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Arie Kizel
University of Haifa
  1. Enabling Identity: The Challenge of Presenting the Silenced Voices of Repressed Groups in Philosophic Communities of Inquiry.Arie Kizel - 2016 - Journal of Philosophy in Schools 3 (1):16-39.
    This article seeks to contribute to the challenge of presenting the silenced voices of excluded groups in society by means of a philosophic community of inquiry composed primarily of children and young adults. It proposes a theoretical model named ‘enabling identity’ that presents the stages whereby, under the guiding role played by the community of philosophic inquiry, the hegemonic meta-narrative of the mainstream society makes room for the identity of members of marginalised groups. The model is based on the recognition (...)
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  2. Philosophic Communities of Inquiry: The Search for and Finding of Meaning as the Basis for Developing a Sense of Responsibility.Arie Kizel - 2017 - Childhood and Philosophy 13 (26):87 - 103.
    The attempt to define meaning arouses numerous questions, such as whether life can be meaningful without actions devoted to a central purpose or whether the latter guarantee a meaningful life. Communities of inquiry are relevant in this context because they create relationships within and between people and the environment. The more they address relations—social, cognitive, emotional, etc.—that tie-in with the children’s world even if not in a concrete fashion, the more they enable young people to search for and find meaning. (...)
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  3.  91
    Philosophy with Children, the Poverty Line, and Socio-Philosophic Sensitivity.Arie Kizel - 2015 - Childhood and Philosophy 11 (21):139-162.
    A philosophy with children community of inquiry encourage children to develop a philosophical sensitivity that entails awareness of abstract questions related to human existence. When it operates, it can allow insight into significant philosophical aspects of various situations and their analysis. This article seeks to contribute to the discussion of philosophical sensitivity by adducing an additional dimension—namely, the development of a socio-philosophical sensitivity by means of a philosophical community of inquiry focused on texts linked to these themes and an analysis (...)
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  4.  63
    “Life Goes on Even If There’s a Gravestone”: Philosophy with Children and Adolescents on Virtual Memorial Sites.Arie Kizel - 2014 - Childhood and Philosophy 10 (20):421-443.
    All over the Internet, many websites operate dealing with collective and personal memory. The sites relevant to collective memory deal with structuring the memory of social groups and they comprise part of “civil religion”. The sites that deal with personal memory memorialize people who have died and whose family members or friends or other members of their community have an interest in preserving their memory. This article offers an analysis of an expanded philosophical discourse that took place over a two-year (...)
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  5. Communication Discourse and Cyberspace: Challenges to Philosophy for Children.Arie Kizel - 2014 - Thinking: The Journal of Philosophy for Children 20 (3-4):40 – 44.
    This article addresses the principal challenges the philosophy for children (P4C) educator/practitioner faces today, particularly in light of the multi-channel communication environment that threatens to undermine the philosophical enterprise as a whole and P4C in particular. It seeks to answer the following questions: a) What status does P4C hold as promoting a community of inquiry in an era in which the school discourse finds itself in growing competition with a communication discourse driven by traditional media tools?; b) What philosophical challenges (...)
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  6. The Philosophy of Social Segregation in Israel's Democratic Schools.Arie Kizel - 2013 - Philosophy Study 3 (11):1042 – 1050.
    Democratic private schools in Israel are a part of the neo-liberal discourse. They champion the dialogic philosophy associated with its most prominent advocates—Martin Buber, Emmanuel Levinas—together with Paulo Freire’s critical pedagogy, the humanistic psychology propounded by Carl Rogers, Nel Noddings’s pedagogy of care and concern, and even Gadamer’s integrative hermeneutic perspective. Democratic schools form one of the greatest challenges to State education and most vocal and active critique of the focus conservative education places on exams and achievement. This article describes (...)
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  7.  6
    The New Mizrahi Narrative in Israel.Arie Kizel - 2014 - Resling.
    The trend to centralization of the Mizrahi narrative has become an integral part of the nationalistic, ethnic, religious, and ideological-political dimensions of the emerging, complex Israeli identity. This trend includes several forms of opposition: strong opposition to "melting pot" policies and their ideological leaders; opposition to the view that ethnicity is a dimension of the tension and schisms that threaten Israeli society; and, direct repulsion of attempts to silence and to dismiss Mizrahim and so marginalize them hegemonically. The Mizrahi Democratic (...)
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  8.  3
    "No School is an Island: Negotiation Betweenalternative Education Ideals and Mainstream Education- the Case of Violinschool".L. Hadar, Y. Hotam & Arie Kizel - 2018 - Pedagogy, Culture and Society 26 (1):69 - 85.
    This paper provides insights into the pedagogy in practice of non-mainstream education through a qualitative case study of an alternative school in the context of the Israeli school system. The school’s alternative agenda is based on being isolated from mainstream education. We explore the negotiations between the school’s pedagogy and mainstream educational standards. We point to the tensions stemming from the intersections between the school’s ideals and the external context. This issue is significant for understanding the voices that affect alternative (...)
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  9.  32
    A Seminar on Philosophy for/with Children as a Dialogical Space Between Jews and Arabs at the University of Haifa.Arie Kizel - 2021 - In International Association for Teachers of Philosophy at Schools and Universities Yearbook. Zürich: pp. 176-184.
    In recent years, the educational-system development specialization of the MA program in the University of Haifa’s Faculty of Education has held an annual seminar on Philosophy for/with Children (P4wC). Under my guidance, Jewish, Muslim, Christian, Druze, and Circassian students have formed a group embodying a living and breathing dialogical space. Despite the global spread of P4wC principles following the emergence of the P4C movement promoted by the International Council of Philosophical Inquiry and its practice in dozens of national and regional (...)
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  10. Cultivating Creativity and Self-Reflective Thinking Through Dialogic Teacher Education.Arie Kizel - 2012 - US-China Education Review 2 (2):237 – 249.
    A new program of teacher training in a dialogical spirit in order to prepare them towards working in the field of philosophy with children combines cultivating creativity and self-reflective thinking had been operated as a part of cooperation between the academia and the education system in Israel. This article describes the program that is a part of their practice towards co-operation between academia and schools as a part of PDS (Professional Development Schools) partnership. The program fosters creativity and self-reflective thinking (...)
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  11.  5
    Kizel, A. (2019) “Enabling Identity as an Ethical Tension in Community of Philosophical Inquiry with Children and Young Adults”. Global Studies of Childhood 9 (2) 145–155.Arie Kizel - 2019 - Global Studies of Childhood 2 (9):145–155.
    This paper will focus on an ethical tension in community of philosophical inquiry with children and young adults and the resolution that I suggest is called Enabling Identity. The model Enabling Identity seeks to endow a voice for children and adolescents from marginalized groups by challenging the mainstream hegemonic discourse that governs the discourse where communities of philosophical inquiry operate. One of the challenges Philosophy for Children (P4C) faces today is enabling the voices of marginalized groups represented within communities of (...)
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  12.  77
    Europe-Centrism in Israel’s General History Textbooks: 1948–2004.Arie Kizel - 2005 - Essays in Education 15.
    The debate on history teaching in the Israeli education system often digresses beyond the disagreements between professionals, teachers and educators regarding the discipline. It reflects different points of views regarding the role of the state as an educating factor, its commitment to teach national, nation building, values and its adherence to humanistic, man building, values and democratic, society building, values.
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  13. From Laboratory to Praxis: Communities of Philosophical Inquiry as a Model of (and for) Social Activism.Arie Kizel - 2016 - Childhood and Philosophy 12 (25):497 – 517.
    This article discusses the conditions under which dialogical learner-researchers can move out of the philosophical laboratory of a community of philosophical inquiry into the field of social activism, engaging in a critical and creative examination of society and seeking to change it. Based on Matthew Lipman’s proposal that communities of philosophical inquiry can serve as a model of social activism in the present, it presents the community of philosophical inquiry as a model for social activism in the future. In other (...)
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  14. Homelessness, Restlessness and Diasporic Poetry.Arie Kizel - 2010 - Policy Futures in Education 8 (3-4): 467–477.
    Can poetry be Diasporic? Can poetry free itself from the shackles of conformism? Can it be independent and divergent, and not seek a home? Is it capable of mustering its inner strengths and living without being enlisted by a collective that accords it power? This article argues that poetry is essentially dialectic. It has little vitality without the presence of the Other, without interaction with him. However, it also contains independent, personal elements and reaches its peak through the individual’s anti-conformist (...)
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  15.  65
    I–Thou Dialogical Encounters in Adolescents’ WhatsApp Virtual Communities.Arie Kizel - 2019 - AI and Society 34 (1):19-27.
    The use of WhatsApp as a means of communication is widespread amongst today‘s youth, many of whom spend hours in virtual space, in particular during the evenings and nighttime in the privacy of their own homes. This article seeks to contribute to the discussion of the dialogical language and ―conversations‖ conducted in virtual-space encounters and the way in which young people perceive this space, its affect on them, and their interrelations within it. It presents the findings of a study based (...)
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  16.  15
    Kizel, A. (2017). “Existing in the World: But Whose World—and Why Not Change It?” Childhood and Philosophy 13 (28), 567–577.Arie Kizel - 2017 - Childhood and Philosophy 13 (28):567-577.
    This article takes issue with Gert Biesta’s lecture and the interpretation that one of his main arguments leads to the conclusion that the world is essentialist in nature. Thus, for any specific kind of entity, there is a set of characteristics, all of which any entity of that kind must have. In this text I will argue that existence “in the world” necessarily demands the belief that many other worlds consisting of diverse identities and communities have long been present and (...)
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  17. Kizel, A. (2016). “Philosophy with Children as an Educational Platform for Self-Determined Learning”. Cogent Education, Vol. 3, Number 1: 1244026.Arie Kizel - 2016 - Cogent Education 3 (1):1244026.
    This article develops a theoretical framework for understanding the applicability and relevance of Philosophy with Children in and out of schools as a platform for self-determined learning in light of the developments of the past 40 years. Based on the philosophical writings of Matthew Lipman, the father of Philosophy for Children, and in particular his ideas regarding the search for meaning, it frames Philosophy with Children in six dimensions that contrast with classic classroom disciplinary learning, advocating a “pedagogy of searching” (...)
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  18.  46
    The Educational Implications of Otherness and Responsibility in the Philosophy of Emmanuel Levinas in Work with People with Special Needs.Arie Kizel - 2010 - Ma’Agalei Nefesh: Journal for Psychology, Psychotherapy, Emotional Development and Creative Education 3:3-11.
    Otherness was at the center of the Levinese project, and in his ethics theory. In doing so, Levinas moved his project away from ontology, epistemology, and reason, to a point where the others are confronted in all its "nudes," to the point where it is recognizable that it cannot be reduced. In this article, I will examine the concepts of responsibility and the connection of the other person's humanism from his major books.
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  19. Kizel, A. (2012). The Democratic Selective Education in Israel: Tikkun Olan or Separatism. Studies in Education, No. 6, pp. 46 – 61 (Hebrew).Arie Kizel - 2012 - Studies in Education 6:46-61.
    Democratic education is one of the significant challenges facing state education in Israel. This is one of the most sophisticated versions of alternative education, which clearly criticizes the traditional education that is centered on curricula and the assessment industry that brought the strongest expression.) This article seeks to contribute to the discussion of the place of democratic education as normalizing education. Democratic schools in Israel, as a space of opportunity and limitations. The article will incorporate a historical overview of the (...)
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  20.  20
    On the Seam: Philosophy with Palestinian Girls in an East Jerusalem Village as a Pedagogy of Searching.Arie Kizel & Marlene Abdallah - 2017 - Journal of Philosophy in Schools 4 (1):27 - 49.
    The ‘Marwa’ elementary school (pseudonym) – an Israeli public school on the border between Israel and the Palestinian Authority – is a unique educational institution in that, despite being not religious, it only accepts from Grade 1 through to Grade 6 girls. Several years ago, the principal decided to implement a Philosophy with Children (PwC) programme as an alternative pedagogy. This paper surveys how the educational faculty regarded the introduction of this curriculum and how it contributed towards the development of (...)
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  21. Philosophy for Children.Arie Kizel - 2020 - In SAGE Encyclopedia of Children and Childhood Studies.
    Entry in The SAGE Encyclopedia of Children and Childhood Studies.
     
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  22. Pedagogies of Reflection: Dialogical Professional-Development Schools in Israel.Arie Kizel - 2014 - Advances in Research on Teaching 22:113 – 136.
    This chapter discusses a form of pedagogy of reflection suggested to be defined as the dialogical-reflective professional-development school (DRPDS)  a framework that develops and empowers students by engaging them in a process of continual improvement, responding to diverse situations, providing stimuli for learning, and giving anchors for mediation. The pedagogy of reflection relates to dialogue not only from a theoretical historical context but also by way of example  that is, it offers empowering dialogues within the traditional teacher-training framework. (...)
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  23. Secular and Traditional Mizrahi Caught in the Israeli Narrative Struggle.Arie Kizel - 2014 - . Studies in Israeli and Modern Jewish Society (Iyunim Bitkumat Israel) 7:401 – 433.
    מאמר זה דן בנרטיב המזרחי החדש בישראל והאתגרים שהוא מציב לנרטיב הציוני.
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  24.  64
    The Balfour Declaration: Between History and Narrative.Arie Kizel - 2019 - In Zentralrat der Juden in Deutschland (ed.), Perspektiven jüdischer Bildung. Diskurse – Erkenntnisse – Positionen, Schriftenreihe der Bildungsabteilung des Zentralrats der Juden in Deutschland Bd. 2. Leipzig, Germany: pp. 13-24.
    100 years have passed since the Balfour declaration, and this significant historical document is still under much scrutiny and at the same time highly relevant. Each side – the Jews and the Palestinians – makes a structured political use of it, in order to justify its arguments, and to criticizes what does not fit his narrative; and this mainly to deepen his justifications and nationalist ideology.
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  25.  34
    The Facilitator as Self-Liberator and Enabler: Ethical Responsibility in Communities of Philosophical Inquiry.Arie Kizel - 2021 - Childhood and Philosophy 17:1-20.
    From its inception, philosophy for/with children (P4wC) has sought to promote philosophical discussion with children based on the latter’s own questions and a pedagogic method designed to encourage critical, creative, and caring thinking. Communities of inquiry can be plagued by power struggles prompted by diverse identities, however. These not always being highlighted in the literature or P4wC discourse, this article proposes a two-stage model for facilitators as part of their ethical responsibility. In the first phase, they should free themselves from (...)
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  26. The Philosophical and Educational Challenges of the New Mizrahi Narrative in Israel: Critical Aspects.Arie Kizel - 2013 - International Journal of Jewish Education Research 5:281 - 302.
    The new Mizrahi narrative, presented by Israeli Mizrahi groups such as The Mizrahi Democratic Rainbow, presents a challenge to multi-cultural education. In particular, it repudiates the hegemonic meta-narrative of Ashkenazi-Zionist-Jewish-Israeli history that identifies the (White) Ashkenazi as the Zionist. The article summarizes a narrative-oriented academic research of the evolution of the new Mizrahi narrative in Israel, since the 1990s.It presents findings from historical, philosophical, and narrative analyses of texts from different periods of older and newer Mizrahi struggles in Israel. The (...)
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  27.  1
    The Presentation of Germany in Israeli History Textbooks Between 1948 and 2014.Arie Kizel - 2015 - Journal of Educational Media, Memory, and Society 7 (1):94–115.
    This article reviews an extensive study of Israeli secondary school general history curricula and textbooks since the establishment of the state in 1948 until the present day. By analyzing the way in which Germany is presented in various contexts, the findings of the study indicate that, while the textbooks reflect a shift from an early censorious attitude to a factual approach, the curriculum continues to present national Jewish Zionism as the metanarrative. In this context, Germany is framed as a victimizer.
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