Countering the “New Jerusalem”
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Clash of Identities: Explorations in Israeli and Palestinian Societies
chapter ten Nationalism, Identity, and Citizenship An Epilogue to the Yehoshua-Shammas Controversy: A Non-Platonic Dialogue* On September 13, 1985, the eve of the Jewish New Year, Anton Shammas— the Christian Israeli-Arab writer, essayist, translator, journalist, and author of Arabesque,1 an autobiographical Hebrew novel of a youngster growing up as a hybrid of Jewish-Arab culture and identity in the village Fasuta— aroused bitter controversy among the Israeli elite. His brief article accused Israel of excluding Israeli Palestinians from participation in the common political, cultural, and collective identity and nationality.2 His accusations of extreme discriminatory policy against Israel’s Arab citizens were by no means a new issue on the Israeli political agenda. Be- tween 1949 and 1966 Israeli Arabs had been subject to crass military rule, which served as a useful umbrella for land confiscation, exclusion from the labor market, and de facto deprivation of most citizen and human rights. Since 1966 the situation has gradually improved, but no Jewish intellectual * Baruch Kimmerling, “Nationalism, Identity, and Citizenship: An Epilogue to Yehoshua-Shammas Controversy,” in Daniel Levy and Yfaat Weiss, eds., Citi- zenship and Identity: German and Israel in Comparative Perspective (New York: Berghahn, 2002). Nationalism, Identity, and Citizenship 223 would deny that Israeli Palestinians have remained an underprivileged eth- nic or national minority. Shammas’ claim, however, went far beyond the regular complaints and protests against discrimination of a minority group within a supposedly democratic and humanistic polity. Shammas called for space and participation for what he called Israeli Arabs within the Israeli collective identity and culture.3 Faced with such a provocation, even the liberal, so-called leftist, and dovish writer Abraham B. -
History of Israel
History of Israel FALL-Tuesday and Thursday, 9:30–10:45, CBA 4.340 Course Description Israel is a country of contrasts. Merely 263 miles long, one can drive from its northernmost point to the southernmost one in six hours, passing by a wide variety of landscapes and climates; from the snowy capes of Mount Hermon to the arid badlands of the Negev Desert. Along the way, she might come across a plethora of ethnic and religious groups – Jews originating in dozens of diasporas all over the world, Palestinians, Druze, Bedouins, Bahá'ís, Samaritans, Circassians, Armenians, Gypsies, Filipinos, Sudanese, Eritreans, and more – and hear innumerable languages and dialects. From the haredi stronghold of Bene-Beraq to the hedonistic nightclubs and sunny beaches of Eilat; from a relative Jewish-Arab coexistence in Haifa to the powder keg that is East Jerusalem; from the “Start-up Nation” in Ra’anana and Herzliya to the poverty-stricken “development towns” and unrecognized Bedouin settlements of the Negev; from the messianic fervor of Jewish settlers in the West Bank to the plight of African refugees and disadvantaged Jews in South Tel Aviv – all within an area slightly smaller than the State of Vermont. This is an introductory survey of Israel’s political, diplomatic, social, economic, ethnic, and cultural history, as well as an overview of Israeli society nowadays. We will start with a brief examination of the birth of the Zionist movement in nineteenth-century Europe, the growth of the Jewish settlement in Palestine, and the establishment of a modern Jewish State. Next, we will review a number of key moments and processes in Israeli history and discuss such crucial and often controversial topics as the Israeli-Arab and Israeli-Palestinian conflicts; ethnic and social stratification in Israel; civil-military relations and the role that the armed forces and other security agencies have played in everyday life in the country; Israel’s relations with the world and the Jewish diaspora; and more. -
Teaching Plato in Palestine: Philosophy in a Divided World
© Copyright, Princeton University Press. No part of this book may be distributed, posted, or reproduced in any form by digital or mechanical means without prior written permission of the publisher. 1 TEACHING PLATO IN PALESTINE Can philosophy save the Middle East? It can. This, at least, is the thesis of Sari Nusseibeh as I learn from a friend upon arriving in Israel in February 2006. Nusseibeh is not only a prominent Palestinian intellectual and the Palestinian Liberation Organization’s former chief repre- sentative in Jerusalem, but also a philosopher by training (and, I think, by nature, too). “Only philosophy,” the friend tells me he argued during the Shlomo Pines memorial lec- ture in West Jerusalem three years before (aptly titled “On the Relevance of Philosophy in the Arab World Today”). By the time I leave Israel, I’m convinced that he’s on to something. I am here to teach a seminar at Al-Quds University, the Palestinian university in Jerusalem, together with Nus- seibeh, who has been president of Al- Quds since 1995. My idea is to discuss Plato’s political thought with the students and then examine how medieval Muslim and Jewish philosophers built on this thought to interpret Islam and Judaism as philosophical religions. I hope to raise some basic questions about philosophy and its rela- For general queries, contact [email protected] Fraenkel.indb 3 2/17/2015 8:56:12 AM © Copyright, Princeton University Press. No part of this book may be distributed, posted, or reproduced in any form by digital or mechanical means without prior written permission of the publisher. -
Israel Engagement Beyond Hasbarah from the Editor
THE STEINHARDT FOUNDATION FOR JEWISH LIFE AUTUMN 2011/CHESHVAN 5772 VOLUME 14 NUMBER 1 THE JOURNAL OF THE STEINHARDT FOUNDATION FOR JEWISH LIFE ISRAEL ENGAGEMENT BEYOND HASBARAH FROM THE EDITOR AUTUMN 2011/CHESHVAN 5772 VOLUME 14 NUMBER 1 ISRAEL ENGAGEMENT Eli Valley BEYOND HASBARAH Editor or decades, Israel engagement in North America hewed to a narrow narrative line. If Erica Coleman not overtly political, the methods of engagement frequently had politics just beneath Copy Editor the surface. Engagement meant understanding Israel’s importance to the world Jewish community as well as its right to exist — both in a general sense and in relation to the Yakov Wisniewski events of the day. This often turned engagement into a reactive enterprise — how the commu- Design Director nity could shore up support for this policy or for that war, and how Israel’s actions could best be presented and explained. THE STEINHARDT The reasons for this were understandable. There was a widespread perception of Israel being FOUNDATION under siege and a general sentiment that Diaspora communities could serve as Israel’s ambassa- FOR JEWISH LIFE dors. Moreover, a fear of losing young Jews to waves of anti-Israel agitation spurred campaigns to arm them with Israel’s side of the story. But ultimately, such efforts were a misuse of both Michael H. Steinhardt Israel and of American Jews. As the conflict became more nuanced and information more wide- Chairman spread, the Hasbarah method — explaining Israel through public relations — came to be dis- Robert P. Aronson credited by a more sophisticated population of American Jews, particularly among the younger President generations. -
Intertextual Connection to the Elijah/Jezebel
Scholars Crossing LBTS Faculty Publications and Presentations 2005 Femme Fatale Redux: Intertextual Connection to the Elijah/ Jezebel Narratives in Mark 6:14–29 Gary E. Yates Liberty University, [email protected] David M. Hoffeditz Cedarville University Follow this and additional works at: https://digitalcommons.liberty.edu/lts_fac_pubs Recommended Citation Yates, Gary E. and Hoffeditz, David M., "Femme Fatale Redux: Intertextual Connection to the Elijah/ Jezebel Narratives in Mark 6:14–29" (2005). LBTS Faculty Publications and Presentations. 4. https://digitalcommons.liberty.edu/lts_fac_pubs/4 This Article is brought to you for free and open access by Scholars Crossing. It has been accepted for inclusion in LBTS Faculty Publications and Presentations by an authorized administrator of Scholars Crossing. For more information, please contact [email protected]. Bulletin for Biblical Research 15.2 (2005) 199-221. Femme Fatale Redux: Intertextual Connection to the Elijah/ Jezebel Narratives in Mark 6:14–29 DAVID M. HOFFEDITZ AND GARY E. YATES CEDARVILLE UNIVERSITY LIBERTY UNIVERSITY In this article we trace important intertextual connections between the pe- ricopes of the beheading of John in Mark’s Gospel and the OT narratives sur- rounding the figures of Jezebel and Elijah. This form of intertextuality serves three key polemical purposes in Mark’s narrative: 1. to highlight the culpability and despicability of Herodias in having John put to death by depicting her as another Jezebel—the epitome of female wickedness in the OT; 2. to demonstrate the irony of reversal in that the OT narrative has the word of the prophet putting the wicked queen to death, while in the NT, the word of the wicked queen succeeds in bringing about the death of the prophet; 3. -
1 Revelation: Unveiling Reality “Sex, Money and Jezebel” Revelation 2:18-29 Kevin Haah April 17, 2016
Revelation: Unveiling Reality “Sex, Money and Jezebel” Revelation 2:18-29 Kevin Haah April 17, 2016 Turn on Timer! [Slide 1] We are in a middle of a series entitled, “Revelation: Unveiling Reality.” Revelation was written to show us that reality is more than what we see with our eyes. That’s the thesis of the book: things are not as they seem. This book unveils reality not just of the future, but also of the present. There is more to this present moment then we can know with our unaided senses. The more we see this, the more our perspective toward life changes. We see the world differently. We see the pressures and stresses of our lives differently. So, this is a practical book. It helps us be faithful even during hardships! Today, we are going to look at one of the letters to the seven churches, the letter to the church in Thyatira. [Slide 2] Today’s sermon is entitled, “Sex, Money and Jezebel.” [Slide 3] Let’s go to Revelation 2:18-29: 18 “To the angel of the church in Thyatira write: These are the words of the Son of God, whose eyes are like blazing fire and whose feet are like burnished bronze. 19 I know your deeds, your love and faith, your service and perseverance, and that you are now doing more than you did at first. [Slide 4] 20 Nevertheless, I have this against you: You tolerate that woman Jezebel, who calls herself a prophet. By her teaching she misleads my servants into sexual immorality and the eating of food sacrificed to idols. -
POSTZIONISM: a READER Table of Contents
POSTZIONISM: A READER Table of Contents Reading Postzionism: An Introduction Laurence J. Silberstein I. NEW HISTORIANS AND CRITICAL SOCIOLOGISTS: CRITICAL REFLECTIONS ON ISRAELI/ZIONIST NARRATIVES The New Historiography: Israel Confronts Its Past Benny Morris Land, Labor and the Origins of the Israeli-Palestinian Conflict: 1882-1914 * Gershon Shafir Palestinians: The Making of A People * Baruch Kimmerling and Joel S. Migdal Post-Zionism: The First Decade * Uri Ram II. EXPANDING THE RANGE OF CRITIQUE: ENGAGING THE DISCOURSE The Identity of the Victims and the Victims of Identity: A Critique of Zionist Ideology for a Post-Zionist Age Adi Ophir Academic History Caught in the Cross-Fire: The Case of Israeli-Jewish Historiography Baruch Kimmerling 'Ethnocracy': The Politics of Judaizing Israel/Palestine Oren Yiftachel A First Step in a Difficult and Sensitive Road: Preliminary Observations on Qaadan v. Katzir Alexandre (Sandy) Kedar Save as Jerusalems * Ariella Azoulay III. MINORITY DISCOURSE: VOICES FROM THE “MARGINS” A. Minority Discourse in Israeli Culture Hebrew in an Israeli Arab Hand: Six Miniatures on Anton Shammas’s Arabesques Hannan Hever B. Palestinian Citizens At Half Mast–Myths, Symbols, and Rituals of An Emerging State: A Personal Testimony of an “Israeli Arab” Anton Shammas Arab Citizens of Palestine: Little to Celebrate Azmi Bishara C. Arab Jews/Mizrahim Rupture and Return: Zionist Discourse and the Study of Arab Jews Ella Shohat The Arab Jews: A Postcolonial Reading of Nationalism, Religion and Ethnicity * Yehouda Shenhav A Mizrahi Call for a More Democratic Israel Pnina Motzafi-Haller C. Gender and Sexuality: Women, Gays, and Lesbians Body and Territory: Women in Israeli Cinema Orly Lubin Beyond Flesh. -
"When Someone Has Low Vision" Community Eye Health Journal Vol
MANAGING LOW VISION When someone has low vision Clare Gilbert Co-director, International Centre for Eye Health, London School of Hygiene and Tropical Medicine, Keppel Street, Karin van Dijk London WC1E 7HT, UK; Clinical Advisor, Sightsavers. Karin van Dijk CBM global advisor on low vision; low vision consultant to Light for the World Netherlands and to Kilimanjaro Centre for Community Ophthalmology. Grutto 21, 7423CZ Deventer, The Netherlands. [email protected] As clinicians, being faced with a patient whose vision we cannot improve any further can make us feel like a failure. However, there are many ways to help such a person with low vision. Figure 1 shows the difficulties someone is likely to have, based on their distance visual acuity, and what support Teaching the use of an illuminated hand magnifier. PHILLIPINES they may be able to benefit from. These include optical devices, non-optical 2 Has all the medical, surgical, and optical Once you have established that the devices, advice on environmental modifi- treatment possible already been given? person does need low vision services, cations, and referral to rehabilitation and 3 Has the prognosis for vision been you can begin the low vision assessment. (special) educational services. confirmed by a medical professional? The following are the steps that In this article, we will show you how normally form part of a low vision If the answer to any of these questions is to assess a person with low vision and assessment: ‘no’, refer the person to the appropriate find out what it is they really want to be services, where possible. -
Rocument RESUME ED 045 767 UD 011 084 Education in Israel3
rOCUMENT RESUME ED 045 767 UD 011 084 TITLE Education in Israel3 Report of the Select Subcommittee on Education... Ninety-First Congress, Second Session. INSTITUTION Congress of the U.S., Washington, E.C. House Ccmmittee on Education and Labcr. PUB DATE Aug 70 NOTE 237p. EDRS PRICE EDRS Price MP-$1.00 BC-$11.95 DESCRIPTORS Acculturation, Educational Needs, Educational Opportunities, *Educational Problems, *Educational Programs, Educational Resources, Ethnic Groups, *Ethnic Relations, Ncn Western Civilization, Research and Development Centers, *Research Projects IDENTIFIERS Committee On Education And Labor, Hebrew University, *Israel, Tel Aviv University ABSTRACT This Congressional Subcommittee report on education in Israel begins with a brief narrative of impressions on preschool programs, kibbutz, vocational programs, and compensatory programs. Although the members of the subcommittee do not want to make definitive judgments on the applicability of education in Israel to American needs, they are most favorably impressed by the great emphasis which the Israelis place on early childhood programs, vocational/technical education, and residential youth villages. The people of Israel are considered profoundly dedicated to the support of education at every level. The country works toward expansion of opportunities for education, based upon a belief that the educational system is the key to the resolution of major social problems. In the second part of the report, the detailed itinerary of the subcommittee is described with annotated comments about the places and persons visited. In the last part, appendixes describing in great depth characteristics of the Israeli education system (higher education in Israel, education and culture, and the kibbutz) are reprinted. (JW) [COMMITTEE PRINT] OF n. -
The Palestinian People
The Palestinian People The Palestinian People ❖ A HISTORY Baruch Kimmerling Joel S. Migdal HARVARD UNIVERSITY PRESS Cambridge, Massachusetts London, England 2003 Copyright © 1994, 2003 by Baruch Kimmerling and Joel S. Migdal All rights reserved Printed in the United States of America An earlier version of this book was published in 1994 as Palestinians: The Making of a People Cataloging-in-Publication data available from the Library of Congress ISBN 0-674-01131-7 (cloth) ISBN 0-674-01129-5 (paper) To the Palestinians and Israelis working and hoping for a mutually acceptable, negotiated settlement to their century-long conflict CONTENTS Maps ix Preface xi Acknowledgments xxi Note on Transliteration xxiii Introduction xxv Part One FROM REVOLT TO REVOLT: THE ENCOUNTER WITH THE EUROPEAN WORLD AND ZIONISM 1. The Revolt of 1834 and the Making of Modern Palestine 3 2. The City: Between Nablus and Jaffa 38 3. Jerusalem: Notables and Nationalism 67 4. The Arab Revolt, 1936–1939 102 vii Contents Part Two DISPERSAL 5. The Meaning of Disaster 135 Part Three RECONSTITUTING THE PALESTINIAN NATION 6. Odd Man Out: Arabs in Israel 169 7. Dispersal, 1948–1967 214 8. The Feday: Rebirth and Resistance 240 9. Steering a Path under Occupation 274 Part Four ABORTIVE RECONCILIATION 10. The Oslo Process: What Went Right? 315 11. The Oslo Process: What Went Wrong? 355 Conclusion 398 Chronological List of Major Events 419 Notes 457 Index 547 viii MAPS 1. Palestine under Ottoman Rule 39 2. Two Partitions of Palestine (1921, 1949) 148 3. United Nations Recommendation for Two-States Solution in Palestine (1947) 149 4. -
Humanism: the Road from Athens to Jerusalem by DONNALYNN HESS
Humanism: The Road From Athens to Jerusalem BY DONNALYNN HESS Over the past 30 years numerous Christian leaders have legitimately decried particular evils spawned by secular humanism; few, however, have provided a thoughtful analysis of how this philosophic system has been interwoven into God’s eternal plan. Viewing humanism in the context of sovereignty reveals that this recurring movement is not only a vivid record of fallen man’s impotence but also a divine roadmap that can be used to lead men to the cross. It is, therefore, valuable to reflect upon the significance of the historic signposts God has given. Such reflection can awaken a profound awe of God’s wisdom and compassion; it can also help believers discern (like Paul) how to guide “Athenians” from Mars Hill to Jerusalem. In the preface to Humanist Manifestos I and II (1973), Kurtz noted that “Humanism is a philosophical, religious, and moral point of view as old as human civilization itself” (p. 3). Although the thread of humanism does indeed run throughout the development of civilizations, there are specific reference points that are particularly helpful in discerning its impact on the western world. These reference points include the Greco-Roman period, the Renaissance, and the dawn of the modern age (20th century). Classical Humanism: A Precursor to the Incarnation The most important of the three epochs is the Greco-Roman period, for during this era the key tenets of humanism were formed. To fully understand the movement’s origin we must begin not with Socrates but with Thales, the pre-Socratic philosopher born in Miletos around 640 B.C. -
HEB/SLC/JST 348/REL 311 Israeli Society and Culture
@I ARIzon*A Srnrr UNtve RstTv GENERAT STUDIES COURSE PROPOSAL COVER FORM Course information: Copry, oni paste current course infbrmation from Class Search/Course Catalog. School of International Letters & Academic llnit CLA,S - humanities Department Cultures Sub.ject HEB Number 340 _,_ Title Israeli Societygn_{eU[UfS_" llnits: Is this a cross-listed cotuse? (Choose one) If yes, please identify course(s) No Is this a shared course? No If so, list all academic units offering this course Course description: Requested designation: Global Awareness-G Note- a separate propasal is required for each designation requested EligibiliV: Permanent numbered courses must have completed the university's review and approval process. For the rules governing approvaLl of omnibus courses, contact the General Studies Progrirm Office at (480) 965-0739. Area(s) proposed course will serve: A single course may be proposed for more than one core or awareness area. A course may satisfy a core area requirement and more than one alyareness area requiremenls concurrently, but may not satisfy requirements in trvo core areas simultaneously, even if approved for those areas. With departmental consent, an approved General Srudies course may be counted torvard both the Generai Studies requirement and the major program of snrcly. Checklists for general studies designations: Complete and attach the appropriate checklist * Literacv and Critical Inquiry core courses (L) " Ivlathematics core courses (MA) * Computer/slatistics/quantitative applications core courses (CS) n Humanities.