Under current historical conditions, as Israelis, Jews are structurally almost prevented from facing the possibility of living in light of the Messianic impetus, as the world's universal moral, intellectual, and creative vanguard. This special Jewish mission was made possible by the Jews' unique homelessness--a Diasporic existence as a realized…

The later Horkheimer presents mature Critical Theory as a Jewish Negative Theology. This change carries major educational implications hegemonic critical pedagogy has not yet dared to address until now and much less in the present era of the new anti-Semitism as the meta-narrative of the progressive circles. In Horkheimer's work the change from a…

Is it possible that the essence of peace is negated in peace education? And is it possible that even against its own will peace education calls for the negation of its negation? In peace education no serious attempts have been made to elaborate its most central concepts. "Pacifism", "violence", "counter-violence" and "emancipation", "culture of…

Counter-education that addresses seriously the challenge of loss, exile, and the deceiving "home-returning" projects accepts that no positive Utopia awaits us as "truth", "genuine life", "worthy struggle", "pleasure" or worthy self-annihilation. Loss is not to be recovered or compensated; not for the individual nor for any kind of "we". And yet,…

A new critical language is possible yet its becoming is not guaranteed. Its roots and sources should be diverse, universal and Diasporic. Jewish negative theology is ultimately Diasporic and could become one of its edifying sources. Diaspora is not only an intellectual state, not necessarily collective but communal. One of the things that makes…

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…

From its very beginning sports activity became--already within the framework of the modern nation-building project, establishing national ethos, and constituting effective colonization of the Other--a central element of the effort of the modern system to create, represent, and consume the modern body and soul and to create the healthy-conquering…

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 others in Israel. Argues that this form of education conflicts with themes of Jewish tradition leading to oppressions of the Palestinian "other." (CMK)

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,…

Evaluates the issue of producing and controlling the memories of the Holocaust as an example of the struggle over self-identity and the recognition of "the other" as a moral subject. Analyzes Israeli refusals to acknowledge the genocides/holocausts of other peoples as a test case for a humanist-oriented moral education. (DSK)

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…

Examines the reluctance of educational institutions in Israel and Palestine to acknowledge each other's suffering because of 'the otherness of the Other.' Suggests that educators, as agents of the system, should be dedicated to abolishing this otherness. Proposes a sort of counter-education that will encourage harmony and mutual respect toward…

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…

Examines the concept of reflection and its diverse uses within different political, philosophical, and cultural contexts. Discusses an alternative concept of reflection within the framework of an educational arena called "counter-education." Asserts that the traditional view of student reflection does not allow students to challenge the…