"Jewish Philosophy and the Academy reflects in broad terms on the current state of Jewish philosophy in the university. This generation of university teachers lives at a unique historic junction. It is the last to be taught by the giants of European Wissenschaft des Judentums and the first to experience the remarkable expansion of Judaic scholarship in Israel and abroad." "Emil Fackenheim suggests that if we are indebted to Athens for the philosophical method, we are also indebted to Jerusalem for (...) the ethical content of philosophy, which is both an intellectual and a moral challenge. This dual challenge shapes the diverse papers in this volume."--BOOK JACKET.Title Summary field provided by Blackwell North America, Inc. All Rights Reserved. (shrink)

_The Enduring Importance of Leo Strauss_ takes on the crucial task of separating what is truly important in the work of Leo Strauss from the ephemeral politics associated with his school. Laurence Lampert focuses on exotericism: the use of artful rhetoric to simultaneously communicate a socially responsible message to the public at large and a more radical message of philosophic truth to a smaller, more intellectually inclined audience. Largely forgotten after the Enlightenment, exotericism, he shows, deeply informed Strauss both as (...) a reader and as a philosophic writer—indeed, Lampert argues, Strauss learned from the finest practitioners of exoteric writing how to become one himself. Examining some of Strauss’s most important books and essays through this exoteric lens, Lampert reevaluates not only Strauss but the philosophers—from Plato to Halevi to Nietzsche—with whom Strauss most deeply engaged. Ultimately Lampert shows that Strauss’s famous distinction between ancient and modern thinkers is primarily rhetorical, one of the great examples of Strauss’s exoteric craft. Celebrating Strauss’s achievements while recognizing one main shortcoming—unlike Nietzsche, he failed to appreciate the ramifications of modern natural science for philosophy and its public presentation—Lampert illuminates Strauss as having even greater philosophic importance than we have thought before. (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.

In these essays, written between 1909 and 1954 and first published as a collection in 1957, the eminent philosopher relates the "I-Thou" dialogue to such varied fields as religion, social thought, philosophy, myth, drama, literature, and art. Buber thus responds to the crises and challenges of the 20th century and enables the reader to follow his lifelong struggles toward "authentic existence.".

Recognized as a landmark of twentieth century intellectual history, I and Thou is Buber's masterpiece.

Philosophy Between the Lines is the first comprehensive, book-length study of the history and theoretical basis of philosophical esotericism, and it provides a crucial guide to how many major writings—philosophical, but also theological, ...

Most of what has been written about Buber and education tend to be studies of two kinds: theoretical studies of his philosophical views on education, and specific case studies that aim at putting theory into practice. The perspective taken has always been to hold a dialogue with Buber's works in order to identify and analyse critically Buber's views and, in some cases, to put them into practice; that is, commentators dialogue with the text. In this article our aims are of (...) a different kind. First and fundamentally, we demonstrate the political and social ontological basis of Buber's thought; that is, we show that Buber, the philosopher of dialogue, held an authentic dialogue with his time, and demonstrate that Buber's work, in this case I and Thou, holds a dialogue with its Zeitgeist; that is the text dialogues with its Zeitgeist. This approach leads us to our second aim, which is to demonstrate that Buber's thought remains relevant to our times, particularly when it serves as a dialogical educational tool with which to resolve conflict of all types and to aid dialogue towards peace in inter-community relations. (shrink)

The young Martin Buber was so much taken by the thought of Friedrich Nietzsche that at the age of 17 he undertook a translation of the work "Thus Spoke Zarathustra" into Polish. Even though the project had to be abandoned, Buber's enthusiasm for Nietzsche did not wane and traces of his influence are to be found in the different stages of his thought. The article shows how Buber came to introduce a Nietzschean perspective into the nascent Zionist movement. In fact, (...) Martin Buber's sharing in the vision of a reawakening of the Jewish people to its long-slumbering life-force was very much marked by the influence of Friedrich Nietzsche. The influence of the author of the "Zarathustra" upon Buber was particularly attached to the renewed concept of culture that was operative in the early stages of the Zionistic movement. /// Ainda durante a vida de Nietzsche, o jovem Martin Buber sentiu-se de tal maneira atraído pelo pensamento do autor do livro "Assim Falava Zarathustra" que, quando apenas tinha 17 anos de idade, deu início a uma tradução desta obra para Polaco, da qual, contudo, apenas concluiria a primeira parte, pois logo se apercebeu de que idêntica tradução tinha sido já encomendada a outra pessoa. O entusiasmo de Buber por Nietzsche, contudo, não esmoreceu, de tal forma que se podem encontrar traços da sua influência em cada uma das diferentes fases de evolução do seu pensamento. O presente artigo mostra até que ponto foi graças a Buber que uma certa perspectiva nietzschiana acabou por se introduzir no movimento zionista nascente. Foi sob a influência de Nietzsche, com efeito, que se deu a adesão de Buber à ideia de que era necessário retirar o povo judeu do seu adormecimento histórico e do esquecimento da sua própria forçavital. Essa influência, contudo, encontra-se sobretudo impressa no conceito de cultura que haveria de marcar a fase inicial do movimento zionista. (shrink)

On the 20th anniversary of its publication, this classic manifesto is updated with an important new preface by the author. Freire reflects on the impact his book has had, and on many of the issues it raises for readers in the 1990s. These include the fundamental question of liberation and inclusive language as it relates to Freire's own insights and approaches.

The Jewish philosopher and educator Martin Buber (1878–1965) is considered one of the twentieth century’s greatest contributors to the philosophy of religion and is also recognized as the pre-eminent scholar of Hasidism. He has also attracted considerable attention as a philosopher of education. However, most commentaries on this aspect of his work have focussed on the implications of his philosophy for formal education and for the education of the child. Given that much of Buber’s philosophy is based on dialogue, on (...) community and on mutuality, it is puzzling that relatively little has been written on the implications of Buber’s thought for the theory and practice of non-formal adult education. The article provides a discussion of the philosophy underpinning this aspect of Martin Buber’s life and work, and its implications for adult non-formal education. (shrink)

Martin Buber is considered one of the 20th centuryes greatest thinkers and his contributions to philosophy, theology and education are testimony to this. His thought is founded on the idea that people are capable of two kinds of relations, namely I-Thou and I-It, emphasising the centrality of dialogue in all spheres of human life. For this reason, Buber is considered by many to be the philosopher of dialogue par excellence. After Buberes death the appreciation of his considerable legacy to the (...) various disciplines in which he had worked became rather muted, but was never completely forgotten. There is now a renewed and growing interest in Buberes thought, especially in his philosophy of education. This book brings together aspects of Buberes philosophy and educational practice, and explains their significance for peace dialogue and for conflict resolution, both between individuals and communities. Buber's philosophy of dialogue and views on education are pivotal in demonstrating the personal and social benefits of dialogical education as well as the dangers of non-dialogical education. The book will be valuable reading for academics, researchers and postgraduate students interested in Martin Buber, education, peace dialogue and conflict resolution. (shrink)

Martin Buber believed that life's deepest truth lies in human relationships. In this classic work he puts this belief into practice, applying it to the concrete problems of contemporary society.

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.

Most of what has been written about Buber and education tend to be studies of two kinds: theoretical studies of his philosophical views on education, and specific case studies that aim at putting theory into practice. The perspective taken has always been to hold a dialogue with Buber's works in order to identify and analyse critically Buber's views and, in some cases, to put them into practice; that is, commentators dialogue with the text. In this article our aims are of (...) a different kind. First and fundamentally, we demonstrate the political and social ontological basis of Buber's thought; that is, we show that Buber, the philosopher of dialogue, held an authentic dialogue with his time, and demonstrate that Buber's work, in this case I and Thou, holds a dialogue with its Zeitgeist; that is the text dialogues with its Zeitgeist. This approach leads us to our second aim, which is to demonstrate that Buber's thought remains relevant to our times, particularly when it serves as a dialogical educational tool with which to resolve conflict of all types and to aid dialogue towards peace in inter‐community relations. (shrink)

Paul Mendes-Flohr is emerging as the leading Jewish intellectual historian of the present generation. In particular, he is responsible for a significant amount of the important and pertinent scholarship in the field of German-Jewish intellectual history. No one else is quite as intimately knowledgeable with this material, the ambiguous legacy of one of the most inventive and poignant episodes of creativity in the life of the Diaspora. Divided Passions is a collection of published and unpublished essays and articles by Paul (...) Mendes-Flohr from the past decade. In a manner that underscores their continued relevance and significance, Mendes-Flohr writes about the problems that Buber, Rosenzweig, Bloch, Simon, Scholem and others tried to crystallize and resolve. Mendes-Flohr moves with effortless authority among the disciplines of theology, philosophy, literature, history, and sociology. Fitted with these interdisciplinary resources, he enriches his treatment of themes and figures in ways that exceed the scope, to say nothing of the execution, found in other literature. The book conveys a rare metaphysical depth, for questions of faith, identity, and Dasein explored by the intellectual figures of the past are also personal ones for the author as well. Mendes-Flohr's exceptional ability to keep this body of work alive and available provides an outstanding source of commentary on the subjects that dominate the agenda of modern Jewish studies. (shrink)