivates the students because they can express themselves by means of a symbolic code they find familiar. The results of the project show a turn in interest-the students' involvement is significant and their final products are quality learning outcomes.

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