- University of Haifa, Learning , Instruction and Teacher Educationn, Faculty Memberadd
It seems hard to imagine a concept more significant to modern thought than critique. Critique involved distancing oneself from religious explanations and theological argumentation and came to represent the essence of secular... more
It seems hard to imagine a concept more significant to modern thought than critique. Critique involved distancing oneself from religious explanations and theological argumentation and came to represent the essence of secular consciousness's potential to deliver modernity's promise of human progress through rational inquiry and scientific development. Critiques of Theology debunks this common understanding. Based on a novel reading of previously less-discussed writings by Sigmund Freud, Walter Benjamin, Theodor Adorno, and Hannah Arendt, the book shows how the practice of critique emerged out of religious traditions and can, in many ways, be traced back to them. This study points to a persistent misreading of critique and demonstrates that it does not come from outside of religion to build a new world of ideas; on the contrary, it redeploys those already present within its theological constellations.
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This paper takes issue with the relations between modern secular education and religion by taking the main sector of public education in Israel as a case study. By focusing particularly on the educational arena in Israel, the paper... more
This paper takes issue with the relations between modern secular education and religion by taking the main sector of public education in Israel as a case study. By focusing particularly on the educational arena in Israel, the paper presents two reflections. First, that the 'secular' is not a universal category but a culturally dependent one that already makes a distinction between 'insiders' and 'outsiders'. Second, and in building on the first reflection, that any appeal for integration in education should also include an engagement with the variety of religious identities that may challenge some of the most intimate secular views and concepts, including the concept of integration itself. To present the case, the paper starts with a theoretical framework, followed by a brief examination of the Israeli case study. The paper concludes by exploring some of the questions that these discussions may present for education.
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ABSTRACT The paper analyzes micro-inequality in Tel Aviv night clubs, relying upon Levinas’s concept of the face. In-depth interviews with nightclub doormen, or “selectors”, as they are called in Israel, revealed that the clients’ faces... more
ABSTRACT The paper analyzes micro-inequality in Tel Aviv night clubs, relying upon Levinas’s concept of the face. In-depth interviews with nightclub doormen, or “selectors”, as they are called in Israel, revealed that the clients’ faces comprise a critical component of their screening work. At the same time, they reported that customers’ faces make it difficult for them to do their jobs and force them to engage in evading faces and suspending ethical judgments. The paper shows how in these face-to-face interactions, the face of the “Other” (the “dangerous” Mizrahi male client) is fully recognized and then suspended, enabling the selectors to affirm and then resist its ethical call. The paper’s discussion points to some of the implications of the ability of the selectors to affirm and resist the ethical obligation that Levinas attributes to the face, including a focus on the selectors’ justification of violence.
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Between 1910 and 1917, Walter Benjamin composed a range of philosophical works and fragmented texts all of which touch upon the concept of youth (Jugend) and its intersection with issues of modernity and theology, faith and political... more
Between 1910 and 1917, Walter Benjamin composed a range of philosophical works and fragmented texts all of which touch upon the concept of youth (Jugend) and its intersection with issues of modernity and theology, faith and political action, religion and secularization, God, and the world. Yet, while scholars have rather extensively discussed Benjamin’s early works on language, literature, and esthetics, less attention has been given to his work on youth. This paper focuses on Benjamin’s writings on youth from these early years. Its aim is to
demonstrate how these writings were intended as contributions to the composition of a comprehensive theory of youth, which itself was to combine philosophical discussion with theological imagination. More concretely, by using the example of Meister Eckhart (1260–1328), who is rarely discussed in connection to Benjamin’s thought, the paper shows how Benjamin draws on Christian mystical notions of time, transcendence, and divinity, albeit in a secularized and therefore transformed guise, and how Benjamin’s intellectual endeavor can hence be labeled a modern-mystical theory of youth.
demonstrate how these writings were intended as contributions to the composition of a comprehensive theory of youth, which itself was to combine philosophical discussion with theological imagination. More concretely, by using the example of Meister Eckhart (1260–1328), who is rarely discussed in connection to Benjamin’s thought, the paper shows how Benjamin draws on Christian mystical notions of time, transcendence, and divinity, albeit in a secularized and therefore transformed guise, and how Benjamin’s intellectual endeavor can hence be labeled a modern-mystical theory of youth.
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This paper revisits the admixture of secular and spiritual aspects in Bildung. It aims at re-examining the intimate relations between the secular, rational and enlightened educational ideals, which were invested in the formation of the... more
This paper revisits the admixture of secular and spiritual aspects in Bildung. It aims at re-examining the intimate relations between the secular, rational and enlightened educational ideals, which were invested in the formation of the Bildung concept at the turn of the eighteenth century, and the religious, and mystical foundations of these ideals. The paper argues that Bildung should be regarded as a symbol of the unvarying presence of what sociologist Philip Wexler termed ‘mystical interactions’, that is, the manner in which mysticism becomes a resource for understanding the secular-modern (rational) education. Rather than holding to a simple differentiation between rational, enlightened education and religiosity, the paper points to the entwining of reason and faith in Bildung.
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The article revisits how Zionist sport activists and leaders in the Palestine of the 1920s and 1930s portrayed the desired transformation of their bodies and identities. It focuses, in particular, on the role that images of the “orient’’... more
The article revisits how Zionist sport activists and leaders in the Palestine of the 1920s and 1930s portrayed the desired transformation of their bodies and identities. It focuses, in particular, on the role that images of the “orient’’ played in that wishful transformation. For this purpose, the paper
juxtaposes two different sport experiences that were carried out by members of the Maccabi Sport Organization: hiking expeditions within Palestine of the 1920s and 1930s and two motorcycle tours from Palestine to Europe, held in 1930 and 1931. In focusing on these two divergent examples, the article shows how the wishful transformation that Zionist sport activists and leaders expressed was informed by what could be termed re-orient-ation. By using such a term, the article points to an unresolved desire to actively re-build a local Palestinian Jewish identity while simultaneously preserving an obdurate self-image of a European settler in a degenerate East.
juxtaposes two different sport experiences that were carried out by members of the Maccabi Sport Organization: hiking expeditions within Palestine of the 1920s and 1930s and two motorcycle tours from Palestine to Europe, held in 1930 and 1931. In focusing on these two divergent examples, the article shows how the wishful transformation that Zionist sport activists and leaders expressed was informed by what could be termed re-orient-ation. By using such a term, the article points to an unresolved desire to actively re-build a local Palestinian Jewish identity while simultaneously preserving an obdurate self-image of a European settler in a degenerate East.
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The following paper elaborates on the compound character and the importance of an intellectual discussion regarding Modernity, secularisation and theology that raged within a cluster of German scholars during the 1950s and 1960s (Hans... more
The following paper elaborates on the compound character and the importance of an intellectual discussion regarding Modernity, secularisation and theology that raged within a cluster of German scholars during the 1950s and 1960s (Hans Jonas (1903–93), Hans Blumenberg (1920–96), Gershom Scholem (1897–1982) and Eric
Voegelin (1901–85)). It argues that these scholars were united discursively owing to the appearance of the concept of Gnosis in their postwar debate. Challenging the thesis of Karl Löwith (1897–1973), in which he defined Modernity as secularised Christian theology,
they connected Modernity with the Gnostic theology. By innovatively returning to late antiquity and re-introducing the obscure Gnostic theology, these scholars interwove the intellectual debates of the early twentieth century – in which the concept of Gnosis was redefined – into an acute post-1945 moral crisis, in order to make a case either for or against Modernity.
Voegelin (1901–85)). It argues that these scholars were united discursively owing to the appearance of the concept of Gnosis in their postwar debate. Challenging the thesis of Karl Löwith (1897–1973), in which he defined Modernity as secularised Christian theology,
they connected Modernity with the Gnostic theology. By innovatively returning to late antiquity and re-introducing the obscure Gnostic theology, these scholars interwove the intellectual debates of the early twentieth century – in which the concept of Gnosis was redefined – into an acute post-1945 moral crisis, in order to make a case either for or against Modernity.
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German scholars of Jewish origin who were students of Martin Heidegger in the 1920s and 1930s are frequently criticized for their supposed postwar refusal to ‘disavow earlier liaisons with Heidegger.’ These scholars are thus indicted for... more
German scholars of Jewish origin who were students of Martin Heidegger in the 1920s and 1930s are frequently criticized for their supposed postwar refusal to ‘disavow earlier liaisons with Heidegger.’ These scholars are thus indicted for being fundamentally anti-liberal or apolitical, and for those reasons dangerous disciples of Heidegger. By
examining the works of Karl Lo¨ with and Hans Jonas, two of Heidegger’s influential former students, the following paper presents a more nuanced reading of the relationship between master and disciples, namely that Jonas and Lo¨with operate with Heidegger’s philosophical grammar in order to turn against Heidegger, philosophically and politically. Within this framework, the article fleshes out the crucial importance of theology to the understanding of Jonas’ and Lo¨ with’s philosophical critique of Heidegger’s thought. Following this theological turn, the paper demonstrates the
complexity of Jonas’ and Lo¨with’s postwar approach, that is an anti-Heideggerian ethical and political quest which is anchored nonetheless in Heidegger’s philosophy. As such, Jonas’ and Lo¨with’s political projects demonstrate the manner in which Heideggerian
categories are not exhausted by Heidegger’s own political interpretation; they grippingly denotes the aptitude to steer Heideggerian philosophy towards new ethical and political shores.
examining the works of Karl Lo¨ with and Hans Jonas, two of Heidegger’s influential former students, the following paper presents a more nuanced reading of the relationship between master and disciples, namely that Jonas and Lo¨with operate with Heidegger’s philosophical grammar in order to turn against Heidegger, philosophically and politically. Within this framework, the article fleshes out the crucial importance of theology to the understanding of Jonas’ and Lo¨ with’s philosophical critique of Heidegger’s thought. Following this theological turn, the paper demonstrates the
complexity of Jonas’ and Lo¨with’s postwar approach, that is an anti-Heideggerian ethical and political quest which is anchored nonetheless in Heidegger’s philosophy. As such, Jonas’ and Lo¨with’s political projects demonstrate the manner in which Heideggerian
categories are not exhausted by Heidegger’s own political interpretation; they grippingly denotes the aptitude to steer Heideggerian philosophy towards new ethical and political shores.
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This article examines the intersections between religion and education by taking the central European educational tradition known as Bildung to bear on a re-reading of the relations between the secular “consciousness” and religion. The... more
This article examines the intersections between religion and education by taking the central European educational tradition known as Bildung to bear on a re-reading of the relations between the secular “consciousness” and religion. The need for a change in the secular consciousness was already advocated by Habermas. Setting itself apart from Habermas’ position, however, this article challenges the dichotomy between religion and the secular mindset, by throwing a light on the continuity between secular education and its religious roots in the European scene.
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In addition to his literary work, Micha Joseph Berdichevsky is noted for his diverse academic studies that deal primarily with Jewish Antiquity. Within this framework, Berdichevsky actively pursued a study of the nature and the emergence... more
In addition to his literary work, Micha Joseph Berdichevsky is noted for his diverse academic studies that deal primarily with Jewish Antiquity. Within this framework, Berdichevsky actively pursued a study of the nature and the emergence of Christianity; yet until recently, this aspect of his work has received little scholarly attention. This article focuses on Berdichevsky's view of Christian theology and demonstrates his dissociation of Paul, the creator of Christianity out of Hellenism, from the Jewish Saul, the persecutor of Christians, a theological as well as historical speculation that enabled him to propose a dichotomy between Hellenistic-Christian spiritualism and a supposed Jewish "natural" religion. By taking an historical approach in which Berdichevsky's context appears to be of utmost relevance to the understanding of his motives, the article argues that Berdichevsky's critique of Paul is a rigorous Zionist critique, shaped within the intellectual atmosphere of his time. In this sense, the article proposes that Berdichevsky formulated a specific (Jewish) political-theological strategy, meaning a structure of argumentation in which theology is a primordial layer from which political claims are deduced.
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This article brings the concept of the postsecular to bear on the transformation of contemporary Jewish national education in Israel. Its main argument is that the arrangements currently on display between secular and sacral notions in... more
This article brings the concept of the postsecular to bear on the transformation of contemporary Jewish national education in Israel. Its main argument is that the arrangements currently on display between secular and sacral notions in national Jewish education illustrate the rise of a new theocratic vision for Israel. This neoreligious thrust challenges the former interplay between secular and religious notions, which has served as the basis for Jewish national (i.e., Zionist) education. The article also places the notion of a postsecular emergent society within a particular social and political context, pointing to a broader and much richer phenomenon than hitherto suggested.
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This paper characterizes the modern Jewish debate around Zionism as a profound political theological controversy by juxtaposing the works of two significant twentieth-century Jewish scholars, Jakob Klatzkin (1882–1948) and Hans Jonas... more
This paper characterizes the modern Jewish debate around Zionism as a profound political theological controversy by juxtaposing the works of two significant twentieth-century Jewish scholars, Jakob Klatzkin
(1882–1948) and Hans Jonas (1903–1993). The paper demonstrates that, for these scholars, the Zionist political venture was informed by a Gnostic theological message. While Klatzkin campaigned for
Zionism as Gnosticism, Jonas critically challenged this link in his writings from the 1950s and 1960s thus showing his own distancing from Zionism by introduction a critique of gnosticism.
(1882–1948) and Hans Jonas (1903–1993). The paper demonstrates that, for these scholars, the Zionist political venture was informed by a Gnostic theological message. While Klatzkin campaigned for
Zionism as Gnosticism, Jonas critically challenged this link in his writings from the 1950s and 1960s thus showing his own distancing from Zionism by introduction a critique of gnosticism.
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This collection of essays discusses from a variety of historical, philosophical, and cultural perspectives the appearance of the Jewish youth movements and youth organizations, within the context of the early twentieth century cultural... more
This collection of essays discusses from a variety of historical,
philosophical, and cultural perspectives the appearance of the Jewish youth movements and youth organizations, within the context of the early twentieth century cultural atmosphere in central Europe.
philosophical, and cultural perspectives the appearance of the Jewish youth movements and youth organizations, within the context of the early twentieth century cultural atmosphere in central Europe.
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There has been growing scholarly attention to questions about the revival of religion and religiosity on global social, cultural and political fronts and the emergence of a ‘post-secular’ society. New Social Foundations for Education is... more
There has been growing scholarly attention to questions about the revival of religion and religiosity on global social, cultural and political fronts and the emergence of a ‘post-secular’ society. New Social Foundations for Education is dedicated to the drawing of the implications of the contemporary ‘post-secular’ social transformation for education. Though the question of the ‘post-secular’ stands at the focal point of a wide range of academic debates and discussions, within educational discourse it has not received close scholarly attention. This volume aims to correct this lack by presenting groundbreaking works of leading scholars from Europe, the United States, and the Middle East. Contributions discuss such topics as the mystical tradition and its social and pedagogic implications; transformative education; ‘new age’ spiritualism and its educational implications; and the relations between secular and religious education in different local contexts.
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This paper introduces the concept of ‘pedagogy in practice’ (PiP), referring to the immediate interaction between students’ learning experiences and school’s pedagogy and distinct from the pedagogy advocated ‘from above’ by the school. We... more
This paper introduces the concept of ‘pedagogy in practice’ (PiP), referring to the immediate interaction between students’ learning experiences and school’s pedagogy and distinct from the pedagogy advocated ‘from above’ by the school. We bring the concept of PiP into focus by analyzing students’ open‐ended discourse about their learning experiences in 24 open group conversations, comparing two holistically different learning environments (conventional and an alternative arts and sciences (A&S) high school in Israel). The results show that A&S students described their learning experiences as ones wherein they actively steered and navigated their own learning process. Students’ experience of the conventional school’s pedagogy implies that the conventional school’s PiP considers its students as passengers joining a ride over which they have little control. Traditionally, research has looked into students’ perceived learning experiences for the purpose of better understanding their learning processes. We suggest that students’ talk about their experiences is also informative for understanding their interaction with the schools’ pedagogy.
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Environmentalism, an ethical imperative to preserve and protect nature, has become in the last decade a central ethical, political and pedagogic theme. Against this background, this article focuses on the postwar philosophy of the... more
Environmentalism, an ethical imperative to preserve and protect nature, has become in the last decade a central ethical, political and pedagogic theme. Against this background, this article focuses on the postwar philosophy of the German-Jewish scholar Hans Jonas (1903-93). It points to Jonas’s radical theory of pedagogic responsibility, and to the manner in which this theory advocated conciliation between ecocentric and anthropocentric ecological approaches. The article further shows how this theory was informed by Jonas’s theological reflections on a God who is concurrently transcendent and immanent – a God who is both ‘exiled’ from the world and ‘at home’ within the world. Jonas’s specific approach demonstrates the manner in which theology informs ecopedagogy; ecological education is thus demonstrated as secular-theological phenomena.
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In this article, we pose a question about the link between theory and measure within the field of psychology and use an influential psychological theory—attachment theory—as a case study to test our question. Using a multidisciplinary... more
In this article, we pose a question about the link between theory and measure within the field of
psychology and use an influential psychological theory—attachment theory—as a case study to
test our question. Using a multidisciplinary approach, we incorporate broad historical, sociological,
and philosophical perspectives to support our thesis that in today’s psychological field there is
pressure to achieve instantaneous empirical answers to broad theoretical questions and without
due awareness of this state of affairs, a confusion could occur between theoretical and empirical
constructs. In our review of attachment theory, we look at the connection between the theory
and the empirical definitions of the Strange Situation Procedure (SSP) and conclude that the use
of the terminology “gold standard” in relation to the SSP is an imprudent characterization of what
is otherwise a robust measurement tool. We theorize that this type of terminology may result in
over-reliance on the measure instead of on the theory.
psychology and use an influential psychological theory—attachment theory—as a case study to
test our question. Using a multidisciplinary approach, we incorporate broad historical, sociological,
and philosophical perspectives to support our thesis that in today’s psychological field there is
pressure to achieve instantaneous empirical answers to broad theoretical questions and without
due awareness of this state of affairs, a confusion could occur between theoretical and empirical
constructs. In our review of attachment theory, we look at the connection between the theory
and the empirical definitions of the Strange Situation Procedure (SSP) and conclude that the use
of the terminology “gold standard” in relation to the SSP is an imprudent characterization of what
is otherwise a robust measurement tool. We theorize that this type of terminology may result in
over-reliance on the measure instead of on the theory.