Under the post-metaphysical sky “old” humanistic-oriented education is possible solely at the cost of its transformation into its negative, into a power that is determined to diminish human potentials for self-exaltation. Nothing less than total metamorphosis is needed to rescue the core of humanistic genesis: the quest for edifying Life and resistance to the call for “home-returning” into the total harmony that is promised to us within nothingness.

Ilan Gur–ze’ev; Bildung and Critical Theory in the Face of Postmodern Education, Journal of Philosophy of Education, Volume 36, Issue 3, 16 December 2002, Pages.

Ilan Gur–ze’ev; Bildung and Critical Theory in the Face of Postmodern Education, Journal of Philosophy of Education, Volume 36, Issue 3, 16 December 2002, Pages.

This article follows the formulation of a new Palestinian attitude toward the Holocaust memory. It presents it as a bold challenge to past Palestinian perceptions of and attitudes toward the Holocaust memory. This novel Palestinian stance connects the Holocaust memory to the memory of the Nakbah, the Palestinian catastrophe of 1948. It is part of a critical deconstruction of the manipulation of collective memory in the service of nationalism. The authors of this article respond by providing their own deconstruction of (...) the memory's manipulation on both the Israeli and the Palestinian side of the divide. This additional analysis is meant to contribute to a dialogue that would enable us to explore further the dialectical relationship between the Holocaust and Nakbah memory in the Arab-Israeli conflict. This is not a mere academic exercise. Like others who had already participated in this dialogue, the authors believe firmly that such an exposure is a precondition for the elimination of the violence, direct or symbolic, from Israeli-Palestinian coexistence. (shrink)

This paper characterizes a present institutionalizedunwillingness of both the Israeli and Palestinian educationalsystems to acknowledge each other's suffering because of the presenceof what the author terms `the otherness of the other.' This isdone largely through hegemonic control of memory of genocidesendured by both and through limiting constructions of the self.Coming to terms with `each other' paves the way for ahumanistic-oriented counter-education, one based in mutualacknowledgment and open dialogue.

Martin Heidegger is, perhaps, the most controversial philosopher of the twentieth-century. Little has been written on him or about his work and its significance for educational thought. This unique collection by a group of international scholars reexamines Heidegger's work and its legacy for educational thought.

Ilan Gur-Ze'ev and Education: Pedagogies of Transformation and Peace critically analyses and introduces the main ideas of Ilan Gur-Ze'ev, reflecting on their continuing theoretical and practical relevance for the field of education. This book offers an accessible, higher-level critical discussion on the thought of Ilan Gur-Ze'ev with an impressive breadth and contemporary focus. The book focuses on Gur-Ze'ev's 'counter-pedagogy' project, which brought him much attention and attempts to establish an alternative and non-dogmatic form of education. Gur Ze'ev's (...) views go against 'critical pedagogy' and 'neoliberalism', because while the former advocates achieving an utopia in which there is no oppression, the later defends the idea that 'wants and desires' need to be satisfied through a process of 'marketisation'. This book brings into notice Gur-Ze'ev's concepts of 'counter-education' and 'diasporic education' which seeks to pursue the truth in everyday life, rather than achieving a utopian goal, or the Promised Land. This unique and up-to-date monograph will be of great interest for researchers, academics and postgraduate students in the fields of philosophy of education, theory of education, peace education, Jewish education, neoliberalism, and sociology of education. (shrink)

Ilan Gur Ze’ev gave his last lecture on January 4, 2012, in room 363 in the Haifa University’s Faculty of Education. Ilan passed away on the morning of January 5, 2012 at the Italian Hospital in Haifa. In this last lecture given to friends, colleagues and students he said ‘The challenge is to counter immersion of ourselves in the fashionable and in frozen identities. Important doors are opening for education to love. To summarize my part of this encounter, (...) as I depart from you after so many years of passion as part of this endeavour, let me say goodbye, with infinite thanks, for the opportunity to be part of this community. In the hope you will continue to educate to be critical, to educate to inspiration and above all to do so out of love’. I want to pay my own tribute now to my friend, Ilan, by rehearsing some of the main themes in the body of teaching that he has left us. (shrink)

Neste artigo aponta-se para uma importante contribuição que o Pacto Nacional pelo Fortalecimento do Ensino Médio introduz no campo da educação, quer dizer, a possibilidade de constituição do professor-improvisador, tão defendido por Ilan Gur-Ze’ev. Como resultado desta pesquisa empírica com análise qualitativa de dados mostra-se que, sem o apoio de tais ações, a oportunidade de os indivíduos expandirem suas capacidades críticas é reduzida, comprometendo o potencial para o surgimento e/ou revelação desse professor improvisador, crítico e encorajador da crítica. Ainda: (...) busca-se destacar a importância desse tipo de ação no que concerne à valorização e à melhoria da escola pública. Palavras-chave: Formação de professores. Educação Continuada. Ilan Gur-Ze’ev. (shrink)

Este artigo discute o tema do papel do(a) professor(a) na Educação a partir da produção teórica dos autores Henry A. Giroux, Paulo Freire e Ilan Gur-Ze´ev, e de uma pesquisa de campo aplicada a professores(as) formadores(as) no Brasil. Para tanto, aborda alguns conceitos propostos por cada um dos três autores, tais como o conceito de intelectual transformativo proposto Giroux, a perspectiva do(a) professor(a) como um libertador político desenvolvida por Freire, e o conceito de professor-improvisador descrito por Gur-Ze´ev na sua (...) teorização sobre a contraeducação. Na segunda parte, as contribuições teóricas destes autores servem como referência para interpretar os dados obtidos em uma pesquisa qualitativa aplicada a professores(as) de disciplinas pedagógicas de cursos de licenciatura de uma universidade pública federal no Estado do Rio Grande do Sul sobre o papel do(a) professor(a) na Educação contemporânea. Na análise de dados, retoma-se a questão do emprego do termo “papel” apresentada à introdução, bem como do emprego da expressão “papel do(a) professor(a)” como categoria de análise da pesquisa, em relação à qual os entrevistados demonstraram, em sua maioria, identidade conceitual. Dentre as falas dos entrevistados, destacam-se as temáticas da intencionalidade da ação docente, da neutralidade e da politicidade da ação docente, as quais têm grande relevância na obra dos autores estudados e ainda têm repercussão no debate social brasileiro, vide os mais variados projetos de lei apresentados nas casas legislativas brasileiras que intentam, à sua visão, despolitizar a educação no país. (shrink)

This book critically analyzes important current issues in international development-growth, poverty, inequality, participation, consumption, corruption, gender, race, LGBT politics, revolution, universalism-by deploying key psychoanalytic concepts-enjoyment, fantasy, antagonism, fetishism, envy, drive, perversion, hysteria. It draws on the work of Lacan and Žižek, and on psychoanalytic postcolonial and feminist scholarship.

Legal obligation, the focal notion of this volume, is widely thought to be bound up with the idea of authority; and it is also linked (in ways that depend on one’s conception of legal obligation) with the justifiability of authority, which will be the primary focus of this chapter. In examining the justifiability of authority, particular attention will be given to Robert Wolff’s philosophical anarchist argument and a prominent response in the form of Joseph Raz’s ‘service conception of authority’. Following (...) an introduction, I provide a brief exposition of Wolff’s claim that authority is incompatible with moral autonomy (Sect. 2). After presenting the Razian response to Wolff (Sect. 3), I consider what implications follow from Raz’s service conception of authority assuming it is correct (Sect. 4). I argue that, even if the service conception successfully meets the anarchist challenge, it does so not by entirely dissolving the tension between authority and autonomy, but through a balancing act whereby one aspect of our autonomy is comprised by another aspect of our autonomy. Finally, I consider the service conception of authority itself and point out certain vulnerabilities thereof (Sect. 5). (shrink)

Seria um abuso sexual o príncipe roubar um beijo da Bela Adormecida? Quem brinca de polícia e ladrão pode virar bandido? Games violentos criam assassinos? Mas quem nunca matou uma formiga? E quem nunca "roubou pão na casa do João"? O filósofo Luiz Felipe Pondé se une aqui a Ilan Brenman, psicólogo e premiado autor de livros infantis, para fazer um panorama do politicamente correto e discutir suas influências na formação das crianças e, consequentemente, dos adultos que elas se (...) tornarão. Os autores mostram que essa verdadeira patrulha do pensamento tem nos feito perder a capacidade de interpretar a vida, com seus símbolos e suas ironias. Com isso, vemos um número cada vez maior de pessoas com dificuldades em lidar com as emoções que sentem, deprimidas e inseguras. A obra provoca a refletir: talvez o lobo mau não viva apenas nos contos de fadas, mas esteja a nos espreitar na escola, na família, na política, na sociedade, enfim. Para enfrentá-lo, ser livre para pensar e se expressar é fundamental. (shrink)

Several philosophers have proposed Knowledge-Based Decision Theories (KDTs)—theories that require agents to maximize expected utility as yielded by utility and probability functions that depend on the agent’s knowledge. Proponents of KDTs argue that such theories are motivated by Knowledge-Reasons norms that require agents to act only on reasons that they know. However, no formal derivation of KDTs from Knowledge-Reasons norms has been suggested, and it is not clear how such norms justify the particular ways in which KDTs relate knowledge and (...) rational action. In this paper, I suggest a new axiomatic method for justifying KDTs and providing them with stronger normative foundations. I argue that such theories may be derived from constraints on the relation between knowledge and preference, and that these constraints may be evaluated relative to intuitions regarding practical reasoning. To demonstrate this, I offer a representation theorem for a KDT proposed by Hawthorne and Stanley (2008) and briefly evaluate it through its underlying axioms. -/- In section 1, I present knowledge-based decision theories generally and the versions of such theories suggested in the literature. In section 2, I argue that KDTs and theories of practical reasoning conjoined with Knowledge-Reasons norms generate constraints on the same relation—the relation between knowledge and preference. In section 3, I present a formal framework in which constraints on this relation may be expressed and from which KDTs may be derived. In section 4, I present a representation theorem for a specific KDT. In section 5, I briefly evaluate the axioms of the theory, and in section 6, I conclude. (shrink)

Here, we revise Pietraszewski's model of groups by assigning participant pairs with two triplets, denoting: the type of game that models the interaction, its critical switching point between alternatives, and the perception of strategic similarity with the opponent. These triplets provide a set of primitives that accounts for individuals' strategic motivations and observed behaviors.

We study the representation of attitudes to risk in Jeffrey’s decision-theoretic framework suggested by Stefánsson and Bradley :602–625, 2015; Br J Philos Sci 70:77–102, 2017) and Bradley :231–248, 2016; Decisions theory with a human face, Cambridge University Press, Cambridge, 2017). We show that on this representation, the value of any prospect may be expressed as a sum of two components, the prospect’s instrumental value and the prospect’s intrinsic value. Both components have an expectational form. We also make a distinction between (...) a prospect’s overall intrinsic value and a prospect’s conditional intrinsic value given each one of its possible outcomes and argue that this distinction has great explanatory power. We explore the relation between these two types of intrinsic values and show that they are determined at the level of preferences. Finally, we explore the relation between the intrinsic values of different prospects and point to a strong restriction on this relation that is implicit in Jeffrey’s axioms. We suggest a natural interpretation to this restriction. (shrink)

This article focuses on three recent controversies in which Žižek has been embroiled and for which he has taken positions that rest on the notion of antagonism. His views on Eurocentrism, the European refugee crisis and trans politics have been the subject of notable disapproval, if not denunciation. Critics reproach him for being Eurocentric, racist and transphobic, charges which he has repeatedly countered. The article will examine the differing theoretical and political positions in these debates, underlining what Žižek’s critics miss (...) or misunderstand about his notion of antagonism. While I side firmly with Žižek on the substance of these issues, I nonetheless consider the extent to which at least part of the disagreement here centres on the performative rather than the strictly “theoretical”: Might his critics be reacting to his overexposure? Could such overexposure be interpreted as an attempt at having the last word? And to what extent does the antagonistic form of Žižek’s interventions militate against their theoretical content? (shrink)

In the Corpus Aristotelicum there are two different theories of substance which apply to the sublunary world. The first theory is found in the Categories and selects the individual concrete as a primary substance. The second is found in the Metaphysics and selects the Form and the Essence as a primary substance. Most of the interpretations of modern Aristotelian scholarship claim an inconsistency. They suggest that if at all Aristotle has a theory of substance, then it is either the substance (...) theory of the Categories or the one of the Metaphysics but not both of them. The supposition of all these interpretations is that Aristotle’s theory of substance is unambiguous and that there can be only a single primary substance. These interpretations suppose that the theory of substance is applicable only to a single domain, namely to ontology.In my paper I argue that this supposition is false. I suggest that Aristotle’s theory of substance is applicable not only to ontology but also to the domain of determinology whose meaning is explained in the paper. The theory of substance of the Categories applies to ontology whereas the one of the Metaphysics applies to determinology. The two theories are consistent with each other in a way that there are two commensurate sorts of primary substance: the individual concrete as the ontological primary substance of the Categories and the Form‑Essence as the determinative primary substance of the Metaphysics.Furthermore, I claim that Aristotle’s concept of substance is manifold and flexible. The concept evolves and is expanded in the Metaphysics. It is manifold because his theory of substance has a certain structure which includes the following three criteria for selecting a primary substance: subjecthood viz. being a subject, independence and determined individuality. Aristotle’s concept of substance is flexible because these criteria do not have an absolute signification per se but are general and relative. They get a final signification when they are applied either to the ontology in the Categories or to the determinology in the Metaphysics. Their application to a certain domain establishes a theory of substance according to the domain in question and selects a primary substance according to the same domain. Aristotle’s concept of substance is flexible also because in the Metaphysics he enlarges his first concept of substance expressed by the three criteria by adding a new sort of substancehood expressed by the idion criterion. (shrink)