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Profile: Itay Snir (Tel Aviv University)
  1.  14
    Tradition, Authority and Dialogue: Arendt and Alexander on Education.Itay Snir - 2018 - Foro de Educación 16 (24):21-40.
    In this paper I discuss two attempts to challenge mainstream liberal education, by Hannah Arendt and by contemporary Israeli philosopher Hanan Alexander. Arendt and Alexander both identify problems in liberal-secular modern politics and present alternatives based on reconnecting politics and education to tradition. I analyze their positions and bring them into a dialogue that suggests a complex conception of education that avoids many of the pitfalls of modern liberal thought. First, I outline Arendt and Alexander’s educational views and discuss their (...)
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  2.  38
    Making Sense in Education: Deleuze on Thinking Against Common Sense.Itay Snir - 2018 - Educational Philosophy and Theory 50 (3):299-311.
    According to a widespread view, one of the most important roles of education is the nurturing of common sense. In this article I turn to Gilles Deleuze’s concept of sense to develop a contrary view of education—one that views education as a radical challenge to common sense. The discussion will centre on the relation of sense and common sense to thinking. Although adherents of common sense refer to it as the basis of all thought and appeal to critical thinking as (...)
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  3.  29
    Education and Articulation: Laclau and Mouffe's Radical Democracy in School.Itay Snir - 2017 - Ethics and Education 12 (3):1-13.
    This paper outlines a theory of radical democratic education by addressing a key concept in Laclau and Mouffe’s Hegemony and Socialist Strategy: articulation. Through their concept of articulation, Laclau and Mouffe attempt to liberate Gramsci’s theory of hegemony from Marxist economism, and adapt it to a political sphere inhabited by a plurality of struggles and agents none of which is predominant. However, while for Gramsci the political process of hegemony formation has an explicit educational dimension, Laclau and Mouffe ignore this (...)
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  4.  9
    Civic Republicanism and Education: Democracy and Social Justice in School.Itay Snir & Yuval Eylon - 2017 - Studies in Philosophy and Education 36 (5):585-600.
    The republican political tradition, which originated in Ancient Rome and picked up by several early-modern thinkers, has been revived in the last couple of decades following the seminal works of historian Quentin Skinner and political theorist Philip Pettit. Although educational questions do not normally occupy the center stage in republican theory, various theorists working within this framework have already highlighted the significance of education for any functioning republic. Looking at educational questions through the lens of freedom as non-domination has already (...)
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  5. Pedagogy of Non-Domination: Neo-Republican Political Theory and Critical Education.Itay Snir & Yuval Eylon - 2016 - Policy Futures in Education 14 (6):759-774.
    The neo-republican political philosophy (sometimes referred to as civic republicanism) advances the idea of freedom as non-domination, in an attempt to provide democracy with a solid normative foundation upon which concrete principles and institutions can be erected so as to make freedom a reality. However, attempts to develop a republican educational theory are still hesitant, and fail to take the republican radical conception of freedom to its full conclusions. This article suggests that dialogue between neo-republicanism and critical pedagogy can be (...)
     
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  6.  94
    Experts Of Common Sense: Philosophers, Laypeople And Democratic Politics.Itay Snir - 2015 - Humana.Mente Journal of Philosophical Studies 28:187-210.
    This paper approaches the question of the relations between laypeople and experts by examining the relations between common sense and philosophy. The analysis of the philosophical discussions of the concept of common sense reveals how it provides democratic politics with an egalitarian foundation, but also indicates how problematic this foundation can be. The egalitarian foundation is revealed by analyzing arguments for the validity of common sense in the writings of Thomas Reid. However, a look at three modern philosophers committed to (...)
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  7.  8
    Bringing Plurality Together: Common Sense, Thinking and Philosophy in Arendt.Itay Snir - 2015 - Southern Journal of Philosophy 53 (3):362-384.
    Arendt's concept of common sense has generally been misunderstood. It is almost exclusively interpreted in light of Kant's common sense, either as an espousal of the latter or as a distortion of it. This narrow reading of Arendtian common sense has led to a problem, as her uses of the concept do not always fit its Kantian understanding. This has led to accusing her of being inconsistent, or as holding on to several, incompatible concepts of common sense. This article argues (...)
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  8.  70
    The “New Categorical Imperative” and Adorno's Aporetic Moral Philosophy.Itay Snir - 2010 - Continental Philosophy Review 43 (3):407-437.
    This article offers a new interpretation of Adorno’s new categorical imperative : it suggests that the new imperative is an important element of Adorno’s moral philosophy and at the same time runs counter to some of its essential features. It is suggested that Adorno’s moral philosophy leads to two aporiae, which create an impasse that the new categorical imperative attempts to circumvent. The first aporia results from the tension between Adorno’s acknowledgement that praxis is an essential part of moral philosophy, (...)
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  9.  10
    “Not Just One Common Sense”: Gramsci's Common Sense and Laclau and Mouffe's Radical Democratic Politics.Itay Snir - 2016 - Constellations 23 (2):269-280.
    This article focuses on the concept of common sense in order to shed new light on the radical and pluralist democracy developed by Ernesto Laclau and Chantal Mouffe in Hegemony and Socialist Strategy. It is argued that their move via Antonio Gramsci away from both Marxism and traditional liberal democracy cannot be fully understood without reference to the role common sense plays in it. Focusing on common sense reveals crucial aspects of the relations between intellectuals and ordinary people in Laclau (...)
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  10. Re-Politicizing the Scholastic: School and Schoolchildren Between Politicization and de-Politicization.Itay Snir - 2016 - Ethics and Education 11 (2):117-130.
    This paper addresses the question ‘what is school?’, and argues that the answer to this question has an essential political dimension. I focus on two very different attempts to characterize school – Ivan Illich’s Deschooling Society and Jan Masschelein and Maarten Simons’s In Defence of the School – and demonstrate that both texts miss the political potential which is inherent in school. The two texts are analyzed along two relational axes: relations between school and society, and relations between children and (...)
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