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result(s) for
"Gur-Ze'ev, Ilan"
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ADORNO AND HORKHEIMER: DIASPORIC PHILOSOPHY, NEGATIVE THEOLOGY, AND COUNTER-EDUCATION
From a contemporary perspective, the work of the Frankfurt School thinkers can be considered the last grand modern attempt to offer transcendence, meaning, and religiosity rather than “emancipation” and “truth.” In the very first stage of their work, Adorno and Horkheimer interlaced the goals of Critical Theory with the Marxian revolutionary project. The development of their thought led them to criticize orthodox Marxism and ended in a complete break with that tradition, as they developed a quest for a unique kind religiosity connected with the Gnostic tradition and emanating, to a certain extent, from Judaism. This religiosity offers a reformulated Negative Theology within the framework of what I call “Diasporic philosophy.” In his later work, Horkheimer explicitly presented Critical Theory as a new Jewish theology. Rearticulating Critical Theory is of vital importance today, both for understanding the current historical moment and for going beyond the oppressive dimensions of Critical Pedagogy. This article does not satisfy itself by offering a new reconstruction of Critical Theory; its goal is to offer a blueprint for a Diasporic counter‐education that transcends Critical Pedagogy and goes beyond the emancipatory dimensions of Judaism itself.
Journal Article
PHILOSOPHY OF PEACE EDUCATION IN A POSTMODERN ERA
Argues that peace education is actually part of the reality it attempts to change, noting problems in distinguishing between peace and violence, and arguing that justifications common in discussions of peace education serve certain acts of violence, and peace education is itself a manifestation of such violence. The paper examines possibilities for an alternative to current trends in peace education. (SM)
Journal Article
TOWARD A NONREPRESSIVE CRITICAL PEDAGOGY
Suggests an alternative critical education called counter-education, which has no room for a positive utopia and does not promise collective emancipation under present circumstances. The paper discusses critical theory, Freire's critical pedagogy, Giroux's critical pedagogy, the common ground of the different versions of critical pedagogy, educational implications of critical theory, and the possibility of a nonrepressive critical pedagogy. (SM)
Journal Article
The Morality of Acknowledging/Not-acknowledging the Other's Holocaust/Genocide
The issue of producing and controlling the memories of the Holocaust is evaluated in this paper as a valid universal example of the struggle over self-identity and the recognition of \"the other\" as a moral subject. The normal realisation of morality is presented as part of the denial of the other's identity, knowledge and value. The dialectics of the memories of the Holocaust and the possibility of a non-violent moral education is examined by questioning its treatment of the suffering of 'others' in the Israeli arena. The author concedes that practising the Holocaust, denying the Holocaust and refusing to recognise the genocides/holocausts of other peoples do differ, but maintains that they are to be evaluated as moral stages of one and the same level. The Israeli refusal to acknowledge the genocides/holocausts of other peoples is analysed as a testcase for the possibility of a humanist-orientated moral education today.
Journal Article
DEFEATING THE ENEMY WITHIN: EXPLORING THE LINK BETWEEN HOLOCAUST EDUCATION AND THE ARAB/ISRAELI CONFLICT
This paper exposes the sources of anti-Jewish education in Zionist thought and praxis by examining an unsuccessful attempt to educate for sensitivity to the suffering of the others in Israel. I argue that by conceiving the \"Jew\" as the ultimate victim of human history, and instrumentalizing Holocaust memory in the service of Israeli ethnocentrism, this form of education conflicts with central themes of Jewish tradition and leads to violent oppression of the Palestinian \"other.\" This double violence, to Jewish authenticity and the Palestinian \"other,\" can only be overcome by a reassessment of the transcendent dimension required for a geniune radical education.
Journal Article
CYBERFEMINISM AND EDUCATION IN THE ERA OF THE EXILE OF SPIRIT
Reconstructs the critique and utopia of cyberfeminism, arguing that cyberfeminism does not advance feminist emancipation nor contribute to the elevation of counter-education, which will challenge the violence of the hegemonic order of things and its educational manipulations. Cyberfeminism is part of the system that must be overcome, not a radical alternative to the system and its normalizing education. (SM)
Journal Article