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)
If national education is, as Ilan Gur-Ze’ev thinks, inevitably a matter of agents for and victims of a national system, only a “counter-education” can correct it. Martin Buber shared many of Gur-Ze’ev’s concerns, but advocated a more positive view of national education. This essay examines Buber’s development of his pedagogical theory in its context, notes his influence on several educational models, investigates how his view of national education either continues or is ignored in the modern State of Israel, and shows (...) that his positive view draws not only on his “I-Thou” dialogical insight but also on his advocacy of a myth of Zion, a myth that provides an alternative not just to the dominant myths in Israel today but also to Gur-Ze’ev’s counter-education. (shrink)
I begin with my account of Ben-Ze’ev’s notions of acute, extended, and enduring emotions, focusing on explicating their ontological structure and identifying their differentia. I then discuss the two models of romantic love that Ben-Ze’ev introduces—the care model and the dialogue model—highlighting his argument against the claim that “love is a property of, and in some formulations resides in, the connection between the two lovers” (Ben-Ze’ev 2019, 48). Although this claim can be understood in at least one of two ways—as (...) a claim about the essence of the genus romantic love or the essence of the overarching genus, love—I will concentrate on the implication of Ben-Ze’ev’s argument against this claim for his conception of the genus romantic love. I will argue that Ben-Ze’ev’s rejection of the claim that love can be a property of or reside in the connection between two lovers jeopardizes his book’s primary aim: to convince us of the possibility of enduring romantic love. Ben-Ze’ev should, therefore, reconsider his claim that romantic love is not a property of or resides in the connection between two lovers, and accept that it is at least possible. (shrink)
The issue of whether emotions are rational is at the centre of philosophical and psychological discussions. I believe that emotions are rational, but that they follow different principles to those of intellectual reasoning. The purpose of this paper is to reveal the unique logic of emotions. I begin by suggesting that we should conceive of emotions as a general mode of the mental system; other modes are the perceptual and intellectual modes. One feature distinguishing one mode from another is the (...) logical principles underlying its information processing mechanism. Before describing these principles, I clarify the notion of ‘rationality,’ arguing that in an important sense emotions can be rational. (shrink)
Erotic Counter Education is the educational position of the late Ilan Gur- Ze'ev. In ECE Gur-Ze'ev combines two opposing positions in the philosophy of education, one teleological and anti-utopian, the other teleological and utopian. In light of this unique combination, I ask what mediates between these two poles and suggest that the answer lies in the concept of eros. Following a preliminary presentation of the concept of eros in ECE, I define it as a form of transcendental cognition that (...) distinguishes between ‘what is to be perceived’, conceptual and human, and ‘what is not to be perceived’, divine and absolute. I subsequently show how the ‘nature’ of this conception of eros permits the establishment of a normative meta-theory of education that gains its strength from critical theory and counter education. (shrink)
Einstein in the public arena Content Type Journal Article Category Essay Review Pages 1-6 DOI 10.1007/s11016-011-9601-x Authors David E. Rowe, Geschichte der Mathematik und der Naturwissenschaften, Institut für Mathematik, Johannes Gutenberg-Universität Mainz, Staudingerweg 9, 55128 Mainz, Germany Journal Metascience Online ISSN 1467-9981 Print ISSN 0815-0796.
Emotions are fascinating phenomena which occupy a pivotal position in our lives. I have presented elsewhere (Ben-Ze'ev, 2000) a comprehensive framework for understanding emotions in our everyday life. The paper briefly describes the characterization of typical emotions, while indicating their relevance to online personal relationships. It discusses issues such as emotional complexity; the typical emotional cause, concern, and object; emotions and intelligence; and managing the emotions. The paper then goes on to examine whether the emotions elicited in online relationships are (...) similar to those in face-to-face relationships or whether we are witnessing the emergence of new types of emotions. (shrink)