ιγιςεο ϊωρ"θ

χιωεθ
 

ωιξε μα: μεη δαηιπεϊ ιτεψρν αϊηιμϊ ηεγω ρτθξαψ.

ϊλπιϊ δμιξεγιν δλμμιιν εδαιο ϊηεξιιν μωπϊ ϊωρ"θ

ξαεΰ μρτψεϊ ιμγιν εϊψαεϊ διμγ‏ (06621013)

ωιςεψ

γ"ψ ιςμ γψ

ϊιΰεψ δχεψρ
ξϊι πεμγ διμγ δξεγψπι εξϊι πεφψε δθχρθιν ςαεψε? ξδ χψδ μλιτδ ΰγεξδ αγψκ μξΰδ δςωψιν? μξδ λϊα μεΰιρ χψεμ ωμεωδ περηιν μ"δψτϊχΰεϊ ΰμιρ αΰψυ δτμΰεϊ"? ΰϊ ξι φψιλδ ρτψεϊ διμγιν μψφεϊ? μΰο πςμξιν δξαεβψιν αρτψεϊ διμγιν δτετεμψιϊ? ξδ ξιιηγ ΰϊ δτεΰθιχδ ωμ ρτψεϊ διμγιν ξδτεΰθιχδ ωμ ρτψεϊ δξαεβψιν? ξδ αιο ξεγψπιεϊ ετερθ ξεγψπιεϊ αρτψεϊ διμγιν? ωΰμεϊ ΰμδ εΰηψεϊ πιγεπεϊ αχεψρ ξαεΰι ζδ αΰξφςεϊ γιεο δξημυ ΰϊ δρτψεϊ μιμγιν ξο δξρβψϊ δτγβεβιϊ δφψδ, εγο αδ αδχωψιν ϊψαεϊιιν πψηαιν.

γψιωεϊ δχεψρ:
χψιΰδ ωεθτϊ ωμ ξΰξψιν
ξθμϊ ριεν: ξαηο αιϊ

Introduction to Children's Literature and Child Culture

Course Description:
When was the modern child born and what was written for him? What happened to Llittle Red Riding Hood on her way from the 17th century to the 21st? Why did Lewis Carroll write three versions of Alice's Adventures in Wonderland? To whom does children's literature cater? Who doed children's literature differ from literature written for adults? How does modern psychology affect children's literature? How does Post Modernity affect texts for children?
These interdisciplinary cultural questions and others will be discussed in this introductory course.

γψιωεϊ χγν:

δςψεϊ:

αηιπεϊ

  • ρξρθψ ΰ', ξεςγ ΰ': α-3/2/09 α-9:00. δηζψδ ςγ 5/2/09 α-13:00.
  • ρξρθψ ΰ', ξεςγ α': α-4/3/09 α-18:00. δηζψδ ςγ 8/3/09 α-13:00.

ψεη δζξο αιο γτι ρτψι δμιξεγ: θχρθιν μιξεγιν εηιπελιιν αϊψαεϊ δςαψιϊ‏ (06621014)

ωε"ϊ

γ"ψ θμ χεβξο

δχεψρ ιωψθθ ΰϊ ϊδμικ δϊτϊηεϊε ωμ χεψτερ ρτψι δμιξεγ ξΰζ δξΰδ ώδ-16 εςγ ιξιπε, αςιχψ αδχωψ ωμ δϊψαεϊ δςαψιϊ. ρτψι μιξεγ ξδεειν φεξϊ ϊψαεϊι ηωεα αιο ώξςψλϊ δηιπεκ, μαιο ξςψλϊ δθχρθιν μιμγιν εμπεςψ, εμαιο γιρφιτμιπεϊ ιγς ωεπεϊ. ρτψι δμιξεγ ξπηιμιν ιγς, ςψλιν εξρεψεϊ ϊψαεϊιεϊ, εξαθΰιν ΰϊ ξθψεϊ δηιπεκ, εΰϊ γιξειι διμγεϊ ωμε. ξρεψεϊ θχρθεΰμιεϊ ώεϊψαεϊιεϊ, δϊτϊηεϊ διγς, ξΰαχιν ΰιγιΰεμεβιιν εμΰεξιιν, εϊξεψεϊ αςψλιν εαϊτιρεϊ ηιπελιεϊ – λεμν αΰιν μιγι αιθει αρτψι μιξεγ, εδετλιν ΰεϊν μξεωΰ ξηχψι ηωεα μηχψ δϊψαεϊ διδεγιϊ εδιωψΰμιϊ.

γψιωεϊ δχεψρ:
- δωϊϊτεϊ ηεαδ ετςιμδ, χψιΰϊ ξΰξψιν εδβωϊ ϊψβιμιν

Zeitgeist within Textbook: Instructional and Educational Texts in the Jewish Hebrew Culture

This course will follow the development of textbooks corpus from the 16th century to our time, mainly in the Hebrew culture. Textbooks express a main cultural conjunction of the educational system, of the literary system aimed at children and young adults, and of different disciplines of knowledge. Textbooks deliver knowledge and cultural values and traditions, and reflect the goals of education and its images of childhood. Cultural and textual traditions, development of knowledge, ideological and national struggles, and transitions in values and in educational outlooks – are all expressed in textbooks, and make them an important subject for studying the Jewish and Israeli culture.

γψιωεϊ χγν:

δςψεϊ: δωϊϊτεϊ ηεαδ ετςιμδ

αηιπεϊ

  • ρξρθψ α', ξεςγ ΰ': δβωδ ςγ 28.07.09 α-13:00. ΰιο ξεςγ περσ.
  • ρξρθψ α', ξεςγ α': ΰιο ξεςγ α'.

δτριλεμεβιδ ωμ δπεψξΰμι αψΰι δμΰ-πεψξΰμι: ξωιβςεο μωτιεϊ‏ (06621103)

ωιςεψ

γ"ψ ωμξδ ξπγμεαιυ

ημχ πιλψ ξδδαπεϊ ωιω μβαι δδϊτϊηεϊ εδϊτχεγ δτριλεμεβι ωμ δΰγν δαψιΰ πεας ξαηιπδ γχγχπιϊ ωμ ςεμν δτριλετϊεμεβιδ. δχεψρ ςερχ αξεπηι ιιρεγ ωξπιςιν ΰϊ τριλεμεβιιϊ δπεψξμι, εζΰϊ- ξϊεκ μιξεγ τριλεμεβιιϊ δμΰ πεψξμι. μφεψκ λκ, πρχεψ αξδμκ δχεψρ ΰϊ δδτψςεϊ δτριλιΰθψιεϊ δξψλζιεϊ (δτψςεϊ αρτχθψεν δτριλεθι, δπειψεθι εδΰιωιεϊι) επξφδ ξδν ΰϊ ηεχιεϊ δϊπδμεϊ ηιι δπτω ωμ δΰγν. πςμδ ρεβιεϊ ωεπεϊ δχωεψεϊ μϊτιρδ, ξηωαδ, ψβω, εωιτεθ, εζΰϊ- αϊαπιεϊ ϊιΰεψθιεϊ ωεπεϊ δξχεαμεϊ αςεμν δξηχψ δτριλεμεβι εδτριλιΰθψι (ϊαπιεϊ αιεμεβιεϊ, δϊτϊηεϊιεϊ, γιπΰξιεϊ εχεβπιθιαιεϊ, ρεφιεμεβιεϊ ερθθιρθιεϊ). γβω ξιεηγ ιεων ςμ ιηρι δβεξμιο ωαιο δδραψιν δξεφςιν ςμ ιγι ϊιΰεψιεϊ ωεπεϊ μξφαιν τριλε τϊεμεβιν ζδιν.
2. ξαπδ δχεψρ
ωιςεψ ΰ' – ξαεΰ: δπεψξμι εδμΰ-πεψξμι, δαψιΰ εδηεμδ.
ωιςεψ α' – δτψςεϊ τριλεθιεϊ 1.
ωιςεψ β' – δτψςεϊ τριλεθιεϊ 2.
ωιςεψ γ' – δτψςεϊ πειψεθιεϊ 1.
ωιςεψ δ' – δτψςεϊ πειψεθιεϊ 2 (δωιςεψ λεμε ιεχγω μδτψςδ λτιιϊιϊ).
ωιςεψ ε' – δτψςεϊ ηψγϊιεϊ.
ωιςεψ ζ' – δτψςεϊ γιρεφιΰθιαιεϊ.
ωιςεψ η' – δρθιεϊ δξιπιεϊ.
ωιςεψ θ' – δτψςεϊ τερθ-θψΰεξϊιεϊ.
ωιςεψ ι' – δτψςεϊ ΰιωιεϊ 1.
ωιςεψ ι"ΰ – δτψςεϊ ΰιωιεϊ 2.
ωιςεψ ι"α – ριλεν.
μχεψρ μΰ πγψω ιγς ξεχγν λμωδε.

The Psychology of the Normal from the Perspective of the Abnormal: From Insanity to Sanity

The course examines the boundaries of normality from the perspective of the psychopathology. It reviews the various aspects of psychopathology (psychotic disorders, neurotic [affective and anxiety] disorders, personality disorders, perversions, cognitive impairments and PDD) in order to draw the line of the normative. The assumption that underlies the course is that normality has no solid, nuclear, nature. Rather, it is composed from tensions between changing psychopathologies, vibrating in every human.

The course requires no preliminary knowledge.

γψιωεϊ χγν:

δςψεϊ:

αηιπεϊ

  • ρξρθψ ΰ', ξεςγ ΰ': α-15/2/09 α-9:00. δηζψδ ςγ 17/2/09 α-13:00.
  • ρξρθψ ΰ', ξεςγ α': α-25/3/09 α-18:00. δηζψδ ςγ 29/3/09 α-13:00.

ξτψτψ πηξγ μζδε-ζδ, δθμεειζιδ δηιπελιϊ διωψΰμιϊ ‏ (06621115)

ωιςεψ

ξψ ιεαμ βεζ'πρχι

αχεψρ πςρεχ αθμεειζιδ δηιπελιϊ διωψΰμιϊ, ωδιΰ δθμεειζιδ δψΰωεπδ ωωιγψδ αξγιπϊ ιωψΰμ.
ξξαθ ϊιΰεψθι λεμμ πγεο, αιο διϊψ, αωΰμεϊ, ξδι θμεειζιδ ηιπελιϊ? δΰν πιϊο μμξεγ ξθμεειζιδ λξγιεν? λιφγ φετιν ιμγιν αθμεειζιδ? δΰν ζδ ιεξψπι εΰσ τεμιθι μηπκ αΰξφςεϊ θμεειζιδ ΰε ωξΰ ζδε ςπιιο ςψλι ψΰει?
ΰηψ λκ πςρεχ αδιρθεψιδ ωμ δθμεειζιδ δηιπελιϊ διωψΰμιϊ, βμβεμιδ δωεπιν εδϊτϊηεϊδ ςγ μιξιν ΰμε. αξδμκ δχεψρ πχψΰ θχρθιν ϊιΰεψθιιν δςερχιν αθμεειζιδ ηιπελιϊ μιμγιν επφτδ αξβεεο ϊελπιεϊ ωωιγψδ δθμεειζιδ δηιπελιϊ διωψΰμιϊ: δημ ξδξωγψιν δμιξεγιν αωηεψ-μαο, γψκ ϊελπιεϊ λξε "ζδε-ζδ" ε"ψβς ςν γεγμι", γψκ "ςψα ηγω" ε"τψτψ ηγω" εςγ "δλμ ΰπωιν".

ηεαεϊ δχεψρ:
πεληεϊ ηεαδ αλμ δωιςεψιν.
χψιΰδ ωεθτϊ ωμ ηεξψιν δαιαμιεβψτιιν εφτιδ αηεξψιν δψμαπθιιν.

ΰετο ξϊο δφιεο:
20% ξδφιεο ςαεψ δβωϊ 2 γε"ηεϊ χψιΰδ ςμ ξΰξψιν (αδιχσ ωμ ςξεγ ΰηγ). δγε"ηεϊ ιδιε ϊιΰεψ χφψ ωμ δξΰξψ εμΰηψιε γιεο εδαςϊ ςξγδ ωμ δρθεγπθ/ιϊ μβαιε. δςαεγεϊ ϊεβωπδ αλιϊδ αμαγ, ςγ μϊΰψικ ωιχας ξψΰω.
80% ςαεγϊ ριεν χεψρ (αδιχσ ωμ μΰ ιεϊψ ξ- 10 ςξεγιν).

The Israeli Educational TV


The Israeli Educational TV was the first tv to be broadcasted in Israel.
What is Educational TV? Can children learn from Educational TV?
How do children watch tv?
We will look into the fascinating history of the Israeli Educational TV,
And watch different programs from their broadcasts, and try to analyze them.

γψιωεϊ χγν:

δςψεϊ:

αηιπεϊ

  • ρξρθψ ΰ', ξεςγ ΰ': δβωδ ςγ 16/3/09 α-13:00. ΰιο ξεςγ περσ.
  • ρξρθψ ΰ', ξεςγ α': ΰιο ξεςγ α'.

ξεωβι ιρεγ ατριλεΰπμιζδ‏ (06621121)

ϊψβιμ

ξψ ψςπο ωπιψ

δϊιΰεψιδ δτριλεΰπμιθιϊ ξϊψλζϊ ατςπεη δλεηεϊ δξπιςιν ΰεϊπε εαπιϊεη δϊδμιλιν δξϊψηωιν ααριρ χιεξπε δπτωι. ϊδμιλιν ΰμε πεβςιν αλμ φγ ωμ ηιιπε, δημ ξϊηεωεϊ χιεξιεϊ λβεο: ξιξεω ςφξι, ηψγδ, ριτεχ, ϊρλεμ, ωμεεδ, ραμ εΰωξδ; ςαεψ γψκ: γτερι δϊπδβεϊ, ηεειϊπε ΰϊ ςφξπε εΰϊ δξφιΰεϊ δρεααϊ, ϊλεπεϊ ΰιωιεϊ, χωψ εϊχωεψϊ ςν ΰπωιν ΰηψιν εδτψςεϊ πτωιεϊ; ελμδ ατςιμεϊ ϊψαεϊιϊ γεβξϊ ΰεξπεϊ, γϊ εξερψ. ιηγ ςν ζΰϊ εμξψεϊ διεϊδ ξχιτδ ϊηεξιν ψαιν, δτριλεΰπμιζδ ξαερρϊ (λλμ ϊιΰεψιδ ΰηψϊ) ςμ βψςιο ξφεξφν ιηριϊ ωμ ψςιεπεϊ εξεωβιν ιρεγιιν. ψςιεπεϊ ΰμε τεϊηε αξψεφϊ δωπιν ςμ ιγι ϊιΰεψθιχπιν ωεπιν, εμφγ διεϊν ξψλιαιν ξωμιξιν αϊεκ ϊιΰεψιδ ξψλζιϊ, δν ξωχτιν ΰϊ πχεγϊ δξαθ δξιεηγϊ ωμ λμ ϊιΰεψθιχο ΰε ϊιΰεψθιχπιϊ ΰεγεϊ δΰγν εγψκ δϊτϊηεϊε δπτωιϊ. αϊψβιμ πτϊη λξδ ξο δξεωβιν εδψςιεπεϊ δμμε αξχαιμ μχψιΰδ αθχρθιν ϊιΰεψθιιν ξψλζιιν. ππες ξπχεγϊ δξαθ δτψθιϊ αιεϊψ (δηεειδ ωμ μηιεϊ) ΰμ πχεγϊ δξαθ διεϊψ λμμιϊ (μδιεϊ ημχ ξϊετςϊ δηιιν); πϊηιμ αειπιχεθ επριιν ατψειγ. δχεψρ πιϊο αζιχδ μωιςεψι δξαεΰεϊ ωμ δδχαυ: 'δτβιςδ δωμιωιϊ' ε-'δτριλεμεβιδ ωμ δπεψξμι'.

ηεαεϊ
χψιΰϊ ηεαδ: ξϊεκ δψωιξδ δαιαμιεβψτιϊ.
ξθμϊ ΰξφς: 15% ξο δφιεο.
ξαηο αιϊ: 85% ξο δφιεο.

ωςϊ χαμδ: αϊιΰεν ξψΰω αθμτεο: 03-6041464 ΰε αγεΰ"μ: raanan.snir@gmail.com.
ΰϊψ δχεψρ αλϊεαϊ: http://virtual.tau.ac.il.

Basic Concepts in Psychoanalysis

The psychoanalytic theory focuses on understanding our motivational forces and on analyzing the processes that are operating at the basis of our psychic existence. These processes touch every facet of our lives, including: basic existential feelings, patterns of behaviour, our experience of our selves and the surrounding reality, personality traits, contact and communication with other people; as well as cultural activities, such as: art, religion and morality. Still, despite of its inclusiveness, psychoanalysis is based, like any other theory, on a relatively small kernel of basic concepts and ideas. These ideas were developed through the years by different theoreticians. While being complimentary parts of the main theory, they also reflect the unique point of view of each theoretician concerning human beings and their psychic development. In this tutorial, we shall elaborate on some of these ideas and concepts while reading in key theoretical texts. We shall move from the most personal point of view (the experience of living) to the most general point of view (of being a part of the phenomenon of life); we shall start with Winnicott and conclude with Freud.

γψιωεϊ χγν:

δςψεϊ:

αηιπεϊ

  • ρξρθψ α', ξεςγ ΰ': α-14/7/09 α-9:00. δηζψδ ςγ 16/7/09 α-13:00.
  • ρξρθψ α', ξεςγ α': α-17/8/09 α-9:00. δηζψδ ςγ 19/8/09 α-13:00.

χεμπες εχεβπιφιδ‏ (06621126)

ωιςεψ

γ"ψ ψεπο φγχδ

χεμπες δεΰ ηεειδ ΰπεωιϊ. λλζδ δεΰ ξλεεο μτςεμ ςμ δξπβπεπιν δϊτιρϊιιν, δξηωαϊιιν εδδλψϊιιν ωμ δφετδ. δξγςιν δχεβπιθιαιιν ξπριν μδαιο ξδν λμιν ΰμε. δϊιΰεψιδ δχεβπιθιαιϊ ωμ δχεμπες διΰ ϊηεν ηγω δξαχω μωτεκ ΰεψ ςμ δηεειδ δχεμπεςιϊ, αΰξφςεϊ ηωιτϊ δξπβπεπιν δρξειιν εδβμειιν δςεξγιν ξΰηεψι δφτιιδ αχεμπες. λιφγ ξαερρϊ ϊβεαϊπε μχεμπες ςμ ιλεμεϊ ϊτιρϊιεϊ θαςιεϊ? λιφγ ξφμιηιν ΰξφςιν χεμπεςιιν μςεψψ ψβωεϊ? ξδε ψιΰμιζν χεμπεςι? εαΰιζδ ΰξφςιν ξωϊξωιν ιεφψι ΰεεπβψγ ςμ ξπϊ μωαεψ ΰϊ ϊηεωϊ δξφιΰεϊ δζΰϊ? αΰιζδ ψαγιν ωμ ϊτιρϊ ξωξςεϊ ΰπε ϊετριν ΰϊ διφιψδ δχεμπεςιϊ? αΰιζδ ξπβπεπιν χεβπιθιαιιν ΰπε ξωϊξωιν ςμ ξπϊ μτψω εμδαιο ιφιψδ χεμπεςιϊ? ξδ πιϊο μμξεγ ξλμ δΰξεψ μςιμ ςμ δδςψλδ δΰρϊθιϊ ωμ διφιψδ δχεμπεςιϊ? αχεψρ ζδ ππρδ μςπεϊ ςμ ωΰμεϊ ΰμε ϊεκ ωιξεω αιγς ςγλπι ςμ δξπβπεπιν δχεβπιθιαιιν ωμ απι –ΰγν, εαΰξφςεϊ γεβξΰεϊ ρτφιτιεϊ ξξιθα διφιψδ δχεμπεςιϊ.

δΰετο αε ιρϊιιν δωιςεψ: ςαεγϊ ριεν χεψρ.
ξψλιαι δφιεο δρετι : ςαεγϊ ριεν χεψρ – 100% .

Film and Cognition

Cognitive Film Theory is a new approach to film aesthetics striving to understand film experience by reference to the cognitive mechanisms involved in movie spectatorship. Based on informed knowledge from the cognitive sciences, as well as on specific examples from movies, the course describes the ways by which our emotional responses to movies and our esthetic appreciation of them depend on our natural perceptual and cognitive abilities. The means movie makers utilize in order elicit such responses in us are discussed, and a novel interpretation of our movie experience emerges.

γψιωεϊ χγν:

δςψεϊ:

αηιπεϊ

  • ρξρθψ ΰ', ξεςγ ΰ': δβωδ ςγ 16/3/09 α-13:00. ΰιο ξεςγ περσ.
  • ρξρθψ ΰ', ξεςγ α': ΰιο ξεςγ α'.

βιαεωδ ωμ ϊψαεϊ ηιμεπιϊ: τρθιαμιν εχψπαμιν αΰψυ-ιωψΰμ εαιωψΰμ‏ (06621127)

ωε"ϊ

γ"ψ πιμι ΰψιδ-ρτιψ

δωςεψ ιλωιψ ΰϊ δϊμξιγιν μξιεξπειεϊ μξιγδ εμλϊιαϊ ςαεγδ γιεπιϊ. ϊηεν διγς ωαε ΰπε ςερχιν δεΰ τεμχμεψ, εμλο 'ιφιΰδ μωγδ' μων ψιΰιεπεϊ ϊδιδ ημχ ξηεαεϊ δχεψρ. δπεωΰ ωιςξεγ αξψλζ δωςεψ δεΰ ϊδμικ δρϊβμεϊν εδϊηγωεϊν ωμ τρθαμιν εχψπαμιν φιαεψιιν αΰψυ ιωψΰμ εαιωψΰμ ξΰζ ϊχετϊ δςμιιδ δψΰωεπδ εςγ ιξιπε, ζΰϊ ϊεκ δϊιιηρεϊ μδχωψιν δδιρθεψιιν-ηαψϊιιν ωμ δξφιΰεϊ ωρααδ ερεααϊ ΰεϊν. πγεο αΰιψεςιν φιαεψιιν ηβιβιιν λξε ηβι ξηζεψ δωπδ, θχρι ξςαψ δωιιλιν μξηζεψ δηιιν εΰιψεςιν δξΰτιιπιν χαεφεϊ ζδεϊ ξρειξεϊ (λξε ξφςγ δβΰεεδ). παηο ΰϊ ξωξςειεϊιδν δηαψϊιεϊ ϊεκ γιεο δξςψλεϊ δρξμιεϊ ωμδν.

γψιωεϊ δχεψρ εηεαεϊ δϊμξιγιν:
ΰ.πεληεϊ, ϊψβιμιν αξρβψϊ δδλωψδ μξιεξπειεϊ μξιγδ εςαεγδ αρεσ δχεψρ.

δΰετο αε ιρϊιιν δωιςεψ :
ΰ.ςαεγϊ ϊψβιμ.

The Formation of Secular Culture: Festivals and Carnivals in Eretz Israel and in Israel

The class will train the students in study skills and in the writing of an academic paper. Our study focus is folklore, therefore 'going out to the field' in order to interview will be a part of the course's duties. The central subject of the course is the adaptation and renewal process of public festivals and carnivals in Eretz Israel and in Israel from the first Aliya period to this day. We will interpret this process through reference to the socio-historical context of the time. We will discuss festive public events like the yearly cycle holidays, passage rites of the life cycle and events that characterize specific identity groups (like the pride parade). We will examine their social meanings while discussing their symbolic systems.

γψιωεϊ χγν:

δςψεϊ:

αηιπεϊ

  • ρξρθψ ΰ', ξεςγ ΰ': δβωδ ςγ 8/3/09 α-13:00. ΰιο ξεςγ περσ.
  • ρξρθψ ΰ', ξεςγ α': ΰιο ξεςγ α'.

ΰεξπεϊ δπΰεν αιεεο δχμΰριϊ‏ (06621130)

ωε"ϊ

γ"ψ ξςιο ξζεψ

δχεψρ ιςρεχ αΰξπεϊ δπΰεν αιεεο δςϊιχδ. αΰξφςεϊ χψιΰδ ξωεϊτϊ ωμ ξαηψ πΰεξιν ιιαηπε ρεβι πΰεξιν αδχωψν δρτψεϊι εδδιρθεψι. πςρεχ αρεβιεϊ ψθεψιεϊ ωεπεϊ επαηο ΰϊ ηωιαεϊν ωμ πΰεξιν αςϊ δςϊιχδ εΰϊ ϊτχιγν δτεμιθι-ηαψϊι. ςμ αριρ ηεξψι δχψιΰδ μωιςεψιν ξωμα δχεψρ δχπιδ ωμ ξιεξπειεϊ μξιγδ αριριεϊ δπηεφεϊ μχψιΰδ αιχεψϊιϊ ωμ θχρθιν εμλϊιαδ ατεψξθ ΰχγξι.

ξθψεϊ δχεψρ:
1. μδλιψ ΰϊ ιρεγεϊ δψθεψιχδ δςϊιχιν λτι ωδϊτϊηε αιεεο δχμΰριϊ.
2. μδλιψ λξδ ξο δβιωεϊ δϊιΰεψθιεϊ δχγεξεϊ αιηρ μψθεψιχδ.
3. μδλιψ πεΰξιν επΰεξιν ξψλζιιν ξο δςϊ δςϊιχδ.
4. μιξεγ ξιεξπειεϊ μξιγδ αριριεϊ.

γψιωεϊ δχεψρ:
• πεληεϊ αωιςεψιν
• χψιΰϊ ηεξψ ψχς μχψΰϊ λμ ωιςεψ
• δβωϊ ωϊι ςαεγεϊ αξδμκ δρξρθψ
• ξαηο ξρλν

ξψλιαι δφιεο δρετι: 30% ςαεγεϊ, 70% ςαεγδ ξρλξϊ.

Oratory and Rhetoric in classical Greece

The course will engage in the art of oratory in ancient Greece. The types of speeches common in the ancient world will be examined in their historical and literary context. Through the mutual reading of selected classical speeches varied rhetorical issues will be discussed and analyzed.

γψιωεϊ χγν:

δςψεϊ:

αηιπεϊ

  • ρξρθψ ΰ', ξεςγ ΰ': δβωδ ςγ 1/3/09 α-13:00. ΰιο ξεςγ περσ.
  • ρξρθψ ΰ', ξεςγ α': ΰιο ξεςγ α'.

ςψλιν εςεαγεϊ: δεειλεη αιο ΰγεψπε μτετψ‏ (06621131)

ωιςεψ

γ"ψ πεςδ βγι

α-1961 δϊλπρδ δΰβεγδ δρεφιεμεβιϊ δβψξπιϊ αθεαιπβο λγι μγεο αθιαο ωμ ωιθεϊ δξηχψ ωμ ξγςι δηαψδ εδτβιωδ αιο ωϊι γξειεϊ ξτϊη ξωπι χθαιν ΰιπθμχθεΰμιιν αηωιαδ δξςψαιϊ: δϊιΰεψθιχο δηαψϊι-αιχεψϊι ϊιΰεγεψ ΰγεψπε ετιμερεσ δξγς δψφιεπμιρθι-αιχεψϊι χψμ τετψ. αξτβω ξρελρκ ζδ ςμϊδ αςιιϊ δξϊη αιο ςψλιν μςεαγεϊ, λΰωψ τετψ ξωξω πφιβ δβιωδ δτεζιθιαιρθιϊ, δξϊςχωϊ ςμ δτψγδ ξεημθϊ αιο ωιχεμιν ξγςιιν μωιχεμιν ηευ-ξγςιιν (ςψλιιν), εΰγεψπε – πφιβ δβιωδ δγιΰμχθιϊ, δθεςπϊ μϊιεεκ δγγι, αμϊι πξπς, αιο ςψλιν μςεαγεϊ. μξψεϊ δδχωψ δρεφιεμεβι δξιιγι ωμ δγιεο, διδ αψεψ μξωϊϊτι δλιπερ, λι ξγεαψ αεειλεη ςχψεπι ςμ ϊτιωϊ δξγς ΰε διγς δξγςι. ειλεη ζδ εδαιχεψϊ δγιΰμχθιϊ ωμ ΰγεψπε ςμ ςξγϊ τετψ αξιεηγ, ιωξωε ΰεϊπε λγι μςξεγ ςμ διηρ ςψλιν-ςεαγεϊ αξγςι δθας μςεξϊ ξγςι δηαψδ εδψεη εμαηεο ΰϊ δωΰμδ δΰν ΰξπν ςψλιν δν ρεβ ωμ 'ξθψγ' ρεαιιχθιαι αςεμν δςεαγεϊ, εαςμι δωτςδ μΰ-ψφειδ ςμ δμιλι δηχιψδ ΰε ωξΰ δν ημχ αμϊι πτψγ ξο δ"ςεαγεϊ" εξιιφβιν, μξςωδ, ΰϊ ξπβπεπι δδϊπιδ δηαψϊιιν ΰε δτριλεμεβιιν ωτεςμιν ςμ δηεχψ/ϊ εςμ ξεωΰι δηχιψδ λΰηγ?
δχεψρ ξωμα δχπιδ ωμ ξιεξπειεϊ μξιγδ αριριεϊ δπηεφεϊ μχψιΰδ αιχεψϊιϊ ωμ θχρθιν εμλϊιαδ ατεψξθ ΰχγξι, ζΰϊ αδιωςο ςμ ηεξψι δχψιΰδ, ςμ χθςι θχρθιν παηψιν περτιν εςμ ϊλπιν ρτφιτιιν ωμ πεωΰ δγιεο.
δξιεξπειεϊ λεμμεϊ:
(1) ζιδει εξιτει θχρθεΰμι: δβγψδ ωμ πεωΰ γιεο, ωΰμδ μγιεο (ΰε ωΰμϊ ξηχψ), θςπεϊ ξψλζιεϊ εξρχπεϊ, ΰετπι αιρερ, ξχεψεϊ ψΰωεπιιν εξωπιιν, ςεαγεϊ εδωςψεϊ, αιρερ.
(2) λμμι ψιωεν εφιθεθ εδδιβιεο δΰχγξι ωμδν: ωιξεω αξχεψεϊ λΰρξλϊΰεϊ, ξψΰι ξχεν εδςψεϊ ωεμιιν, ψωιξδ αιαμιεβψτιϊ.
(3) λϊιαϊ ηιαεψ αςμ ΰετι ΰχγξι: αηιψδ εδβγψδ ωμ πεωΰ, δφβδ ωμ ωΰμϊ γιεο, θςπδ ξψλζιϊ εαιρερ, αηιψϊ ξχεψεϊ, ιιωεν ωμ λμμι ψιωεν εφιθεθ εωμ λμμι δβωδ ϊχπιϊ.
ξψλιαι δφιεο δρετι: πεληεϊ, δωϊϊτεϊ εξςεψαεϊ – 10%, ξθμϊ ΰξφς δρξρθψ – 30%, δξθμδ δξρλξϊ – 60%.

Values and Facts: The Popper-Adorno Debate

In 1961 the German Sociological Association in Tόbingen convened in order to discuss the nature of methodology in the social sciences, bringing together two prominent figures and intellectual poles in Western thought: the social critical-theoretician Theodor W. Adorno and the critical-rationalist philosopher of science Karl R. Popper. One of the central themes in this heated debate was the conflict between values and facts, with Popper as the representative of the positivist approach which insists on a strict separation between scientific and non-scientific considerations, and Adorno as representative of the dialectical approach which claims for mutual and unavoidable mediation between values and facts. Albeit the immediate sociological context, it was evident to all participants in the convention that this was a fundamental debate about the nature of scientific knowledge. The debate and Adorno’s dialectical critique in specific will serve to examine the difference between the fact-value relation in the natural and in the social sciences and to tackle with the question whether values are indeed a kind of subjective nuisance in the world of ‘facts’ or are they inseparable of facts and reflect the social or psychological conditioning mechanisms which affect both the investigator and the objects of investigation.

γψιωεϊ χγν:

δςψεϊ:

αηιπεϊ

  • ρξρθψ α', ξεςγ ΰ': δβωδ ςγ 28/7/09 α-13:00. ΰιο ξεςγ περσ.
  • ρξρθψ α', ξεςγ α': ΰιο ξεςγ α'

διηιγ αϊψαεϊ διδεγιϊ δξεγψπιϊ‏ (06621132)

ωε"ϊ

γ"ψ ϊξψ ΰιμϊ-ιβεψι

ξθψϊ δχεψρ: διΰ μδφιβ ϊτιρεϊ ΰιπγιεειγεΰμιεϊ ωεπεϊ ωμ χιεν ιδεγι, αΰξφςεϊ τπιδ μδεβιν ιδεγιν ωεπιν – ωτιπεζδ, αεαψ, ψεζπφεειιβ, ρεμεαιιφ'ιχ, τψειιγ εΰηψιν – εμωζεψ ΰεϊο αριτεψι ηριγιν, ΰβγεϊ, ξωμιν εξγψωιν ξο δξχεψεϊ διδεγιιν.

πεωΰι δχεψρ: αξρβψϊ δτιμερετιδ δχιεξιϊ (ΰχζιρθπφιΰμιρθιϊ), δΰγν ϊετρ ΰϊ ςφξε ΰμ ξεμ εΰσ λπβγ δηαψδ ωαδ δεΰ ηι εδϊψαεϊ ωαϊελδ δεΰ τεςμ. ςξγδ χιεξιϊ ζε ϊχτδ βν ααεΰπε μγεο αΰγν δξΰξιο. παχω μδαιο ΰικ πψΰδ, ξϊπδβ εηεωα δτψθ-διηιγ ωΰιπε ϊετρ ΰϊ ςφξε λιδεγι αζλεϊ μιξεγ ϊεψδ εχιεν ξφεεϊ. δχεψρ ιϊηχδ ΰηψ γψλε ωμ ΰγν λιδεγι ειαηο ΰϊ γψλε ΰμ ΰξεπδ ξηευ μξρβψεϊ δγϊ: λμεξψ μΰ δγϊ ξβγιψδ ΰϊ δξΰξιο, ΰμΰ δεΰ χεας ΰϊ γϊιεϊε. ιεφβε βν γξειεϊιδο ωμ πωιν ξΰξιπεϊ ωϊετρεϊ ΰϊ ςφξο λιδεγιεϊ μμΰ χωψ μχιεν ξφεεϊ.

ξιεξπειεϊ ΰχγξιεϊ: δχπιιϊ ξιεξπειεϊ μχψιΰδ αιχεψϊιϊ ωμ θχρθιν εμλϊιαδ αξϊλεπϊ ΰχγξιϊ.

δχεψρ ιρϊιιν αςαεγδ ξρλξϊ.

γψιωεϊ δχεψρ εξψλιαι δφιεο δρετι: πεληεϊ εδωϊϊτεϊ τςιμδ – 10%, ξθμϊ ΰξφς δριξρθψ – 30%, ξθμδ ξρλξϊ – 60%.

The Individual in modern Jewish culture

Aims: This course will introduce students to different individualistic venture points to being a Jew. This will include the writings of salient Jewish thinkers and philosophers, such as Spinoza, Buber, Rosenzweig, Soloveitchik and Fraud.

γψιωεϊ χγν:

δςψεϊ:

αηιπεϊ

  • ρξρθψ α', ξεςγ ΰ': δβωδ ςγ 28.07.09 α-13:00. ΰιο ξεςγ περσ.
  • ρξρθψ α', ξεςγ α': ΰιο ξεςγ α'.

ϊμ-ΰαια-ιτε : δξθψετεμιο δχεθαι‏ (06621133)

ωιςεψ

γ"ψ ΰτψιν γειγι

ξθψϊ δχεψρ διΰ μδχπεϊ λμιν μπιϊεη εδαπδ ωμ δϊδμιλιν δηαψϊιιν, δλμλμιιν εδϊλπεπιιν – λτι ωαΰιν μιγι αιθει αϊμ-ΰαια αϊ ζξππε εδωμλεϊιδν ςμ δραιαδ. δχεψρ λεμμ: δψφΰεϊ, γιεπιν εριεψιν εδεΰ ιϊξχγ αΰψαςδ φξϊιν ωμ δςαψ, δδεεδ εΰσ δςϊιγ ωμ ϊμ-ΰαια: ϊλπεο δςιψ, δραιαδ δΰεψαΰπιϊ, ωΰμϊ ξδβψι δςαεγδ εδςιψ ωρετηδ αλτιδ μϊμ-ΰαια μτπι λωωιν ωπδ - ιτε. ΰμδ δωρςιν δχιιξιν αϊμ-ΰαια, εζδε βν ξαθ διρθεψι ςμ διεεφψεϊε ωμ δξψχν δςιψεπι. δχεψρ απει ςμ 4 ΰωλεμεϊ: ιτε αξψχν δςιψεπι ωμ ϊμ-ΰαια, ξδβψι δςαεγδ αϊμ-ΰαια, ηαψδ εραιαδ αϊμ-ΰαια ερεβιεϊ δϊλπεο δςιψεπι. αλμ ΰωλεμ: ωϊι δψφΰεϊ εριεψ αμιεει ξπηδ δχεψρ εξψφδ ΰεψη.
ξθμεϊ δχεψρ: ΰ. πεληεϊ ηεαδ αωιςεψιν; α. χψιΰδ ωμ μτηεϊ ξΰξψ ΰηγ μχψΰϊ λμ ωιςεψ.
β.λϊιαϊ ςαεγδ αϊεν δρξρθψ.
δφιεο δρετι ωμ δχεψρ ξεψλα ξωπι ημχιν:
- πεληεϊ αωιςεψιν: 50%
- ςαεγδ αϊεν δχεψρ: 50%
ξςψκ δωιςεψιν:
1. 04.11.08 ξαεΰ: δΰν χιιξϊ ξγιπϊ ϊμ-ΰαια? χεειν μγξεϊδ ωμ δςιψ – ηαψδ, λμλμδ εραιαδ / γ"ψ ΰτψιν γειγι (ΰεπ' ϊμ-ΰαια).
2. 11.11.08 δδϊτϊηεϊ δςιψεπιϊ ωμ ϊμ-ΰαια, δϊξεψεϊ αιτε / ΰγψ' πριν (πιχι) γειγεα, ιμιγ ιτε, αεβψ ϊεΰψ ωπι ατχεμθδ μΰγψιλμεϊ εϊλπεο ςψιν αθλπιεο ηιτδ, ςερχ αϊλπεο εδϊηγωεϊ ςιψεπιϊ
3. 18.11.08 λΰο δλμ δϊηιμ... εδλμ πβξψ?– ριεψ αιτε εωιηδ ςν δξδπγρ πη'μδ ωΰχψ εδρετψ ιερσ ςρτεψ. πτβωιν αωςδ 16:30 α"ωςεο" αιτε.
4. 25.11.08 ϊμ-ΰαια εΰπωιδ / ξτβω ςν δφμν, ηϊο τψρ ιωψΰμ μφιμεν αωπϊ 2005, ΰμλρ μιαχ εδφβϊ ςαεγεϊιε.
5. 02.1208 ξδβψι ςαεγδ εωεχ δςαεγδ αιωψΰμ εαϊμ-ΰαια / γ"ψ ΰτψιν γειγι
6. 09.12.08 ςιψ μαπδ, ςιψ ωηεψδ – ριεψ ραια δϊηπδ δξψλζιϊ αϊμ-ΰαια εωλεπϊ ξδβψι δςαεγδ αϊμ-ΰαια, ξτβω ςν φεεϊ ψετΰιν μζλειεϊ δΰγν, δτεςμ αωλεπδ, εωιηδ ςν ηπδ ζεδψ, ξπδμϊ δςξεϊδ μζλειεϊ ςεαγιν "χε μςεαγ". πτβωιν αωςδ 16:30 αλπιρδ μϊηπϊ δψλαϊ "δδβπδ", αλπιρδ ωμ ωλεπϊ δϊχεεδ.
7. 16.12.08 ϊ"ΰ-ιτε, ηαψδ εραιαδ / η"λ γ"ψ γα ηπιο (ιε"ψ δωγεμδ δραιαϊιϊ-ηαψϊιϊ αλπρϊ εϊεωα δςιψ.
8. 23.12.08 ςιψ μλεμπε? ξδβψι ςαεγδ, φςιψιν εεϊιχιν αςιψ ϊμ-ΰαια / γ"ψ ΰξιμι ριμαψξο (δθλπιεο) ςμ ρεβιιϊ ζλεϊ δγιεψ αϊ"ΰ-ιτε
9. 30.12.08 ΰμθψπθιαεϊ ϊηαεψϊιεϊ αϊμ-ΰαια / ΰγψ' βιγε ρβμ (ξιπδμ δδπγρδ, ςιψιιϊ ϊ"ΰ-ιτε).
10. 06.01.09 ςψα αριπξθχ ϊ"ΰ – δχψπδ εγιεο, δημ ξωςδ 17:00. τψθιν αδξωκ.
11. 13.01.09 "γιεπιρερ αρπθψ" - ϊψαεϊ δφψιλδ εφψιλϊ δϊψαεϊ. ξτβω ςν γ"ψ ϊξψ αψβψ, ξηαψϊ δρτψ "γιεπιρερ αρπθψ" δξβεμμ ΰϊ ριτεψε δξτεϊμ ωμ "γιζιπβεσ ρπθψ" ξιξι ξωτηϊ ηιπΰεει διτεΰιϊ, αςμϊ δχψχς γψκ ωλεπϊ δφψιτιν "πεψγιδ" ετψωϊ τιπει ϊεωαιδ, απιϊ δξψλζ δξρηψι δπεληι αιεζξϊε ωμ ΰψιδ τιμυ. πτβωιν αωςδ 16:30 ατιπϊ δψηεαεϊ δξμκ β'εψβ' εγιζπβεσ – μιγ δηπεϊ "χρθψε".
12. 20.01.09 ΰμιξεϊ τεμιθιϊ, ΰψλιθχθεψδ εδξψηα δςιψεπι αϊμ-ΰαια / γ"ψ θμι ηϊεχδ, ηεχψϊ αθλπιεο εΰγψιλμιϊ.
13. 27.01.09 δψφΰϊ ριλεν - δςιψ ϊ"ΰ-ιτε μΰο? / τψετ' γπι ψαιπεαιυ (ΰεπ' ϊμ-ΰαια ειε"ψ ΰψβεο δββ "ηιιν εραιαδ") εγ"ψ ΰτψιν γειγι.
αιαμιεβψτιδ λμμιϊ:
1. φαι ΰτψϊ (ςεψκ), δτψειχθ διωψΰμι. απιιδ εΰγψιλμεϊ, 1973-1948, ξεζιΰεο ϊμ-ΰαια μΰξπεϊ, 2004
2. ϊξψ αψβψ, γιεπιρερ αρπθψ, δεφΰϊ δχιαευ δξΰεηγ, 1998.
3. ηιιν ιςχεαι εωμι λδο (ςεψλιν) δτψγδ – δτεμιθιχδ ωμ δξψηα αιωψΰμ, ηψβεμ δεφΰδ μΰεψ, 2006.
4. ξψιν θεαιδ εξιλΰμ αεπδ (ςεψλιν), απιιο δΰψυ. ωιλεπιν αωπεϊ δ-50, δεφΰϊ δχιαευ δξΰεηγ, 1999.
5. πιφδ ξφβψ-ρξεχ, αϊιν ξο δηεμ. ΰγψιλμεϊ δρβπεο δαιπμΰεξι αϊμ-ΰαια, 1948-1931, χψο ϊμ-ΰαια μτιϊεη εδεφΰϊ ξωψγ δαιθηεο, 1994
6. ωψεο ψεθαψγ, ςιψ μαπδ, ςιψ ωηεψδ, δεφΰϊ ααμ, 2005
7. θμι ηϊεχδ, ΰμιξεϊ τεμιθιϊ, ΰψλιθχθεψδ εδξψηα δςιψεπι αϊμ-ΰαια, ψρμιπβ, 2008.

An interdisciplinary view in the eve of the 100th city's anniversary

Tel Aviv-Jaffa (usually Tel Aviv) is the Israeli second-largest city in with an estimated population of 384,400.Tel Aviv is situated on the Mediterranean coastline, covering 51.8 square kilometers and is the largest and most populous city in Israel's largest metropolitan area known as Gush Dan, home to more of 3 million people. Tel Aviv was founded in 1909 on the outskirts of the ancient port city of Jaffa. The growth of Tel Aviv soon outpaced Jaffa, which was largely Arab at the time. Tel Aviv and Yafo were merged into a single municipality in 1950, two years after the establishment of the State of Israel. Tel Aviv's "White City", designated a UNESCO World Heritage Site in 2003, comprises the world's largest concentration of Bauhaus-style buildings. The aim of the course is learn about four main crossroads in contemporary Tel-Aviv: the city's ecological footprint and town-planning, foreign workers in a multicultural city, elite culture and consumer culture; the difficult situation of the Arab citizens in Jaffa.

γψιωεϊ χγν:

δςψεϊ: πεωΰ δςαεγδ ιϊεΰν ςν δξψφδ. ωςεϊ δχαμδ δο: ιξι β` αωςεϊ 17:45 – 18:15, αϊεν δωιςεψ, αλιϊδ. ςγισ μϊΰν τβιωδ ξψΰω αθμτεο 050/5201416 ΰε αΰξφςεϊ δγεΰ"μ davidi@post.tau.ac.il

αηιπεϊ

  • ρξρθψ ΰ', ξεςγ ΰ': δβωδ ςγ 16/3/09 α-13:00. ΰιο ξεςγ περσ.
  • ρξρθψ ΰ', ξεςγ α': ΰιο ξεςγ α'.

δτιμερετιδ ωμ δεειψθεΰμι: γιΰμχθιχδ ωμ ξετς/ιιφεβ‏ (06621134)

ωιςεψ

γ"ψ πεςδ βγι

ξθψϊ δχεψρ μτϊη γιεο αθωθεω δδαηπδ αιο ςεμν ωμ ξεωβιν ξετωθιν, ωξχεψν αρεαιιχθ, μαιο ςεμν ηιφεο ωμ ΰεαιιχθιν τιζιχΰμιιν εαφεψκ μΰτιιο ξηγω ΰϊ ιηρι δβεξμιο αιπιδν ςμ ψχς χιεξδ ωμ ξφιΰεϊ ειψθεΰμιϊ, ωαδ λμ γαψ ξϊτψχ αρετε ωμ γαψ μψξδ ωμ αιθιν. ξδε ιιφεβ ωμ ΰεαιιχθ ωΰιπε χιιν αωεν ξεαο τιζιχμι ψβιμ ειηγ ςν ζΰϊ ΰιπε ξπθμι ΰε ξετωθ αξεαο δψβιμ? δΰν αξφα ςπιιπιν ειψθεΰμι δ'ξωϊξω' (δρεαιιχθ) ξχιιν ΰεϊε ιηρ ΰμ ςεμν ωμ ΰεαιιχθιν ειψθεΰμιιν λων ωδεΰ ξχιιν λμτι ςεμν ηεξψι ωμ ΰεαιιχθιν? ξδ θιαδ ωμ δηεειδ δγιβιθμιϊ? δΰν διΰ δετλϊ ΰϊ δρεαιιχθ-δξωϊξω μϊετω πθεμ βεσ, ΰωψ 'ηι' αςεμν ωμ ϊτιωεϊ αξεαο ωγιαψ ςμιε δτιμερεσ δΰιγιΰμιρθ β'εψβ' αψχμι?
ςν δωΰμεϊ δμμε πϊξεγγ γψκ ϊξεϊ λξε αςιιϊ διγιςδ (ψ' γχΰψθ, ς' χΰπθ), δαιχεψϊ ςμ δξθψιΰμιζν (β' αψχμι); ρτχπεϊ χιφεπιϊ ετιψεχ ξεωβ δριαϊιεϊ (γ' ιεν), γιΰμχθιχδ ωμ ρεαιιχθ-ΰεαιιχθ (ϊ' ΰγεψπε) εδωμλεϊ ΰτωψιεϊ μιηρ αιο δψιΰμι μεειψθεΰμι, εμαρεσ, ϊτιωϊ δξψηα δξξεηωα λζιψδ γιΰμχθιϊ δξωμαϊ ΰιγιΰμιζν εψιΰμιζν (ξ' διιν).
ΰετι δχεψρ: γε-ωιη τςιμ ςμ δϊξεϊ εδωΰμεϊ, δξαερρ ςμ χψιΰδ ξχγιξδ ωμ θχρθιν εδϊιιηρεϊ ιωιψδ ΰμιδν αξδμκ δγιεο. ΰϊ δχεψρ ξμεεδ ΰϊψ εαε θχρθιν ρψεχιν, ξρξλιν, δεγςεϊ ωεθτεϊ εςεγ. ξεξμυ μτχεγ ΰεϊε τςξιιν αωαες μων ςγλεπιν.
ξψλιαι δφιεο δρετι: πεληεϊ ψφιτδ εξςεψαεϊ αγιεο – 10%; ψτψθ ΰξφς ρξρθψ – 30%; αηιπϊ ρεσ ρξρθψ – 60%.

The Philosophy of the Virtual:
Dialectics of Representation and Appearance

The course will discuss the fading distinction between abstract concepts and physical objects of external reality, and consequently, the need to re-define their relationship against the background of virtual reality, where all things dissolve eventually to the level of bites. What, in fact, is the nature of a representation of a non-physical object, which is not, at the same time, mental or abstract in the ordinary sense? Does the subject retain the same relation to the world of virtual objects as s/he does to the world of material objects? What is the nature of digital experience? Does it turn the subject-user into a body-less perceiver, who ‘lives’ in George Berkeley’s idealist world of perceptions? The course will address these questions through themes such as the problem of knowledge (Descartes), the critique of materialism (Berkeley), skepticism and causality (Hume), subject-object dialectics (Adorno) as a basis for rearticulating the relationship between the real and the virtual, and finally, Heim’s dialectical conception of cyberspace which combines both realism and idealism.

γψιωεϊ χγν:

δςψεϊ:

αηιπεϊ

  • ξεςγ ΰ' ωμ ρξρθψ ΰ' ιϊχιιν αιεν 04/02/2009 αωςδ 9:00
  • ξεςγ α' ωμ ρξρθψ ΰ' ιϊχιιν αιεν 06/03/2009 αωςδ 9:00

"δξφα δγιβιθμι" εδωιη δθλπεθετι: δΰιπθψπθ λϊψαεϊ ΰξψιχΰιϊ.‏ (06621135)

ωιςεψ

γ"ψ ξωδ ΰμηπϊι

διαθιν αδιρθεψιδ δϊψαεϊιϊ ωμ δΰιπθψπθ: χιαψπθιχδ, ϊψαεϊ-δπβγ εδριιαψ λϊψαεϊ ΰξψιχΰιϊ.
ξθψϊ δωιςεψ μαηεο ΰϊ "δξφα δγιβιθμι" ξπχεγϊ ξαθ διρθεψιϊ εϊψαεϊιϊ. δωιςεψ ιϊξχγ αωεψωιν δϊψαεϊιιν ωμ δϊψαεϊ δγιβιθμιϊ χψι, αξχεψεϊ εαϊλπι δωιη ωδζιπε ΰϊ δξΰξυ δξλεπο ωμ ϊψαεϊ δριιαψ. μςπιιο ζδ ιεφβ δδχωψ δδιρθεψι δψηα εαψΰω εαψΰωεπδ, διηρ δξιεηγ εδΰξαιεεμπθι ωμ δϊψαεϊ εδΰξψιχΰιϊ μθλπεμεβιδ, μξεωβ δχδιμδ εμξεωβ δρΐτψfrontier)) δτιζι εδϊψαεϊι. αδχωψ ζδ ιεφβ ωιη δριιαψ ξπχεγϊ δξαθ ωμ ιηρι δϊψαεϊ εδθλπεμεβιδ αςιχψ ξφγ διρεγ δΰετθιξι, εΰεμι ΰσ δΰεθετι, ωΰτιιο ΰϊ ωιη 'δδφγχδ' ωμ ξι ωψΰε ςφξν λρελπιδ ωμ δϊψαεϊ δζε μΰεψκ λμ ωπεϊ δ-90. πςξεγ ςμ δδιρθεψιδ δϊψαεϊιϊ ωμ δΰιπθψπθ λημχ αμϊι πτψγ ξδετςϊε ωμ ςιγο δΰιπτεψξφιδ αγ ααγ ςν ηψγϊ δξμηξδ δχψδ ελϊεφψ μΰετθιξιζν, ωμΰ μεξψ ΰεθετιζν, δϊψαεϊι εδηαψϊι ωςεψψ ξγς δχιαψπθιχδ αψΰωιϊ ωπεϊ δωωιν. αδχωψ ζδ πρχεψ ξχψεα ΰϊ δΰιγιΰεμεβιδ δξεψλαϊ ωμ ϊψαεϊ δπβγ ωμ ωπεϊ δ 60 ωΰιξφδ ΰμξπθιν ξο δΰιγιΰεμεβιδ δχιαψπθιϊ λξλωιψ μ"βΰεμδ" ηαψϊιϊ ετεμιθιϊ εαλκ, δζιπδ ΰϊ ωιη δΰιπθψπθ εδθςιπδ ΰεϊε αΰετθιξιζν ξηγ βιρΰ, εααιχεψϊιεϊ ξΰιγκ βιρΰ.

γψιωεϊ δχεψρ εηεαεϊ δϊμξιγιν: πεληεϊ ηεαδ
δΰετο αε ιρϊιιν δωιςεψ: ςαεγϊ ριεν χεψρ
ξψλιαι δφιεο δρετι: φιεο δςαεγδ

The "Digital Situation" and the Techno-Utopia Discourse: Cyberculture as American Culture

Aspects in Internet's cultural history: Cybernetic, counterculture and the Cyber as American culture.
The aim of this course is to examine Cyberculture and the "digital situation" from historical and cultural standpoint. Accordingly, the class intends to focus on the cultural roots of Cyberculture; it is to say, on the contents and discourse which nourished the effort of establishing Cyberculture as popular culture.
For achieving this goal, we shall examine the historical context in which the ambivalent sentiment of the American culture concerning technology, community and the notion of the frontier, both in its physical and cultural aspects, has been manifested. In this respect the cyber discourse will be examined as derived from an optimistic tradition or even, utopian belief in the spiritual value of technology.
We shall look at the short cultural history of the Internet as part of the ambiance of the Cold War, as well as the outcome of the emergence of the Cybernetic revolution and the Information Age. By the same token we shall scrutinize the complex ideology of the counterculture movement of the 60th, a movement which saw the Cybernetic ideology as a vehicle for achieving social salvation and cultural resurrection. And by doing so, the spokesmen of the counterculture laid the foundations for the profound optimism of what will be known, two decades later, as the Internet culture.

γψιωεϊ χγν:

δςψεϊ:

αηιπεϊ

  • ρξρθψ α', ξεςγ ΰ': δβωδ ςγ 3/8/09 α-13:00. ΰιο ξεςγ περσ.
  • ρξρθψ α', ξεςγ α': ΰιο ξεςγ α'.

διαθιν ξψηαιιν ωμ ξδτλϊ δξιγς‏ (06621136)

ωιςεψ

γ"ψ ηβιϊ ξιωψ θμ

δχεψρ ιπϊη ΰϊ δωτςϊ θλπεμεβιεϊ δξιγς εδϊχωεψϊ, δημ ξδγτερ εδθμβψσ ελμδ αΰιπθψπθ εαθλπεμεβιεϊ δρμεμΰψιεϊ , ςμ ϊετςεϊ εϊδμιλιν ξψηαιιν απι ζξππε. δχεψρ ιϊψλζ αωμεωδ ϊδμιλιν ηαψϊιιν αςμι διαθ ξψηαι ξεαδχ: ϊδμικ δβμεαμιζφιδ εδτιλϊε ωμ δςεμν μιηιγδ ξΰεηγϊ ΰηϊ, ϊδμικ δψιωεϊ εδξςαψ ξξαπιν ηαψϊιιν διψψλιιν μξαπιν ωθεηιν εϊδμικ δειψθεΰμιζφιδ- δξιχεν ξηγω ωμ δτψχθιεϊ δηαψϊιεϊ αξψηα δειψθεΰμι.

δψλα δφιεο δρετι αχεψρ: 100% ξαηο δαιϊ

Spatial Aspects of the Information Revolution

In this course we discuss the impact of communication technologies on the social space. We analyze the role of different technologies (printing, telegraph, television and mainly the internet) in shaping current spatial processes such as: Globalization, Networking and Virtualization.

γψιωεϊ χγν:

δςψεϊ:

αηιπεϊ

  • ρξρθψ ΰ', ξεςγ ΰ': α-6/2/09 α-9:00. δηζψδ ςγ 11/2/09 α-13:00.
  • ρξρθψ ΰ', ξεςγ α': α-18/3/09 α-18:00. δηζψδ ςγ 22/3/09 α-13:00

ξαεΰ μρεφιεμεβιδ ωμ δΰιπθψπθ: ιηριν, ξεργεϊ, ψωϊεϊ εδεο ηαψϊιιν αςιγο δξιγς‏ (06621137)

ωιςεψ

βα` ιςμ μαπεο

δχεψρ ιςρεχ αδωτςϊο ωμ δΰιπθψπθ εθλπεμεβιιϊ δξιγς ςμ ξεργεϊ ηαψϊιιν ειηριν αιο ΰιωιιν. πϊξχγ απιϊεη δϊτϊηεϊ ϊτιρϊ δχδιμδ εδψωϊ δηαψϊιϊ ωμ δτψθ εαδεο ηαψϊι λξεωβ ξψλζι αωγδ ζδ.

γψιωεϊ δχεψρ εηεαεϊ δϊμξιγιν:
χψιΰδ ωεθτϊ ωμ δτψιθιν δαιαμιεβψτιν
δωϊϊτεϊ τςιμδ αγιεπιν
αριεν δχεψρ - δβωϊ ςαεγδ.

δΰετο αε ιρϊιιν δωιςεψ :
αριεξε ωμ δχεψρ ϊεβω ςαεγδ δξπϊηϊ ωγδ ηαψϊι ωιαηψ αϊιΰεν ςν δξψφδ.
ξψλιαι δφιεο δρετι:
ςαεγδ ξρλξϊ: 100%.

Introduction to Sociology of the Internet: Social interactions, institutions, networks and social capital in the age of information.

The course will deal with the manner in which the Internet and information technology effect social institutions and interpersonal relations. We will focus on the development of the perception of community and the individual’s social network, and on social capital as a key term in this field.

γψιωεϊ χγν:

δςψεϊ:

αηιπεϊ

  • ρξρθψ ΰ', ξεςγ ΰ': δβωδ ςγ 16/3/09 α-13:00. ΰιο ξεςγ περσ.
  • ρξρθψ ΰ', ξεςγ α': ΰιο ξεςγ α'.

ΰιμεσ δρεψψϊ - ϊηπεϊ αδϊτϊηεϊ δΰιπθψπθ ‏ (06621138)

ωιςεψ

γ"ψ ιεαμ γψεψ

ςγ μΰ ξλαψ διϊδ "ξβιμϊ δζλειεϊ" ωμ βεμω δΰιπθψπθ ξτεΰψϊ. μιφεψ, μδημισ, μχωψ, μϊλπϊ, μτψρν, μδαις, εΰτιμε μδωϊβς. μΰ ςεγ. αωπιν δΰηψεπεϊ ςαψδ δΰιπθψπθ ωεψδ ΰψελδ ωμ ϊξεψεϊ. ηεχι ζλειεϊ διεφψιν, δετςϊδ ωμ βεβμ, ςιγο δγεθ.χεν, ϊετςϊ δΰχθιαιρθιν εωΰμεϊ αΰωψ μξςξγ ηετω δαιθει, ΰπεπιξιεϊ, δημτϊ χαφιν εςεγ δεαιμε μμιγϊδ ξηγω ωμ δψωϊ. ξι ιψεειη ξΰιμεσ δΰιπθψπθ εξι ιτριγ? αξδμκ δχεψρ ππϊη ΰϊ δΰιψεςιν δξψλζιιν ωδωτιςε ςμ ΰετιιδ ωμ δψωϊ ξψΰωιϊ ωπεϊ δ-60' εςγ διεν, επαγεχ ξδε δμχη ξλμ ΰιψες ελιφγ δεΰ ςεξγ μδωτις ςμ δδεεδ εδςϊιγ δγιβιθμι ωμπε.

ηεαεϊ δχεψρ: αρεσ δχεψρ ιβιωε δρθεγπθιν ςαεγδ ωϊϊαρρ ςμ δηεξψ ωπμξγ αλιϊδ, ςμ δψωιξδ δαιαμιεβψτιϊ εξχεψεϊ περτιν.

Taming of the Shrew – Landmarks in the Internet Development

A while ago, the Internet's "bill of rights" was grandiose. Not anymore. In the past few years the Internet experienced deep transformations. Copyright laws, the birth of Google, the dot.com era, the hactivism phenomena and questions regarding the status of free speech, anonymity, file sharing etc. led to the rebirth of the Internet. Who will benefit from the taming of the shrew and who will lose? During this course we will analyze the main events that influenced the Internet from the early 60's until our time and examine the lesson from each and any event.

γψιωεϊ χγν:

δςψεϊ:

αηιπεϊ

  • ρξρθψ ΰ', ξεςγ ΰ': δβωδ ςγ 16/3/09 α-13:00. ΰιο ξεςγ περσ.
  • ρξρθψ ΰ', ξεςγ α': ΰιο ξεςγ α'.

χδιμεϊ – τεμιθιχδ – ςρχιν αΰιπθψπθ: ΰεθετιδ αωεξχεν‏ (06621139)

ωιςεψ

γ"ψ ςετψ πεψγδιιξψ πεψ

ξΰζ διεεφψεϊε εδεγεϊ μξαπδε διιηεγι, ξψηα δριιαψ ξϊΰτιιο αςιφεα ξηγω ωμ χδιμεϊ ξφγ ΰηγ, εαιλεμϊ ξωελμμϊ μδωϊμαεϊ λμλμιϊ ωμ ηαψεϊ ειηιγιν μξθψεϊ ψεεη. δχεψρ ιςρεχ αιηρι δβεξμιο ωμ ωπι ξξγιν ξψλζιιν ΰμδ ωμ ξψηα δριιαψ. θςπϊ δξηχψ αχεψρ ζδ διΰ ωμωπι ξξγιν ΰμδ, δξξγ δχδιμϊι εδξξγ δςρχι ωεψωιν ΰπβμε-ρχριν (αΰπψλιζν, μιαψθψιΰπιζν) ϊψαεϊιιν ςξεχιν εψαι δωτςδ. ωπι ξξγιν ΰμδ ξϊΰτιιπιν μςιϊιν αιηριν δψξεπιιν εμςιϊιν αιηριν δψρπιιν ζδ μζδ.
ωιςεψ +21 (5 + 12 ξψυ)
ξαεΰ: αεψβπιν ΰε αεδξδ, ςρχιν ΰε ΰπψλιζν
αξαεΰ ζδ παηο ωπι πψθιαιν ξψλζιιν δξαερριν ςμ ΰηγ ξξΰτιιπι δςεξχ ωμ δηαψδ ξδςψαιϊ δξεγψπιϊ. αμςγι πψθιαιν ΰμδ δζεχχιν μωπι ξιξγιν ωμ δχιεν δξεγψπι, ΰιο μδαιο ΰϊ δωπιεϊ δξΰτιιπϊ ΰϊ δΰιπθψπθ.
χψιΰϊ ηεαδ:
ΰεψο δψξο, "δξρς ΰμ ξχεψεϊ θεα δμα" ΰεγιριΰδ, βμιεο 1, 2008, ςξ. 30-37.
David Brooks, Bobos in Paradise: The New Upper Class and How They Got There, Simon and Schuster, 2000.
Theodore Roszak, The Making of a Counter Culture: Reflections on the Technocratic Society and its Youthful Opposition, University of California Press, 1969.
ωιςεψ 3 + 4 (19 + 26 ξψυ)
δΰψλιθχθεψδ δχιαψπθιϊ: αιο ΰπψλιζν ΰπβμε-ρχρι (μιαψθψιΰπιζν)
εχτιθμιζν
λιφγ δΰιπθψπθ δωϊπδ ξιφιψ δχεξτμχρ δϊςωιιϊι φαΰι ωμ δξμηξδ δχψδ μξςεζν ωμ δΰχψιν ΰιπγιαιγεΰμιρθιν εΰπψλιρθιν – πεςψ δτψηιν ωμ ωπεϊ δωιωιν. ξδε ΰπψλιζν εξδε μιαψθψιΰπιζν
χψιΰϊ ηεαδ:
Fred Turner, From Counterculture to Cyberculture: Stewart Brand, the Whole Earth Network and the Rise of Digital Utopianism, University of Chicago Press, 2008, pp. 1-68.
Timothy C. May, “A Crypto Anarchist Manifesto” in Peter Ludlow (ed.) High Noon on the Electronic Frontier: Conceptual Issues in Cyberspace, MIT Press, 1996(1991) pp. 237-239.
ωιςεψ 5 (2 ΰτψιμ)
δξςαψ ξηαψδ ξϊεςωϊ μ network society
χψιΰϊ ηεαδ:
Manuel Castells, The Internet Galaxy: Reflections on the Internet, Business, and Society, Oxford University Press.
Fred Turner, From Counterculture to Cyberculture: Stewart Brand, the Whole Earth Network and the Rise of Digital Utopianism, University of Chicago Press, 2008, pp. 237-262
ωιςεψ 6 (23 ΰτψιμ)
ξεωβ δχδιμδ αςεμν δριιαψ
λιφγ δϊδεεδ ξεωβ δχδιμδ ωδεΰ ξο δξψλζιιν αημμ δειψθεΰμι
χψιΰϊ ηεαδ:
Manuel Castells, “Virtual Communities or Network Society?” in The Internet Galaxy: Reflections on the Internet, Business and Society, Oxford University Press, 2001, pp. 116-136.
Howard Rheingold, “Community Development in the Cybersociety of the Future” in (David Gauntlett, ed.) Web.Studies: Rewiring Media Studies of the Digital Age, pp. 170-177
Pavel Curtis, "MUDding: Social Phenomena in Text-Based Virtual Realities” in Peter Ludlow, ed., High Noon on the Electronic Frontier: Conceptual Issues in Cyberspace, MIT 1996, pp. 347-374. http://www.eff.org/pub/Privacy/Security/Hacking_cracking_phreaking/Net_culture_and_hacking/MOO_MUD
Wellman, Barry & Guilia, Millena (1999) Net Surfers Don't Ride Alone: Virtual Communities as Communities in Marc Smith and Peter Kollock (ed.) Communities in Cyberspace. London: Routledge.

ωιςεψ 7 (30 ΰτψιμ)
δωεχ λϊετςδ λμλμιϊ διρθεψιϊ ξβις μριιαψ
χψιΰϊ ηεαδ:
Fred Turner, From Counterculture to Cyberculture: Stewart Brand, the Whole Earth Network and the Rise of Digital Utopianism, University of Chicago Press, 2008, pp. 103-206.
ωιςεψ 8 (7 ξΰι)
ηιμετι χαφιν, λμλμϊ ξϊπεϊ ΰε ςωιιϊ ψεεηιν ξρηψιϊ?
χψιΰϊ ηεαδ:
Eric S. Raymond, The Cathedral and the Bazaar: Musings on Linux and Open Source by an Accidental Revolutionary, O’reilly Media 2001.
John Perry Barlow, “Napster’s Enormous Music Room” New York Times
http://members.aye.net/~hippie/barlow/jpb-nap.htm
Don Tapscott and Anthony D. Williams, Wikinomics: How Mass Collaboration Changes Everything, Portfolio, 2008.
Robert Scoble and Shel Israel, Naked Conversations: How Blogs are Changing the Way Businesses Talk to Customers, 2006.
Lawrence Lessig, Free Culture: How Big Media Uses Technology and the Law to Lock Down Culture and Control Creativity, Penguin 2004
http://www.free-culture.cc/freeculture.pdf
ωιςεψ 9 10 + (14 ξΰι + 4 ιεπι)
eBay λξχψδ ξαηο: λιφγ χδιμδ ετςιμεϊ ξρηψιϊ ξϊπβωιν
Ofer Nordheimer Nur, The Sovereign State of eBay Unpublished manuscript.
ωιςεψ 11 (11 ιεπι)
ξεγμιν τεμιθιιν μξψηα δΰιπθψπθ
ΰν πλεπδ δθςπδ ωδΰιπθψπθ δεΰ ξψηα αςμ ξιξγ τεμιθι, ξδν δλμιν δτεμιθιιν δψμεεπθιιν μξψηα ζδ?
χψιΰϊ ηεαδ:
ξαηψ ξϊεκ
Peter Ludlow, Crypto Anarchy, Cyberstates, and Pirate Utopias, MIT Press, 2002
The Debate over the Internet Governance: A Snapshot in the Year 2000 (Interview with John Perry Barlow) http://cyber.law.harvard.edu/is99/governance/barlow.html#governance5
A Declaration of the Independence of Cyberspace (Feb. 1996)
ωιςεψ 12 (18 ιεπι)
ριλεν

ηεαϊ πεληεϊ, εχψιΰδ ωεθτϊ.

δχεψρ ιρϊιιν ααηιπϊ αιϊ.

10% πεληεϊ ε 90% αηιπϊ αιϊ.

Communities,Marketplace,Politics in Cyberspace

Since its inception, and as a result of its unique structure, cyberspace has come to transform, shape and reshape the ways in which individuals interact with online communities. It has also allowed for unprecedented for-profit activities between individuals and companies. This course examines the ways in which these two primal dimensions intersect and interact with each other. The research hypothesis that generates this class claims that these two dimensions have deep cultural roots in Anglo-saxon anarchism (Libertarianism). These two dimensions prove to be both harmonious and destructive to each other.

γψιωεϊ χγν:

δςψεϊ: ηεαϊ πεληεϊ, εχψιΰδ ωεθτϊ.

αηιπεϊ

  • ρξρθψ α', ξεςγ ΰ': α-13/7/09 α-9:00. δηζψδ ςγ 15/7/09 α-13:00.
  • ρξρθψ α', ξεςγ α': α-16/8/09 α-9:00. δηζψδ ςγ 18/8/09 α-13:00.

ΰψυ ιωψΰμ αιο ξφιΰεϊ μξωΰϊ πτω- ξαθ ψα-ϊηεξι. ‏ (06621140)

ωιςεψ

γ"ψ ξιλμ ργο


αχεψρ ιιμξγε πεωΰιν ξϊελν ςεμεϊ ρεβιεϊ ωεπεϊ αδχωψ μξχεξδ εξωξςεϊδ ωμ ΰψυ ιωψΰμ αϊψαεϊ εαδεειιϊ δηιιν αΰψυ ξΰζ ψΰωιϊ ξτςμ δϊηιιδ δμΰεξιϊ. ελο ιεφβε ξαςιε ωμ δτςψ ωαιο ξωΰϊ δπτω εδηζεο μξφιΰεϊ λτι ωδν ξϊβμξιν αιφιψδ δϊψαεϊιϊ.
πεωΰιν ΰμε εΰηψιν ιιγεπε, αΰξφςεϊ ϊεφψι ϊψαεϊ ξξβεεο ϊηεξι ιφιψδ ωδϊβαωε αξδμκ ϊχετδ ψαϊ ϊξεψεϊ ζε λΰρτχμψιδ μϊδμιλιν διρθεψιιν εηαψϊιιν, αιπιδν: ξχεψεϊ διρθεψιιν; ΰξπεϊ ηζεϊιϊ μϊηεξιδ; ωιψι ζξψ; ρτψεϊ ηιπελιϊ μιμγιν; ξηχψιν απεωΰ ϊψαεϊ εξψλιαιδ.
ΰετο δδεψΰδ: αλμ ξτβω ιωεμαε δψφΰδ ςν γιεπιν ετςιμειεϊ μξιγδ, δξαερριν ςμ ξχεψεϊ ξβεεπιν .
γψιωεϊ δχεψρ εηεαεϊ δϊμξιγιν: πεληεϊ, δβςδ μωιςεψ ςν θχρθιν ψμεεπθιιν μξτβω λτι ωιετιςε αριμαερ, ϊψβιμ ΰξφς ρξρθψ (αηιψδ),ξαηο αιϊ.

ξψλιαι δφιεο δρετι:
ΰτωψεϊ ΰ': ϊψβιμ ΰξφς, 30%, ξαηο αιϊ 60%, πεληεϊ 10%.
ΰτωψεϊ α': ξαηο αιϊ 90%, πεληεϊ 10%.


ϊλπιϊ δχεψρ :

ξρ πεωΰ δξτβω εδϊλπιν δξψλζιιν ξεωβι ξτϊη εδγβωιν ξχεψεϊ μςιεο εμγιεο αξδμκ δωιςεψ
δρθεγπθιν ξϊαχωιν μδαιΰ μωιςεψ ΰϊ δξχεψ ξεγτρ
1 ξαεΰ- δψεςδ λξωμ
δτςψ αιο ψςιεο μαιφες λξπις μιφιψδ γιξει ξλεπο

ϊιΰεψ βγεω

δϊιιωαεϊ- πγεγιν ωμν (ειπψ), ξ., 'δχγξδ μςπεϊ ε'' , ωψϊ, ι., ςπεϊ, ε', ιβεψ: εςγϊ δϊψαεϊ ωμ δχιαευ δξΰεηγ, ωαθ ϊψφ"θ 1939.

μειπρχι, ΰ.μ., 'ξρς μΰψυ ιωψΰμ αωπϊ ϊ"ϊ (2040)', αϊεκ: ΰμαειν-γψεψ, ψ., δξηψ ωμ δΰϊξεμ, λψκ ωπι, ιψεωμιν:ιγ ιφηχ αο φαι ϊωπ"ζ , ςξ' 56, 67 – 68 . (τεψρν α'τψγρ', λψκ ΰ ,ϊψπ"α, ςξ' 128 – 165.) πξφΰ βν αΰϊψ τψειχθ αο ιδεγδ
2 ψφιπε εΰιο ζε ΰβγδ – ξρςε ωμ δψφμ ξδψεξο δΰεθετι μωςψ δςιψ ΰεθετιδ
'χδιμδ ξγεξιιπϊ' δψφμ, ϊ., ξγιπϊ διδεγιν, (ςαψιϊ ΰωψ αψω), ϊμ ΰαια: πειξο, ςξ' 28 – 31.

χμεζπψ, ι., 'δΰεξδ δςϊιχδ αδϊηγωεϊδ' (αξχεν ξαεΰ), αϊεκ: τθΰι, ψ. εεμξεθ,φ.(ςεψλιν), ξαηψ δριτεψ δΰψφιωψΰμι, ιψεωμιν: ψΰεαο ξρ 1938, ςξ' 9- 16.
3 δξρς ωμΰ πβξψ- ςεμι ΰϊιετιδ αΰψυ ιωψΰμ βμεϊ εβΰεμδ
ΰψπεο- ΰεηπδ, ι., δβγϊ ιφιΰϊ ΰϊιετιδ, δπδ χν ςν εξϊηιμ μμλϊ, ϊμ ΰαια εδψφμιδ: δξψλζ μξεψωϊ δξεγιςιο, ξωψγ δαιθηεο, ξψλζ δδβει ωμ ςεμι ΰϊιετιδ αξςψλϊ δηιπεκ ϊωρ"δ 2005.
4 αΰεψ ιωψΰμι λΰα ωϊι δξεμγεϊ
βεψγεο, ΰ.γ., 'ξλϊα ξΰψυ ιωψΰμ' (ϊψρ"γ 1904), 'ξλϊα ωμΰ πωμη αζξπε', αϊεκ : βεψγεο, ΰ.γ., δΰεξδ εδςαεγδ, ιψεωμιν: δρτψιιδ δφιεπιϊ ϊωι"α, (ςψιλδ αψβξε, ω.δ εωεηθ ΰμ), ςξ' 77 – 79 , 496 – 498.
5 ιΰμμδ αιι- δωτδ διωψΰμιϊ ωτϊ ϊψαεϊ
ωαιθ, ι., 'ϊψαεϊ ςαψιϊ εϊψαεϊ αςαψιϊ' , χϊγψδ, 16, (ϊξεζ ϊω"ξ 1980, ςξ' 190 – 193.

χπιεχ, ι., 'ςαψιϊ ζδ μΰ ρηεψδ', ξςψια, 12.11.1982.

ψεζπαμεν, γ., 'ξεϊδ ωμ ε' δπζιτδ', ξφα δςαψιϊ, δΰψυ ξερσ ιεν δςφξΰεϊ 16.4.2002.

6 μηιεϊ αιο δχεειν – ξτδ εβαεμεϊ ΰ"ι βαεμ
ξχεν
ρβο- λδο, ξ., ξχψΰ ωμ δφιεψ ωμι 'ξτδ', ξωχτιιν, 27, (ΰεχθεαψ 1996), ςξ' 74 – 75.
αεαψ, ξ., 'δψφμ ατπι ξτϊ ΰψυ ιωψΰμ' , ϊςεγδ ειςεγ, λψκ ωπι, ιψεωμιν: δρτψιδ δφιεπιϊ ϊωξ"γ , ςξ' 246 – 248.

7 ςεγ μΰ ΰαγδ ϊχεεϊπε ϊεγςδ χεμχθιαιϊ ΰετιψ, ς., 'ξβιμϊ δςφξΰεϊ: δεψΰεϊ ωιξεω', ςαεγϊ δδεεδ, ξρεϊ ςμ ϊψαεϊ ιωψΰμιϊ αζξο δζδ, ϊμ ΰαια: δχιαευ δξΰεηγ 2001, ςξ' 245 – 255.
8 ςιιο ςψκ ςαεγδ ξεωβ ςψκ
ψμιβιεζιεϊ
ηιμεο βεψγεο, ΰ.γ., δημεν ετϊψεπε, αϊεκ: βεψγεο, ΰ.γ., δΰεξδ εδςαεγδ, ιψεωμιν: δρτψιδ δφιεπιϊ ϊωι"α, (ςψιλδ αψβξο, ω.δ εωεηθ ΰμ.), ςξ' 86 – 87 ,αΰϊψ ΰιπθψπθ: http://benyehuda.org/gordon_ad/haavoda_02.html

ωτιψΰ, ΰαψδν, ΰεψ δηιιν α'ιεν χθπεϊ', ξωπϊ ΰ.γ. βεψγεο εξχεψεϊιδ αχαμδ εαηριγεϊ, ϊμ ΰαια : ςν ς εαγ 1996, ςξ' 228 – 236.
9 ωιη μεηξιν τθψιεθιζν
ξιϊερ δφαψ

ψεβμ, π., ξδ ΰξψ θψεξτμγεψ? ςϊ- ξεμ, θ', 2(52),(πεαξαψ 1983), ςξ' 6 – 8.
ωτιψΰ,ΰαψδν (ςεψκ), ωιη μεηξιν,τψχι δχωαδ εδϊαεππεϊ, χαεφϊ ηαψιν φςιψιν ξδϊπεςδ δχιαεφιϊ, ξδγεψδ ωμιωιϊ, ΰιιψ ϊωλ"η 1968, ςξ' 4-6 .

βο, ΰ., ιωψΰμ ωιλεψϊ πιφηεο: "ωιη μεηξιν" δχεθα δπβγι μϊψαεϊ δΰμαεξιν αϊεκ: http://www.oranim.ac.il/Site/heb/General.aspx?l=6&id=2089

μτιγ, ΰ., 'ωιη αλιιπιν', δχιαευ, 13.6.2002, αϊεκ: http://www.kibbutz.org.il/itonut/arch.shonot/020612_grosman.htm

10 ξζψη εξςψα αλεψ δδιϊεκ δςμιιδ δδξεπιϊ
δεξεψ ΰγσ, ω., 'μΰ ιγςϊι ωλμ ζδ ωμι', τπιν, 11, (ρϊιε 1999), ςξ' 77 – 80.
αλψκ, π., ςεμιν εχεμθιν αωπεϊ δ- 50 αψΰι ιφιψϊε ωμ ΰτψιιν χιωεο, αϊεκ: http://www.amalnet.k12.il/meida/sifrut/alon/asi16017.htm

11 λζδ λΰιμε ξβςιν αιο ϊψαειεϊ

ιμιγιεϊ
ΰξψιχπιζφιδ χμιπαψβ, ΰ., ξο δΰελμ ιφΰ ξΰλμ' , αϊεκ: χμιπαψβ, ΰ.,(ςεψκ), αθο ξμΰδ, ξαθ ΰηψ ςμ ΰελμ εηαψδ, ιψεωμιν εϊμ ΰαια: λϊψ εΰεπιαψριθϊ ϊμ ΰαια 2005, ςξ' 7 – 14.

12 'δΰη δβγεμ' αιψεωμιν δαπειδ (ηζεο δϊψαεϊ δςαψιϊ) ξςψλϊ ϊψαεϊιϊ

δςαεγδ δϊψαεϊιϊ ωυ, α., 'ιψεωμιν δαπειδ (ϊψς"η 1918 - 1924)', αϊεκ: ΰμαειν-γψεψ, ψ., δξηψ ωμ δΰϊξεμ, λψκ ωπι, ιψεωμιν:ιγ ιφηχ αο φαι ϊωπ"ζ , ςξ' 230 – 234, 237.


ωαιθ, ζ.(ιε"ψ δεςγδ), ϊςεγϊ ϊψαεϊ ηζεο 2000, πιψ ςξγδ ςμ ξγιπιεϊ δϊψαεϊ αιωψΰμ αξΰδ δ- 21, ιψεωμιν: εςγϊ ηζεο δϊψαεϊ διωψΰμιϊ 16.1.2000, ςξ' 2 – 17.


13 αϊ ωιωιν τεχηϊ ςιο λξιδδ
ϊχεεδ ωμε, ξ., βςβεςιν μςϊιγ, ιγιςεϊ ΰηψεπεϊ, δξερσ μωαϊ, (γ αΰιιψ ϊωρ"η 9.5.2008 ), ςξ' 21.


ααμιεβψτιδ ξεξμφϊ (ψωεϊ)

• λμμι - ΰαο-ζδψ, ΰ., 'δφξιηδ εδδϊβαωεϊ ωμ ϊψαεϊ ςαψιϊ ξχεξιϊ ειμιγιϊ αΰψυ ιωψΰμ 1882- 1948', χϊγψδ, 16, (ϊξεζ ϊω"ξ 1980 ), ςξ' 165- 193.
• λμμι - ΰεηπδ, γ. εειρθψικ, ψ.ρ., 'ξαεΰ: πεληεϊ δξιϊεριν αιδγεϊ, αφιεπεϊ εαιωψΰμιεϊ', αϊεκ: ΰεηπδ, γ. εειρθψικ, ψ., ξιϊερ εζιλψεο, ϊμ ΰαια: δχιαευ δξΰεηγ 1996, ςξ' 11 – 37.
• λμμι - ΰμαειν- γψεψ, ψ., δξηψ ωμ δΰϊξεμ- δΰεθετιδ δφιεπιϊ, ΰ'- α', ιψεωμιν : ιγ ιφηχ αο φαι 1993.
• λμμι - ΰμξεβ, ς., δφαψ γιεχο, ϊμ ΰαια : ςν ςεαγ 1997. (λμμι)
• λμμι - βεψαιυ, ζ., ςμ δξχεν, ϊμ ΰαια: ςν ςεαγ 2007.
• λμμι - βιψυ, χ., τψωπεϊ ωμ ϊψαειεϊ, ιψεωμιν: λϊψ , ςξ' 15- 39.
• λμμι - βψιπεεμγ, ΰ., 'ξιϊερ εΰξϊ διρθεψιϊ- δΰν ΰτωψ μπτυ ξιϊεριν', αϊεκ: ΰιγμ, ξ., εβιψπεεμγ, ΰ. (ςεψλιν), δξιϊερ αιδγεϊ, διρθεψιδ , δβεϊ ερτψεϊ, ιψεωμιν: ξψλζ ζμξο ωζ"ψ ϊωρ"γ, ςξ' 15 – 51.
• λμμι - βψυ, π., πχεγϊ ϊφτιϊ, ϊψαεϊ εηαψδ αΰψυ ιωψΰμ, ϊμ ΰαια: δΰεπιαψριθδ δτϊεηδ 1988. δξΰξψιν: ξιωεψι, ΰ., 'μιγδ ξηγω ωμ ΰξπεϊ ςαψιϊ: ΰιγιΰεμεβιδ, ΰεθετιδ εηιτεωιν'; δψωα, α., 'ϊηιιϊδ ωμ ΰψυ ιωψΰμ εδξδτλδ διδεγιϊ δξεγψπιϊ: δψδεψιν ςμ ϊξεπϊ ξφα'; ΰαο ζεδψ, ΰ., 'ϊδμιλι ξβς εδϊςψαεϊ αδιεεφψεϊ δϊψαεϊ δςαψιϊ δηγωδ' εΰηψιν.
• λμμι - γεπψ, α., μηιεϊ ςν δημεν, χθμεβ 3/89, ϊμ ΰαια: ξεζιΰεο ϊμ ΰαια 1989.
• λμμι - λυ, ψ. (ΰεφψ), ςν αεπδ ΰψυ – διρθεψιδ ιωψΰμιϊ αψΰι δΰξπεϊ, δψφμιδ: ξεζιΰεο δψφμιδ 1988.
• λμμι - μιλθπαψβ ΰθιπβψ, α.(ξψΰιιπϊ), 'ζδ δξγαψ, γαψ ΰιπε ξλδ αε ωεψω' ωιηδ ςν ΰγξεγ ζ'ΰαρ, ξρμεμι πγεγιν, ιψεωμιν: ξεζιΰεο ιωψΰμ 1991, ςξ' 9 – 16.
• λμμι - ξιωεψι ,ΰ., ωεψε δαιθε εψΰε, ΰιχεπεϊ ερξμιν ηζεϊιιν φιεπιιν αϊψαεϊ διωψΰμιϊ, ϊμ ΰαια: ςν ςεαγ 2000.
• λμμι - ςζψιδε, ξ.,'ξαεΰ', αϊεκ: ςζψιδε, ξ., τεμηπι ξγιπδ, ηβιβεϊ δςφξΰεϊ εδπφηϊ δπετμιν 1948- 1956, ωγδ αεχψ εαΰψ ωας: δξψλζ μξεψωϊ αο βεψιεο εδεφΰϊ δρτψιν ωμ ΰεπιαψριθϊ αο βεψιεο απβα 1995 , ςξ' 1- 10.
• λμμι - ςτψϊ, β., ζδεϊ ζιλψεο ϊψαεϊ, αϊεκ: χιπο, ς.(ςεψκ), ΰξπεϊ δτιρεμ αιωψΰμ: ηιτεω δζδεϊ, ϊτο: δξεζιΰεο δτϊεη 1989, ςξ' 31 – 37.
• λμμι - φεψ ι, 'ατϊη δξδγεψδ δςαψιϊ- διδεγι πεγγ εξγξιιο ΰεξδ' (1998),αϊεκ: ΰπγψρεο, α., χδιμεϊ ξγεξιιπεϊ, δβιβιν ςμ ξχεψεϊ δμΰεξιεϊ εδϊτωθεϊδ, ϊμ ΰαια : δΰεπιαψριθδ δτϊεηδ ϊω"ρ 2000, ςξ' 15 – 30.
• λμμι - ψβα, ξ., 'ξαεΰ μϊψαεϊ ιωψΰμιϊ', ξιωεψι, ΰ.,(ςεψκ),ρξμιν ηζεϊιιν φιεπιιν αϊψαεϊ διωψΰμιϊ, ψςππδ: ΰεπιαψριθδ τϊεηδ 2005, ςξ' 285 – 360.
• λμμι - ψλμαρχι, ρ., ΰιο βαεμ, ϊμ ΰαια: λπψϊ ζξεψδ αιϊο 2008, ςξ' 108 – 130.
• λμμι - ωχγ, β., 'ρτψεϊ ςν τιπδ ξωμδ', χϊγψδ, 28, (ϊξεζ ϊωξ"β), ςξ' 119 – 132.
• λμμι- ΰιζπωθγθ ω"π , 'δξΰαχ ςμ ρξμι δζδεϊ δχεμχθιαιϊ εςμ βαεμεϊιδ αηαψδ διωψΰμιϊ δαϊψ-ξδτλπιϊ' αϊεκ: βιπερψ, τ., εαψΰμι, ΰ., φιεπεϊ: τεμξερ αο ζξππε, βιωεϊ ξηχψιεϊ εΰιγιΰεμεβιεϊ, ωγδ αεχψ εϊμ ΰαια: δξψλζ μξεψωϊ αο βεψιεο εδξλεο μηχψ δφιεπεϊ ϊωπ"ζ 1996, ςξ' 1– 30.
• ξτβω 1- βεμο, η., 'δγψκ μαιϊ ΰμτΰ', ωεψωιν, θ', (1995), ςξ' 89 – 113.
• ξτβω 2- γδΰο, ι. εερψξο, δ., 'ξαεΰ' , αϊεκ: γδΰο, ι., εερψξο, δ. (ςεψλιν), μδξφιΰ ΰεξδ, ψςππδ: δΰεπιαψριθδ δτϊεηδ ϊωρ"ζ 2006 , ςξ' 11 – 28.
• ξτβω 2- δγεξι, μ., 'δψεξΰο δΰεθετι εδΰεθετιδ δφιεπιϊ' αχεψϊ ετψωπεϊ, 13 – 14,(ριεο ϊωμ"θ ιεπι 1979), ςξ' 131 – 168.
• ξτβω 2- δεαραεν, ΰ., 'τϊη γαψ' αϊεκ: γδΰο, ι., εερψξο, δ. (ςεψλιν), μδξφιΰ ΰεξδ, ψςππδ: δΰεπιαψριθδ δτϊεηδ ϊωρ"ζ 2006, ςξ' 7 – 10 .
• ξτβω 2- δψφμ, ϊ., ΰμθπειμπγ, ϊμ ΰαια: ααμ 2007. ελο αϊεκ : ΰμαειν- γψεψ, ψ., δξηψ ωμ δΰϊξεμ- δΰεθετιδ δφιεπιϊ, α', ιψεωμιν : ιγ ιφηχ αο φαι 1993, ςξ' 81 – 171.
• ξτβω 2- ωτιψΰ, ΰπιθδ, 'δψφμ εδΰιψεπιεϊ ωμ δδιρθεψιδ' αϊεκ: ωτιψΰ, ΰ., ψιιπδψυ,ι. εδψιρ, ι.(ςεψλιν), ςιγο δφιεπεϊ, ιψεωμιν: ξψλζ ζμξο ωζ"ψ μϊεμγεϊ ιωψΰμ 2000, ςξ' 9 – 18.
• ξτβω 3 - αο ςζψ, β., δξρς, ϊμ ΰαια : ξεγο 2007.
• ξτβω 3- αο ςζψ, β., 'δξιϊερ δτψθι ωμ ιδεγι ΰϊιετιδ', τπιν, 26, (ρϊιε 2003), ςξ' 23- 29.
• ξτβω 3- ιδεγι ΰϊιετιδ, τςξιν, 33, ϊωξ"η 1987.
• ξτβω 3- ρμεξεο, δ.(ςεψλϊ), ΰϊιετιδ, ιψεωμιν: ξωψγ δηιπεκ ειγ ιφηχ αο φαι ϊωρ"η.
• ξτβω 4- ςτψϊ, β., 'ξιϊερ δΰεψ δΰψφιωψΰμι' , λΰο, ςμ ξχεξιεϊ ΰηψϊ αΰξπεϊ ιωψΰμ, ιψεωμιν: ΰξπεϊ ιωψΰμ 1984, ςξ' 109 – 120.
• ξτβω 4- ΰμεο, ς., 'δΰν δωϊηψψπε ξο δξζεεγδ?', τπιν, 11, (ρϊιε 1999), ςξ' 115 – 119.
• ξτβω 5- ρεαψο, ϊ., δςαψιϊ λωτϊ ϊψαεϊ, αϊεκ: αψθμ, ι., δςβμδ δξμΰδ: ξΰδ εςωψιν ωπεϊ ϊψαεϊ ιωψΰμ, ιψεωμιν: ξΰβπρ ϊωρ"α 2002, ςξ' 52 – 62.
• ξτβω 5- φεχψξο, β., ιωψΰμιϊ ωτδ ιτδ, ΰζ ΰιζε ωτδ διωψΰμιν ξγαψιν?, ϊμ ΰαια: ςν ςεαγ 2008, ςξ' 11- 81.
• ξτβω 6 - απαπωϊι, ξ., 'δξτδ δςαψιϊ' , αϊεκ: γδΰο, ι. ερψξο, δ.(ςεψλιν), μδξφιΰ ΰεξδ, ΰπϊεμεβιδ, ϊμ ΰαια: ΰεπι' τϊεηδ ϊωρ"ζ 2006, ςξ' 157 – 198.
• ξτβω 6- αιβψ, β., ΰψυ ψαϊ βαεμεϊ, ωγδ αεχψ: δξψλζ μξεψωϊ αο βεψιεο 2001. (ξτβω 6)
• ξτβω 6- ιτϊηΰμ ΰ, εψεγγ α., 'ΰπε ξιιδγιν ΰεϊκ ξεμγϊ, ςμ πλεϊε ωμ δτθψιεθιζν διωψΰμι αζξψ εαπεσ', αϊεκ: αο ςξερ, ΰ., αψ-θμ, γ.(ςεψλιν), τθψιεθιζν, ΰεδαιν ΰεϊκ ξεμγϊ, ϊμ ΰαια : γιεπεο 2004, ςξ' 239 – 273.
• ξτβω 6- ωαιθ, ι., 'ΰψυ μαγγ ϊωλεο- δξιϊεριν ωμ δωιεκ δβιΰε-διρθεψι εδβιΰε-ϊψαεϊι ωμ ΰψυ ιωψΰμ' αϊεκ: ΰεηπδ, γ., ειρθψικ, ψ.ρ., ξιϊερ εζιλψεο, ϊμ ΰαια: δχιαευ δξΰεηγ 1996, ςξ' 331- 336.
• ξτβω 6- ϊωαι, ΰ.(ςεψκ), ΰψυ ιωψΰμ αξτεϊ, ξξιγαΰ εςγ δμεειο, χθμεβ 458, ιψεωμιν: ξεζιΰεο ιωψΰμ.
• ξτβω 8 - αψ-ΰεψ, β., ςαεγδ ςαψιϊ, ςιο ηψεγ:δξωλο μΰξπεϊ 1998.
• ξτβω 8 - γεο-ιηιΰ , ΰ. 'ηιμεο, ωμιμδ εωιμεα ϊτιρεϊ ωμ διδγεϊ δξρεψϊιϊ εξεωβιδ αφιεπεϊ δρεφιΰμιρθιϊ', λιεεπιν, 8 ,( 1980 ), ςξ' 29-46.
• ξτβω 8 - δεμυ , ΰ., αςεμν δξηωαδ ωμ ηζ"μ , ϊμ ΰαια: ρτψιϊ τεςμιν αωιϊεσ ςν αιϊ δξγψω μψαπιν αΰξψιχδ 1978-1979, ςξ' 23 – 32.
• ξτβω 8 - ωτιψΰ, ΰαψδν, 'ςαεγδ', αϊεκ: ωτιψΰ, ΰαψδν(ςεψκ δξδγεψδ δςαψιϊ), μχριχεο δϊψαεϊ διδεγιϊ αζξππε, ϊμ ΰαια : ςν ςεαγ 1993, ςξ' 362 – 378.
• ξτβω 8- ωαιιγ, ΰ., διηιγ, ςεμξε ωμ ΰ.γ. βεψγεο, ϊμ ΰαια : ςν ςεαγ 1970, ςξ' 172 – 185.
• ξτβω 9 - αιμε, ι. ειφθεν, ΰ., 'ηιιε εξεϊε ωμ δβιαεψ δμΰεξι', τπιν, 11. (1999 ), ςξ' 46-54 .
• ξτβω 9 - ζψεααμ, ι., ' χψα, δχψαδ, χεψαο: ϊξεψεϊ αΰιγιΰεμεβιϊ δδχψαδ δτθψιεθιϊ αιωψΰμ', αϊεκ: αο ςξερ, ΰ., αψ-θμ, γ., τθψιεθιζν, ΰεδαιν ΰεϊκ ξεμγϊ, ϊμ ΰαια : γιεπεο2004, ςξ' 29- 59 .
• ξτβω 9- ςιμν, ι., 'φιεπεϊ ετθψιεθιεϊ', αϊεκ: αο ςξερ, ΰ., αψ-θμ, γ., τθψιεθιζν, ΰεδαιν ΰεϊκ ξεμγϊ, ϊμ ΰαια : γιεπεο2004, ςξ' 29- 59 .
• ξτβω 9- ωτιψΰ,ΰαψδν (ςεψκ), ωιη μεηξιν,τψχι δχωαδ εδϊαεππεϊ, χαεφϊ ηαψιν φςιψιν ξδϊπεςδ δχιαεφιϊ, ξδγεψδ ωμιωιϊ, ΰιιψ ϊωλ"η 1968.
• ξτβω 10 - αμρ,β., 'ξι ΰπηπε αςφν? ξζψη ξεμ ξςψα αΰξπεϊ διωψΰμιϊ αςωεψ δψΰωεο μξγιπϊ ιωψΰμ' ςιϊεο 77, 230, (ΰτψιμ 99), ςξ' 24 – 29.
• ξτβω 10 - ξΰπς, ς., ιιφεβιν ηαψϊιιν ωμ χμιθϊ ςμιιδ αωπεϊιδ δψΰωεπεϊ ωμ δξγιπδ', αϊεκ: ΰεψ, ΰ, αο ΰωψ, ρ.(ςεψλεϊ), δξελψ εδζψ, ιιφεβιν ηαψϊιιν ωμ χαεφεϊ αιωψΰμ, ωγδ αεχψ εαΰψ ωας: δξλεο μξεψωϊ αο βεψιεο εδεφΰϊ δρτψιν ωμ ΰεπιαψριθϊ αο βεψιεο απβα 2007, ςξ' 101 – 121.
• ξτβω 11- αψθμ, ι., 'χεζχ εαγεΰι ςεμν δγιξειιν δμΰεξι δηγω' , χεζχ εαγεΰι, ςν εΰψυ αμΰεξιεϊ διδεγιϊ, ϊμ ΰαια: ςν ςεαγ,2007, ςξ' 68 – 79.
• ξτβω 11- βαιςεο, μ., 'ηεξερ- χερχερ- ρεωι, ΰελμ εΰϊπιεϊ αηαψδ διωψΰμιϊ' αϊεκ: χμιπαψβ, ΰ.,(ςεψκ), αθο ξμΰδ, ξαθ ΰηψ ςμ ΰελμ εηαψδ, ιψεωμιν εϊμ ΰαια: λϊψ εΰεπιαψριθϊ ϊμ ΰαια 2005, ςξ' 32 – 78.
• ξτβω 11- διψωτμγ, ΰ., 'χγιξδ- ςμ ϊτιρϊ δξζψη αϊψαεϊ διωψΰμιϊ', αϊεκ: φμξεπδ, ι. εξπεψ- τψιγξο, ϊ., χγιξδ- δξζψη αΰξπεϊ ιωψΰμ, χθμεβ 404, ιψεωμιν: ξεζιΰεο ιωψΰμ 1998, ςξ' 11- 32.
• ξτβω 11- ςζψιδε, ξ., χωϊεϊ δζδα ωμ ξχγεπμγ, τπιν, 5, 1998, ςξ' 23 – 28.
• ξτβω 11- ψν, ΰ., 'δ-M δβγεμδ: ξχγεπμγρ, βμεαμιζφιδ εΰπθι βμεαμιζφιδ αιωψΰμ' αϊεκ: ιτϊηΰμ, ΰυ εψεγγ, α., ξεμγϊ/ ξχγεπμγρ, ξβξεϊ αςιφεα δξψηα εδϊψαεϊ αιωψΰμ, αΰψ ωας: ξψλζ δπβα μτιϊεη ΰζεψι , ΰεπιαψριθϊ αο βεψιεο ιεπι 2003, ςξ' 71 – 139.


• Barzel, A., Art in Israel, Italy: Giancarlo Politi Editore 1988. (λμμι)
• Hobsbawn E., 'introduction: Inventing Traditions', in: Hobsbawn E. & Ranger, T.(ed), The Invention of Tradition, Cambridge: Cambridge University Press 1993, pp. 1-14. (ξτβω 12)
• Gedi, N, and Elam Y., 'Collective Memory- What Is It?', History & Memory, Vol 8, No. 1, (Spring/Summer 1996), pp.30- 50.(ξτβω 7)
• Halbwachs, M., On Collective Memory, Chicago: University of Chicago Press 1992.pp, 21-34. (ξτβω 7)
• Zerubavel Y., Recovered roots: collective memory and the making of Israeli national tradition, Chicago and London: The University of Chicago Press 1995, pp.3-36, 214-237. (ξτβω 7)

ων δχεψρ αΰπβμιϊ:
The Meeting between Vision, Longing and Reality in Eretz Israel- Multi-Disciplinarian Examination and Discussion.

The course is designed to focus on themes that reflect central issues and key points in the place and significance of Eretz Israel in the cultural life and daily existence of the Jewish Nation since the rise of Zionism.
The subject matter will be learned from a multi-disciplinarian point of view which represents, familiarizes and deals with various cultural products, including: Historical sources; visual art; popular songs; literature, educational literature as well as relevant researches. The cultural products which crystallized during that dynamic period can function as a mirror of historical and social processes.

γψιωεϊ χγν:

δςψεϊ:

αηιπεϊ

  • ρξρθψ α', ξεςγ ΰ': α-7/7/09 α-9:00. δηζψδ ςγ 9/7/09 α-13:00.
  • ρξρθψ α', ξεςγ α': α-4/8/09 α-9:00. δηζψδ ςγ 6/8/09 α-13:00.

τψειγ, χτχΰ εωμεν : δΰιπθμχθεΰμ διδεγι αιο ειπδ, τψΰβ ειψεωμιν‏ (06621142)

ωιςεψ

γ"ψ ξψιπδ ΰψαια

ζιβξεπγ τψειγ, τψπυ χτχΰ εβψων ωμεν : ωμεωδ ΰιωιν, ωμεωδ ριτεψι ηιιν ωεπιν ςμ ψχς δριτεψ ωμ ωμεω ςψιν ξιεηγεϊ :ειπδ, τψΰβ ειψεωμιν.
ΰιωιν ΰμδ ωιπε ΰϊ τπιδ ωμ δϊψαεϊ δξςψαιϊ δξεγψπιϊ.
αξϊη αιο δωϊμαεϊ αξεγψπδ μαιο δωΰμδ δρτφιτιϊ ωμ δζδεϊ διδεγιϊ τψειγ, χτχΰ εωμεν ωΰμε ΰϊ δωΰμεϊ ωξξωιλεϊ μδθψιγ βν αιξιπε ΰϊ δΰγν διδεγι εΰϊ δΰζψη διωψΰμι. αψΰω εαψΰωεπδ ξδγδγϊ αδβεϊν ωΰμϊ δμβιθιξιεϊ ωμ δΰετφιδ δγϊιϊ, ωΰμϊ δρεαμπεϊ, ωΰμϊ δχιεν δξωεϊσ ωμ ηιμεπιιν εγϊιιν εωΰμϊ δδτψγδ αιο γϊ εξγιπδ. πεωΰιν ΰμδ ιγεπε αχεψρ αΰξφςεϊ πιϊεη ωμ λϊαιν ωμ δΰιωιν δπ"μ ιηγ ςν γαψι τψωπεϊ εαιχεψϊ ωςεψψε ΰφμ ξτψωιν ωεπιν. χθςι ρψθιν ςλωεειιν ιαμιθε ΰϊ δΰχθεΰμιεϊ ωμ ωΰμεϊ ΰμδ αδχωψ ωμ δωιη δϊψαεϊι-ΰεξπεϊι αο ζξππε.

ξθμϊ ριεν χεψρ: δβωϊ ςαεγδ

Freud, Kafka and Scholem: The Jewish Intellectual between Vienna, Prague and Jerusalem

Course Description:
Sigmund Freud, Franz Kafka and Gershom Scholem: three prominent personalities, three remarkable life stories, placed against the backdrop of three great cities.
Freud, Kafka and Scholem changed the face of modern western culture. Articulating and the tensions between modernism and specific Jewish identity, each of them posed questions on issues that confront and perplex the Jew and the Israeli to this day: the legitimacy of religion, tolerance, secular and religious co-existence, and the separation of religion and state. This course will explore these issues by closely analyzing Freud's, Kafka's and Scholem's texts, together with critiques and commentaries that their writings provoked. Screenings of selections from contemporary films will highlight the immediacy of the issues under discussion, within the context of the cultural-artistic dialectic of our times.

γψιωεϊ χγν:

δςψεϊ:

αηιπεϊ

  • ρξρθψ ΰ', ξεςγ ΰ': δβωδ ςγ 16/3/09 α-13:00. ΰιο ξεςγ περσ.
  • ρξρθψ ΰ', ξεςγ α': ΰιο ξεςγ α'.

ξφ`δ βεεΰψδ μδεβε φ`ΰαρ: ΰξψιχδ δμθιπιϊ ξεμ δβμεαμιζφιδ‏ (06621143)

ωε"ϊ

γ"ψ ΰτψιν γειγι

δχεψρ "ξφ'δ βεεΰψδ μδεβε φ'ΰαρ – ΰξψιχδ δμθιπιϊ ξεμ δβμεαμιζφιδ" ιρχεψ ΰϊ γαψι διξιν ωμ ϊϊ-διαωϊ δψηεχδ α- 50 δωπιν δΰηψεπεϊ, ΰκ ϊεκ ωιξϊ γβω ςμ ϊχετδ ωαιο ρεσ ωπεϊ δ-80 ωμ δξΰδ ωςαψδ εςγ ιξιπε. ξθψϊ δχεψρ διΰ μδχπεϊ μϊμξιγεϊ εμϊμξιγιν ιγς αριρι ςμ ΰξμ"θ εαπιριεο ωμ ξγιπεϊ διαωϊ μδϊξεγγ ςν δβμεαμιζφιδ δχτιθμιρθιϊ. ςεγ πμξγ ςμ δξωεϊσ εδξτψιγ αιο δξγιπεϊ δψαεϊ δξψλιαεϊ ΰϊ δΰζεψ αδαπϊ δβμεαμιζφιδ, ΰιξευ δξγιπιεϊ δπιΰε-μιαψμιϊ αρεσ ωπεϊ δ-80 εδϊβεαεϊ δςξξιεϊ ωχξε αωπι δςωεψιν δΰηψεπιν. δχεψρ δρξρθψιΰμι ιωμα πιϊεην ωμ ϊδμιλιν ηαψϊιιν, λμλμιιν ετεμιθιιν; εδχψπϊ ωπι ρψθιν ϊιςεγιιν, ωΰηγ ξδν θψν δεχψο ξρηψιϊ αιωψΰμ.

ηεαεϊ δχεψρ:
δωϊϊτεϊ: 50%
ςαεγδ - αϊιΰεν ςν δξψφδ: 50%

From Che Guevara to Hugo Chavez
Latin America against the globalization

The Cuban Revolution in 1959 marks a new era in the Latin American modern history. The political context in Latin America evolved again in the 2000s, with the election in several South American countries of left-wing governments. This "pink tide" thus saw the successive elections of Hugo Chαvez in Venezuela (1998), Luiz Inacio Da Silva (Lula) in Brazil (2002), Nestor Kirchner in Argentina (2002), Tabarι Vαzquez in Uruguay (2004), Evo Morales in Bolivia (2005), Michelle Bachelet in Chile (2006) and Daniel Ortega in Nicaragua (2007) Although these leaders vary in their policies and attitude towards both the United States and neo-liberalism, while the state they govern also have different agendas and long-term historic tendencies, which can lead to rivalry and open contempt between themselves, they seem to have agreed on refusing the globalization and on following a regional integration without the United States' overseeing the process. In particular, Chαvez and Morales seem more disposed to ally together, while Kirchner and Lula, who has been criticized by the left-wing in Brazil, including by the Movimento dos Sem Terra (MST) landless peasants movement are seen as more centered.

γψιωεϊ χγν:

δςψεϊ:

αηιπεϊ

  • ρξρθψ α', ξεςγ ΰ': δβωδ ςγ 3/8/09 α-13:00. ΰιο ξεςγ περσ.
  • ρξρθψ α', ξεςγ α': ΰιο ξεςγ α'.

ψθεψιχδ ωμ ψγιχμιζν: δωιη δτεμιθι αβψξπιδ 1918-1945‏ (06621144)

ωιςεψ

γ"ψ γεψεο ΰαψδν

δϊξεθθεϊε ωμ δψιικ δβψξπι α- 1918 φιιπδ μΰ ψχ ΰϊ δξςαψ μξωθψ ηγω λι ΰν βν ωιπει αϊψαεϊ δτεμιθιϊ αλμμδ εαφεψϊ δωιη δτεμιθι δφιαεψι. ΰξπν γτεριν ξρειξιν ωμ δωιη δΰξεψ ξδϊχετδ δειμδμξιπιϊ δξωιλε μδϊχιιν βν αωπεϊιδ ωμ ψτεαμιχϊ ειιξΰψ, εΰεμν ημχ ξδξτμβεϊ δτεμιθιεϊ αϊχετδ ΰιξφε λμιν ηγωιν μτπιιδ ΰμ δφιαεψ. δξφΰεϊ θλπεμεβιεϊ ετιϊεηιν ξδτλπιιν αϊηεν ϊχωεψϊ δδξεπιν δαιΰε μϊξεψεϊ ξψηιχεϊ μλϊ αγιΰμεβ ωαιο δφιαεψ εδτεμιθιχΰιν. δωιπει δςξεχ μΰ πβς ψχ αΰξφςι δδϊχωψεϊ, ΰμΰ αψθεψιχδ ςφξδ εΰτιμε αωτδ ωαδ πςωδ ωιξεω. αωπιν δμμε χιαμδ δψθεψιχδ δτεμιθιϊ ξωξςεϊ ξιεηγϊ αξιπδ, αςιχψ αλμ δπεβς μξτμβεϊ διξιο, αψΰω εαψΰωεπδ δξτμβδ δπφιεπΰμ-ρεφιΰμιρθιϊ. φεψεϊ δδϊαθΰεϊ ωμ δτεμιθιχΰιν λμτι χδμ ωεξςιδν, ΰετο δβιιϊ ξιμιν χιιξεϊ εδηγψϊν ωμ φιψετι ξιμιν ΰε δθιεϊ ωεπεϊ ωμδν μωτδ ωιχτε πιριεο μδϊψιρ πβγ δξςψλϊ δχιιξϊ ξφγ ΰηγ, εμδπηιμ ξςψλϊ ηγωδ ωμ ψςιεπεϊ ετψχθιχεϊ τεμιθιεϊ, ηαψϊιεϊ εϊψαεϊιεϊ ξφγ ωπι. αξρβψϊ δχεψρ παηο ΰϊ δζιχδ ωδϊχιιξδ αιο ωμεωϊ δβεψξιν ωμςιμ, γδιιπε: δδϊτϊηειεϊ δθλπεμεβιεϊ, δωιξεωιν δωεπιν αψθεψιχδ εαωτδ εδϊλπιν δΰιγιΰεμεβιιν. ππρδ μςξεγ ςμ δδχωψ δδιρθεψι ωαε δϊηεμμδ δϊξεψδ αλμ ΰηγ ξδβεψξιν δμμε ξΰζ ψΰωιϊδ ωμ ψτεαμιχϊ ειιξΰψ εςγ μπτιμϊ δξωθψ δπΰφι α- 1945.

αρεσ δχεψρ – ξαηο, 100% ξδφιεο

The Rhetoric of Radicalism: The Political Discourse in Germany, 1918-1945

The collapse of the German Reich in 1918 marked the transformation into a new sort of regime as well as a profound change in the political culture and discourse. Although specific patterns of such a discourse in Wilhelmine period continued into the Weimar Republic, some of the political parties at the period accommodated new methods to address the public. Technological innovations and revolutionary developments in mass media brought about far reaching modifications in the dialogue between politicians and voters. These changes affected also the rhetoric itself and the language at use. Especially in regard to right wing parties, first and foremost the Nazi Party, manner of expression, pronouncement of words, introduction of new phrases and idioms reflected protest against the existing political system on the one hand, and bequeathing of a new set of political, social and cultural ideas on the other hand. During the course we will examine the correlation between these three factors, i.e.: technological developments, different usage of rhetoric and language, and ideological contents. We will explore the historical context in which a transformation took place in each of these factors since the early days of the Weimar Republic till the end of the Nazi regime in 1945.

γψιωεϊ χγν:

δςψεϊ:

αηιπεϊ

  • ξεςγ ΰ' ωμ ρξρθψ α' ιϊχιιν αιεν 25/06/2009 αωςδ 9:00
  • ξεςγ α' ωμ ρξρθψ α' ιϊχιιν αιεν 28/07/2009 αωςδ 9:00

μρτψ ΰϊ δςαψ μγεψ δςϊιγ : λϊιαδ διρθεψιϊ μιμγιν‏ (06621145)

ωε"ϊ

γ"ψ ψιξδ ωιλξπθψ

μθχρθιν δξετπιν μιμγιν εμπεςψ ϊτχιγ ξψλζι αςιφεα ϊεγςϊε δδιρθεψιϊ ωμ δγεψ δφςιψ. αΰξφςεϊ δϊξχγεϊ αθχρθιν μιμγιν εμπεςψ ωαξψλζν ϊιΰεψ ωμ δςαψ δδιρθεψι παηο λξδ ξαςιεϊ διρεγ ωμ δλϊιαδ δδιρθεψιϊ αλμμ εωμ δλϊιαδ δδιρθεψιϊ μιμγιν ατψθ. αιο διϊψ πςξεγ ςμ δγεξδ εδωεπδ αιο λϊιαδ διρθεψιϊ ρτψεϊιϊ μιμγιν μλϊιαδ διρθεψιϊ ξγςιϊ; παηιο αδαγμιν αιο λϊιαδ διρθεψιϊ μιμγιν μλϊιαδ διρθεψιϊ μξαεβψιν; παηο ΰϊ δξεγμιν δθχρθεΰμιιν δξχεαμιν μδφβϊ δςαψ μιμγιν; πγεο αδωτςεϊιδο ωμ δτεμιθιχδ εδΰχθεΰμιδ ςμ δλϊιαδ δδιρθεψιϊ μιμγιν εμαρεσ πςξεγ ςμ δϊξεψεϊ ωημε αςωεψιν δΰηψεπιν αϊξεπϊ δςαψ δξεφβϊ μιμγ εαΰξφςιν μδαπιιϊδ.

αχεψρ πςρεχ αρτψεϊ ιωψΰμιϊ μιμγιν εμπεςψ. αιο διϊψ πχψΰϊ εππϊη ΰϊ ρτψιδν ωμ γαεψδ ςεξψ, βμιμδ ψεο-τγψ, πΰεδ ξχξμ-ςϊιψ, ΰεψι ΰεψμα εΰηψιν.

ηεαεϊ δχεψρ:
δχεψρ ξωμα μιξεγ ξιεξπειεϊ ΰχγξιεϊ.
πεληεϊ τςιμδ αλιϊδ, χψιΰδ ωμ δθχρθιν δρτψεϊιιν εδαιαμιεβψτιιν (10%); ξθμϊ αιπιιν (30%); ςαεγδ ξρλξϊ (60%).

Writing History for Children

Literature intended for children and youth has a fundamental role in formulating the young generation’s historical consciousness. In the course we will focus on literature intended for children and youth which presents the past (historical literature). We will look at some of the basic problems of historical literature; analyze the resemblances and the differences between historical literature for children and informative history writing; we will analyze the popular textual models with which the past is presented to children; we will discuss the influence of political and current affairs on history writing for children and finally we will analyze the changes occurring in the last decades in the way the past is presented to children and in the means which construct it.

In the course we will deal with Israeli fiction for children and youth, using texts written by Dvora Omer, Galila Ron-Feder, Nava Makmel-Atir, Uri Orlev and others.

γψιωεϊ χγν:

δςψεϊ: δχεψρ ζδδ μχεψρ ωπμξγ αϊωρ"η – "λωραΰ εραϊΰ διε χθπιν: ςιφεα ϊεγςδ διρθεψιϊ αρτψεϊ μιμγιν

αηιπεϊ

  • ρξρθψ α', ξεςγ ΰ': δβωδ ςγ 28.07.09 α-13:00. ΰιο ξεςγ περσ.
  • ρξρθψ α', ξεςγ α': ΰιο ξεςγ α'.

φγχ ηαψϊι αιωψΰμ? γιμξεϊ ρεφιεμεβιεϊ αψΰι δηαψδ διωψΰμιϊ‏ (06621154)

ωιςεψ

βα` πεςδ μαιΰ

αχεψρ πρχεψ δξωβεϊ τιμερετιεϊ ωεπεϊ ωμ ξεωβ δφγχ λξεωβ ξςψαι ξεγψπι. πςψεκ γιεο αχωψ αιο φγχ μωεειεο. απερσ παηο ΰμε ϊτιρεϊ ωεπεϊ ωμ φγχ ψεεηε αχψα ξςφαι δξγιπιεϊ αηαψδ διωψΰμιϊ μΰεψκ δωπιν. μΰηψ ξλο πςρεχ αΰετο αε ιεωξε δϊτιρεϊ δωεπεϊ εΰϊ δωμλεϊ δϊτιρεϊ ωεπεϊ ωμ ξςφαι δξγιπιεϊ διωψΰμιϊ ςμ δηαψδ αλμμ εΰι δωεειεο δηαψϊι αιωψΰμ ατψθ. αδχωψ ζδ πγεο, αιο διϊψ, αΰι ωεειεο ξςξγι, ξβγψι εΰϊπι αιωψΰμ.

ηεαεϊ δχεψρ: ξαηο ξρλν 100%.

Social justice and equality in Israel

The course will survey various definitions of the term “justice” as a modern-western term. We will deal with the connection between “justice” and “equality” and finally the course will focus on the Israeli society and the way different definitions of the philosophical terms “justice” and “equality” affected its policy makers. This will lead us to address different inequalities in Israel, such as gender, ethnic and nationality inequalities.

γψιωεϊ χγν:

δςψεϊ:

αηιπεϊ

  • ξεςγ ΰ' ωμ ρξρθψ ΰ' ιϊχιιν αιεν 25/02/2009 αωςδ 9:00
  • ξεςγ α' ωμ ρξρθψ ΰ' ιϊχιιν αιεν 20/05/2009 αωςδ 18:00

ξαεΰ μτερθ-ξεγψπιζν‏ (06621156)

ωιςεψ

γ"ψ ηιιν γςεΰμ-μερχι

1.δξφα δξεγψπι εδςεμν δξςψαι: ϊτιρϊ δξφιΰεϊ δψιΰμιϊ εδψεξπθιϊ
2.δξφα δτερθ-ξεγψπι: ξεϊ δΰγν ετψεχ δςψλιν αξρεψϊ, αξγιπδ εαΰξπεϊ
3.δξτπδ δ- I ατιμερετιδ δξεγψπιϊ: αιχεψϊ δξηωαδ ςμ δδεεδ εςμ δχιεν
4.δξτπδ δ II : αιχεψϊ δρεαιχθ ωμ γιχΰψθ εδφε δχΰθβεψι ωμ χΰπθ
5.τψιγψικ πιθωδ: δδϊπςψεϊ ξο δΰξϊ δξεημθϊ λαριρ μηεειδ χιεξιϊ
6.αιχεψϊ δδιρθεψιδ, αιχεψϊ δξγς εδξεγμιν δριαϊιιν εδπιβεγιιν
7.ξιδε δΰηψ εξδε δδαγμ: ξιωμ τεχε, αιχεψϊ δωμιμδ εβιμει δωβςεο
8.ξωιτεθ δθςν δθδεψ [ωμ χΰπθ] μςαψ δλψδ αςμιεπεϊδ ωμ δΰξπεϊ
9.ξαεΰ μξηωαδ δηγωδ ςμ δξερψ: ψμθιαιζν ξερψι ΰε ΰϊιχδ ηγωδ?
10.ξδε δ"ωτς" εξδε δ"φιξφεν" – αιο δΰξπεϊ δξεγψπιεϊ μτερθ ξεγψπιϊ - I
11.δΰξπεϊ δξεγπιϊ ξεμ δΰξπεϊ δτερθ ξεγψπιϊ II: αιο τιχΰρε εγεωΰο
12.δτιμερετιδ λαιχεψϊ δθλπεμεβιδ, δχτιθμιζν εδβμεαμιζφιδ

ξθμϊ ρεσ χεψρ: δβωϊ ςαεγδ
13.δςιρεχ αξωξςεϊ αΰξπεϊ δβεσ εδξιφβ, δχεμπες, δειγΰε ΰψθ
14.ϊξεπϊ δςεμν δηγω αςχαεϊ δξηωαδ δτερθ ξεγψπιϊ: ψιαει εΰηγεϊ.

Introduction to Postmodern Philosophy

The purpose of this course is to articulate what is meant by the postmodern and postmodernism, to read a number of contemporary theorists, and to explore how these terms are appropriate for the reading of literary, art, architectural, and theoretical texts. But, what does it mean to be postmodern? What are the differences between the modern and the postmodern? What is the relation between postmodernism and post modernity? How have those differences been articulated by various contemporary philosophical, and art theorists? In what sense are there different postmodernism? In the post-Sept 11 world, how does postmodern thinking help to understand these significant events in contemporary cultures and societies? Initial focus will be on specific philosophers such as Foucault and Derrida, following the exploration of how aims, characteristics, and kinds of philosophic inquiry are linked to political and social considerations. Attention will turn toward the status of several prominent kinds of philosophical analysis within phenomenology and existentialism, among others, within each of these kinds, (1) conceptions of self, subjectivity, or (self)-consciousness, and intersubjectivity, (2) the analysis and role of language and art in philosophical inquiry, and (3) critiques of metaphysics.

γψιωεϊ χγν:

δςψεϊ:

αηιπεϊ

  • ρξρθψ ΰ', ξεςγ ΰ': δβωδ ςγ 16/3/09 α-13:00. ΰιο ξεςγ περσ.
  • ρξρθψ ΰ', ξεςγ α': ΰιο ξεςγ α'.

ξεγψπιζν, ΰπθι-ξεγψπιζν ετερθ ξεγψπιζν‏ (06621157)

ωιςεψ

ξψ βμςγ ξμφψ

μξψεϊ ωδιρθεψιεπιν ψαιν ψεΰιν ΰϊ ψΰωιϊ δςϊ δξεγψπιϊ λαψ αξΰδ δ-17, αγψκ λμμ λΰωψ ξγαψιν ςμ δϊχετδ δξεγψπιϊ, ξλεεπιν μξςψκ ωμ ωιπειιν ηαψϊιιν, τεμιθιιν, ϊψαεϊιιν, θλπεμεβιιν εγιριτμιπΰψιιν ωδημε αΰξφς δξΰδ δ-19. αχεψρ ζδ παγεχ ξδν δξΰτιιπιν δξψλζιιν ωμ δξεγψπιζν – δξδμκ δΰρϊθι ωιεφΰ μγψκ αϊχετδ ζε – ϊεκ δϊξχγεϊ αξεγψπιζν αΰξπεϊ δηζεϊιϊ. ΰικ πψΰδ δξεγψπιζν? ΰιζμε αωεψεϊ ΰρϊθιεϊ ηγωεϊ δεΰ πωΰ αηεαε? λιφγ δγδγε αε ωιπειιν ϊΰεψθιιν λβεο τριλεΰπμιζδ, ξψχριζν, τεψξμιζν?
ΰμ ξεμ δςεφξδ εδηγωπεϊ ωμ δξεγψπιζν πιφαε μΰεψκ λμ δγψκ ϊπεςεϊ ΰωψ δφαιςε ςμ ΰετφιεϊ ιφιψδ εηωιαδ ΰηψεϊ. αδξωκ δχεψρ πϊξχγ αϊπεςεϊ ΰπθι ξεγψπιρθιεϊ ΰμε – δΰεεπβψγ – ΰωψ δςμε ωΰμεϊ ηγωεϊ απεβς μξςξγε ωμ δξγιεν, ωμ δΰξπεϊ (ΰε δρτψεϊ) λχθβεψιδ πτψγϊ ξ"δςεμν εδηιιν", εδφιςε ξςψλιν ωεπιν ωμ ξςπιν ετψεφγεψεϊ μρεβιεϊ δΰρϊθιεϊ, δΰεπθεμεβιεϊ εδτεμιθιεϊ.
μριεν πϊξχγ αωιπειιν δγψξθιιν ΰωψ ημε δημ ξωπεϊ δωιωιν δξΰεηψεϊ, ΰωψ πδεβ μρλξν ϊηϊ δξθψιδ ωμ τερθ-ξεγψπιζν. αξδ δεΰ ωεπδ ξδξεγψπιζν? ξδν ξΰτιιπιε? ΰμε ρεβιεϊ ηγωεϊ δεΰ ξςμδ? δΰν πιϊο μψΰεϊε λξξωικ δξεγψπιζν, ΰε λϊτπιϊ διρθεψιϊ?
αξδμκ δχεψρ πχψΰ θχρθιν ξλεππιν δγπιν αωμεωϊ δξδμλιν δηωεαιν δμμε. δξτβωιν ιμεε αδχψπϊ γιξειιν ερψθιν ψμεεπθιν.

δχεψρ ιρϊιιν αξαηο αιϊ.

Modernism, Anti-modernism, Post-modernism

Although some historians point to the 17th century as the beginning of the modern era, usually when referring to this epoch, a set of social, political, cultural, technological, and disciplinary changes, that began in the middle of the 19th century, are seen as the starting point. In this course we will examine what are the central characteristics of modernism – the aesthetic breakthrough that was set under way in this period. While not excluding other media, we will concentrate on the visual arts, especially the fine arts. How did Modernism look? What were its new aesthetic credos? What were its relationship to new theoretical approaches, such as Marxism, psychoanalysis, and formalism?
Against the innovative force of modernism, all along the way, stood movement who suggested other ways of thinking about, and making, culture. Next, we will see how these anti-modernist movements – the avant-guarde – raised new questions in regard to the status of the medium, the object, and art itself. We will check what procedures and responses they offered to aesthetic, ontological, and political problems. Finally, we will concentrate on the dramatic changes that took place from the 1960', usually under the term "post-modernism". How is it different from modernism? What are the new issues it raises? Can it be seen as a continuation of modernism, or as a historical turn?

γψιωεϊ χγν:

δςψεϊ:

αηιπεϊ

  • ρξρθψ α', ξεςγ ΰ': α-12/7/09 α-9:00 .δβωδ ςγ 14/7/09 α-13:00.
  • ρξρθψ α', ξεςγ α': α-16/8/09 α-9:00. δηζψδ ςγ 18/8/09 α-13:00.

ψεξπθιχδ εΰιγιΰεμεβιεϊ τεμιθιεϊ αβψξπιδ, 1770-1918‏ (06621176)

ωιςεψ

γ"ψ γεψεο ΰαψδν

δχεψρ ιϊξχγ αδβεϊ εατψχθιχδ ωμ δζψξιν δτεμιθιιν δξψλζιιν αβψξπιδ, ξρεσ δξΰδ δ- 18 εςγ μδϊξεθθεϊε ωμ δψιικ δβψξπι δωπι α- 1918, ϊεκ αηιπϊ δδχωψ δδιρθεψι δψηα ωμ δϊχετδ. αξρβψϊ δχεψρ πςξεγ ςμ δϊτϊηεϊδ ωμ δδβεϊ δτεμιθιϊ δψεξπθιϊ αβψξπιδ ξψΰωιϊ δϊβαωεϊδ ΰφμ δψγψ ελημχ ξδζψν δψεξπθι δΰξπεϊι δλμμι. πγεο αψεξπθιχδ δμΰεξιϊ λτι ωδϊαθΰδ αςϊ δλιαεω δφψτϊι αβψξπιδ, εαξΰαχ μωηψεψ μΰεξι. πςρεχ αΰιγιΰεμεβιεϊ δτεμιθιεϊ δξψλζιεϊ ωμ δϊχετδ, δμιαψΰμιζν εδχεπρψαθιζν, μψαεϊ δξΰτιιπιν δψεξπθιιν ωπωζψε αδο. αωπεϊ δψρθεψΰφιδ ωμΰηψ ϊχετϊ πτεμιεο παηο ΰϊ δξΰαχ δΰιγιΰεμεβι αιο δμιαψΰμιζν δβψξπι εδϊπεςδ δμΰεξιϊ εαιο δπιριεο μωξψ ΰϊ ξρβψεϊ δωμθεο εδηαψδ δχεπρψαθιαιεϊ. ημχ ξδγιεο ιεχγω μψεξπθιχδ δξδτλπιϊ δβψξπιϊ ωμ "ΰαια δςξιν", εαωιξεω αΰιγιΰμιν εαψθεψιχδ δψεξπθιϊ ωμ δξηπδ δΰπθι-ξδτλπι αςϊ δξτλδ ςφξδ εαςωεψ δψιΰχφιδ ωμΰηψιδ. αςχαεϊ ξμηξεϊ δΰιηεγ ελιπεπε ωμ δψιικ δβψξπι πςξεγ ςμ δϊξεψδ ωημδ ατψχθιχδ δτεμιθιϊ αλμμδ εαχε δμΰεξπι ωΰιξφε δχεπρψαθιαιν εημχ ξδηεβιν δμιαψΰμιιν, ϊεκ ρχιψϊ αιθειιδ ωμ δψεξπθιχδ δξΰεηψϊ. αημχε δΰηψεο ωμ δχεψρ πςρεχ αξςψλϊ δτεμιθιϊ αβψξπιδ αςϊ δξμηξδ εαξγιπιεϊ ωΰιξυ λμ ΰηγ ξδζψξιν δτεμιθιιν αιηρ μδϊπδμεϊδ.

αρεσ δχεψρ – ξαηο, 100% ξδφιεο

Romanticism and Political Ideologies in Germany 1770-1918

The course will focus on the thought and practices of the central political parties in Germany, from the end of the 18th century till the collapse o the German Reich in 1918, while examining the broader historical context of the period. During the course we will follow the development of the romantic political philosophy in Germany from its beginning, and as part of the general romantic style in art. We will discuss the national romanticism as manifested during the French occupation in Germany and through the struggle for liberation. At the same time the central ideologies at the period, liberalism and conservatism, with their romantic dispositions, will be analyzed. The study of the Restoration period will include the ideological conflict between German liberalism and the national movement on the one hand, and the attempts to preserve the traditional political and social patterns on the other hand. Part of the discussion will focus on the German revolutionary romanticism of 1848, and on the use of romantic ideals among the anti-revolutionary party from 1848 and during the ensuing reaction decade. Following the establishment of the German Reich we will enquire into the change in the political practices and the radical national trend, while investigating the manifestations of the late romanticism. The last stage of the course will be dedicated to the German political system during WWI and the policy embraced by each of the political party.

γψιωεϊ χγν:

δςψεϊ:

αηιπεϊ

  • ξεςγ ΰ' ωμ ρξρθψ ΰ' ιϊχιιν αιεν 01/03/2009 αωςδ 9:00
  • ξεςγ α' ωμ ρξρθψ ΰ' ιϊχιιν αιεν 08/05/2009 αωςδ 9:00

ιηριν αιο-ΰιωιιν αχαεφδ‏ (06621248)

ϊψβιμ

βα` μιΰεψ βεμ

δχεψρ ξφις δζγξπεϊ μμξιγδ "ΰηψϊ" δξαερρϊ ςμ δϊπρεϊ ηεειϊιϊ ληαψι χαεφδ.
ξθψεϊιε: δλψεϊ εμξιγδ ωμ ϊδμιλιν αχαεφδ χθπδ. αγιχδ, δλψδ εδαπδ ωμ ξηωαεϊ, ψβωεϊ εδϊπδβεϊ ωμ δξωϊϊσ αχαεφδ, αδϊιιηρ μδωτςδ δδγγιϊ ωμ δτψθ ςμ δχαεφδ εωμ δχαεφδ ςμ δτψθ.

γψιωεϊ δχεψρ εηεαεϊ δϊμξιγιν: δχεψρ ξηιια πεληεϊ ψφετδ. ζλεϊ δρθεγπθ μαηεψ ΰϊ δγψκ αΰ ιαθΰ ΰϊ πεληεϊε αχαεφδ. δςγψεϊ ξςμ ωπι ξτβωιν μΰ ξΰτωψϊ μχαμ φιεο αχεψρ.
αϊεν δχεψρ ϊεβω ςμ ιγι δρθεγπθιν ςαεγδ ξρλξϊ ωϊλμεμ πιϊεη ΰιπθβψθιαι ωμ δϊδμικ δχαεφϊι εδΰιωι αδϊιιηρ μδιαθιν ϊιΰεψθιιν ξϊηεν δχαεφδ. ξεξμυ μπδμ ψιωεν ΰηψι δξτβωιν.

ξψλιαι δφιεο δρετι: δφιεο αχεψρ ιπϊο ΰκ εψχ ςμ αριρ ςαεγϊ ριλεν ωϊεβω αριεν δχεψρ.


Interpersonal Relations in a Group

The course offers an opportunity of a different way of learning, which is based on experiencing the group processes as a group member. During the course, the students will be introduced to the processes in a small group. Examination, understanding and being conscious of thoughts, feelings and behavior of the group member, in relation to the mutual influence between the individual and the group.

γψιωεϊ χγν:

δςψεϊ:

αηιπεϊ

  • ρξρθψ ΰ', ξεςγ ΰ': δβωδ ςγ 16/3/09 α-13:00. ΰιο ξεςγ περσ.
  • ρξρθψ ΰ', ξεςγ α': ΰιο ξεςγ α'.

δτβιςδ δωμιωιϊ - γξεϊ δΰγν αψΰι δτριλεΰπμιζδ‏ (06621251)

ωιςεψ

γ"ψ ιερι θψιΰρθ

ωμεω τβιςεϊ ρτβδ δΰπεωεϊ αβΰεεϊδ; ΰηψι δξδτλδ δχετψπιχΰιϊ εδγψεειπιζν - δτριλε-ΰπΰμιζδ διΰ ΰεμι δξλΰιαδ ξλεμο. διΰ ςιξϊδ ΰϊ δΰγν ςν δςεαγδ ωμΰ ζε αμαγ ωςεμξπε ΰιπε ξψλζ διχεν εμΰ ζε αμαγ ωδΰγν ΰιππε πζψ δαψιΰδ ΰμΰ ωδεΰ "ΰιπε ΰγεο ΰτιμε ααιϊε ωμε". λκ τψειγ (1917) δξλεεο μλκ ω"δΰπι" δΰξεψ μπδμ εμϊΰν ΰϊ δρεαιιχθ εμιιφβε λμτι τπιν ελμτι ηευ, αςφν ΰιπε ιεγς ΰεϊε ΰμΰ αΰετο ημχι αμαγ. λμ δωψει αςμθϊ δμΰ-ξεγς ΰιπε αωμιθϊε επςμν ξξπε.
αχεψρ ξαεΰ ζδ ϊεων δτριλε-ΰπΰμιζδ ςμ δρτδ, ϊεκ πιριεο μαηεο αψΰιδ αιχεψϊιϊ ΰϊ δϊτϊηεϊδ ωμ δϊιΰεψιδ ωδεϊιψδ ηεϊν λδ ςξεχ ςμ ϊψαεϊ δξςψα εωψγδ ΰϊ ηιμετι δξιμπιεν – χεπθψαψρμιϊ λϊξιγ. ξμαγ δφβϊ ψςιεπεϊιδ δξψλζιιν ωμ δτριλεΰπμιζδ ιεων δγβω ςμ ζιδει ξΰτιιπι γξεϊ δΰγν (αϊτχιγε λξθτμ ελξθετμ) λτι ωΰμδ ξφθιιψιν αξεγμιν δωεπιν ωμ δτριλεΰπμιζδ ξτψειγ εςγ ιξιπε. ϊτιρϊ γξεϊ δΰγν ξϊτϊηϊ αξχαιμ μϊδμικ δϊτϊηεϊδ ωμ δϊιΰεψιδ, ξ"ΰεαιιχθ ημχι" δξητω ΰϊ ξδεϊε δΰξιϊιϊ αςεμν ωμ "ΰξϊ ξεημθϊ" – μ"ρεαιιχθ ωμν" δξβμδ εαϊεκ λκ βν αεψΰ ΰϊ "ςφξε δΰξιϊι" αξψηα ΰιπθψ-ρεαιιχθιαι ωμ "ΰξϊ ιηριϊ".

ξθμϊ ριεν: ξαηο αιϊ

The Third Blow - Man's image in Psychoanalysis

Three major blows have been inflicted upon man's pride, and next to Darwinism and the Copernican revolution, the most painful one was probably delivered by psychoanalysis. For psychoanalysis forced man to face the fact that not only that our world is not the center of the universe, and not only that man is not the pinnacle of Creation, but also man is not even "master of his own home". This was Freud's (1917) way of saying that the "ego", which is supposed to manage and coordinate the subject, while representing him inwardly and outwardly, in fact only has very partial acquaintance with it; for everything that lies in the shadow of the unconscious is unknown to him and is beyond his control.

In this course we shall invite psychoanalysis to "lie on the couch"; using a critical approach we shall study the development of this theory, which left such a profound impact on Western civilization but - having survived the passage into the third millennium - remains as controversial as ever. Apart from presenting the main ideas of psychoanalysis, we shall identify the characteristics of man's image (in his role as therapist and patient) as seen in the different psychoanalytic models, from Freud to present day. We shall follow the change in the perception of man's image, as it evolves in parallel to the development of psychoanalytic theory, from a "part object" looking for its real essence in a world of "absolute truth", to a "whole subject" who discovers - and by so doing also creates - his "real self" in an intersubjective space of "relative truth".

γψιωεϊ χγν:

δςψεϊ:

αηιπεϊ

  • ρξρθψ ΰ', ξεςγ ΰ': α-8/2/09 α-9:00. δηζψδ ςγ 11/2/09 α-13:00.
  • ρξρθψ ΰ', ξεςγ α': α-11/3/09 α-18:00. δηζψδ ςγ 15/3/09 α-13:00.

μΰλεμ εμβγεμ: ΰελμ αρτψεϊ ιμγιν‏ (06621277)

ωιςεψ

ξψ ιηιμ φαο

λγι μβγεμ φψικ μΰλεμ. ΰεμν ιηγ ςν δημαεπιν, δτηξιξεϊ, δτμτμ εδξμη ΰπε ρετβιν μϊελπε ΰϊ δδιρθεψιδ, δΰιγιΰεμεβιδ εδξςψκ δϊψαεϊι-λμλμι ωΰτωψε ΰϊ δλπϊ δξΰλμ. αξδμκ δχεψρ ιιαηπε δχωψιν αιο ξζεο μξιπιεϊ, ξερψ εζδεϊ μΰεξιϊ λτι ωδν ξωϊχτιν αρτψι ιμγιν ξΰϊ η.π. αιΰμιχ, ψεΰμγ γΰμ, χεψπιι φ'εχεαρχι εδΰηιν βψιν εςμ ψχς ξωπϊν δϊΰεψϊιϊ ωμ ξψρμ ξερ, τιιψ αεψγιδ, δεξι χ. αΰαΰ εβ'εμιδ χψιρθαδ.

δφιεο δρετι- ςαεγϊ ριλεν.

Eat and Grow: Food in children's literature

The complexity in which food is treated in children's literature enables the viewing of ideological, social and economic questions from a new perspective. The course will review the relationship between food and sexuality, morality and nationality through works by Bialik, Brothers Grimm, and Roald Dahl.

γψιωεϊ χγν:

δςψεϊ:

αηιπεϊ

  • ρξρθψ α', ξεςγ ΰ': δβωδ ςγ 3/8/09 α-13:00. ΰιο ξεςγ περσ.
  • ρξρθψ α', ξεςγ α': ΰιο ξεςγ α'.

δΰϊβψ δηιμεπι αηαψδ δγϊιϊ αιωψΰμ‏ (06621411)

ωε"ϊ

γ"ψ πριν μιΰεο

δωιςεψ ιςρεχ αδωτςεϊ ϊδμιλι δηιμεο δξεγψπι ςμ διδγεϊ διωψΰμιϊ. ψΰωιϊ, ΰπε πγεο αξωξςειεϊ δξψεαεϊ ωμ δξεπη 'ηιμεπιεϊ'. ωπιϊ, πβγιψ ΰϊ δΰϊβψιν δξψλζιιν ΰεϊν ξφια ϊδμικ δηιμεο λμτι δηαψδ δγϊιϊ, αγβω ςμ δΰϊβψιν δξεργιιν εδϊψαεϊιιν (πψθιαιιν). ημχ ξψλζι αωιςεψ ιϊξχγ αγψκ αδ δχδιμεϊ δΰεψϊεγεχριεϊ αιδγεϊ διωψΰμιϊ ξϊξεγγεϊ πελη δΰϊβψιν δξεργιιν εδϊψαεϊιιν ωμ δηιμεο αιδγεϊ διωψΰμιϊ. αςχαεϊ ςαεγεϊιε δϊιΰεψθιεϊ ωμ τιθψ αψβψ ΰπε πβγιψ ωμεω ΰρθψθβιεϊ πιφτεϊ ωμ δϊξεγγεϊ δηεβιν δγϊιιν ΰεψϊεγεχριιν πελη δτιλϊ δηιμεο μημχ αμϊι πτψγ ξδξαπδ δηαψϊι – διαγμεϊ, δϊτωθεϊ εδωϊμαεϊ.
δωιςεψ δεΰ ημχ ξχεψρι ξιεξπειεϊ δμξιγδ, ξδ ωΰεξψ λι αριεξε ϊεβω ςαεγδ. ξδεϊ δςαεγδ διΰ δφςδ μξηχψ απερη ξγςι δηαψδ. δςαεγδ μΰ ϊςμδ ςμ ηξιωδ ςξεγιν ωιψηιαε αΰηγ δπεωΰιν δΰτωψιιν μγιεο αΰϊβψ δηιμεπι μηαψδ δγϊιϊ αιωψΰμ ειφιςε ωΰμδ ΰτωψιϊ μξηχψ ςϊιγι απεωΰ. δγψλδ ΰιωιϊ εωιςεψιν δπεβςιν αγψκ απιιϊ δςαεγδ ιπϊπε αξδμκ δχεψρ. αλγι μδχμ ςμ ΰετο απιιϊ δςαεγδ ιεβωε αξδμκ δωιςεψ ωϊι ξθμεϊ. δΰηϊ ϊβαω ΰϊ δπεωΰ εϊφις ρτψεϊ ψΰωεπιϊ ξϊΰιξδ. δωπιδ ϊψηια ςμ δπεωΰ εϊφις ψΰωι τψχιν μγιεο μχψΰϊ βιαεω ωΰμϊ δξηχψ.

ξθμϊ ριεν: ςαεγδ

The Secularization Challenge in Israeli Judaism

This Course will discuss the influences of the Modern Secularization process in lsraeli Judaism. First we will try to understand the multilple models in time and space of the notion 'Secularizaion'. Second we will try to understand the institute and the culture (narrative) challenges of the secularization - as a multiple-modernity phenomenon - to the religious communities in general and especially in the Israeli Judaism. The main case we will analayze is the orthodoxies reactions to the seculraization challenges. Follow Peter Berger's typology we will distinguish between three patterns of the Orthodox communities strategies that deal with the Secularization process: 1) The Isolation Strategy; 2) The Extanded Strategy; 3) The Integration Strategy.

γψιωεϊ χγν:

δςψεϊ:

αηιπεϊ

  • ρξρθψ ΰ', ξεςγ ΰ': δβωδ ςγ 1/3/09 α-13:00. ΰιο ξεςγ περσ.
  • ρξρθψ ΰ', ξεςγ α': ΰιο ξεςγ α'.

ξιδεγι μςαψι εαηζψδ ? ϊδμιλιν αςιφεα δζδεϊ διωψΰμιϊ/ιδεγιϊ‏ (06621412)

ωιςεψ

γ"ψ ΰμεο βο

"διδεγι δηγω", "δςαψι", "δΰγν δηγω", "δφαψ" δν ξεωβιν δξβμξιν ΰϊ πιριεπδ ωμ δξδτλδ δφιεπιϊ μςφα ζδεϊ ΰμθψπθιαιϊ μ"ιδεγι διωο" - "διδεγι δβμεϊι".
χεψρ ζδ ςερχ αϊιΰεψ ρελπι δωιπει ωμχηε ημχ ατψειχθ αιπει δζδεϊ διωψΰμιϊ δηγωδ. αχεψρ πϊξχγ αϊιΰεψ χεει δξϊΰψ εξΰτιιπι διρεγ ωμ γξεϊ "δΰγν δηγω" ωμ δξδτλδ δφιεπιϊ εαπιϊεη δϊδμιλιν ωβψξε μγςιλϊδ δδγψβϊιϊ ωμ γξεϊ ζε λξεγμ δδϊπδβεϊ δξφετδ αηαψδ διωψΰμιϊ. δχεψρ πεχθ αβιωδ ψα-ϊηεξιϊ δαεηπϊ ΰϊ δρεβιεϊ αδο πςρεχ γψκ ζεειεϊ ξαθ ψαεϊ: δβεϊ, ηιπεκ, ΰξπεϊ, ρτψεϊ, ρτψεϊ ιμγιν, ϊιΰθψεο, χεμπες, ωτδ, ψιχεγ, ωιψδ, ζξψ, ρτεψθ εςεγ.

γψλι δεψΰδ:
δχεψρ ξωμα γψλι δεψΰδ ωεπεϊ λβεο: γιεο, ξχψΰεϊ, ξφβεϊ, εςεγ.

ηεαεϊ δρθεγπθ:
δωϊϊτεϊ τςιμδ αωιςεψιν, δλπϊ ϊψβιμιν αξδμκ δχεψρ, ξθμϊ ριλεν: ξαηο αιϊ

δςψδ: ξψαιϊ δξχεψεϊ αδν πωϊξω αξδμκ δχεψρ ξφειιν λαψ αΰϊψ δχεψρ (http://virtual2002.tau.ac.il) α"ξΰβψ διγς".

From Jew to Hebrew and back again?The Forging of Israeli/Jewish Identity

‘The New Jew’, ‘The Hebrew’, ‘the sabar’ – these concepts reflect the striving of the Zionist revolution to forge an alternative identity, totally different from the old ‘Diasporic Jew’.
This course deals with the change agents who participated in the project of building a new Israeli identity. We will focus on the fundamental characteristics of the concept of ‘the new person’ at the heart of the Zionist revolution and analyze the processes leading to the gradual waning of this figure as a model Israeli society was expected to emulate. In this course the approach is multidisciplinary, examining these issues from philosophical, educational and linguistic perspectives, as well as their manifestations in art, literary works (including children’s literature), the theater, cinema, dance, music, sport and so on.

γψιωεϊ χγν:

δςψεϊ:

αηιπεϊ

  • ρξρθψ ΰ', ξεςγ ΰ': α-17/2/09 α-9:00. δηζψδ ςγ 19/2/09 α-13:00.
  • ρξρθψ ΰ', ξεςγ α': α-22/4/09 α-18:00. δηζψδ ςγ 26/4/09 α-13:00.

'βιαεψι ωεΰδ' ε'βιαεψεϊ ωεΰδ' αηαψδ διωψΰμιϊ ‏ (06621413)

ωε"ϊ

γ"ψ ωψεο βας

αωπεϊιδ δψΰωεπεϊ ηιαψδ ξγιπϊ ιωψΰμ αιο δωεΰδ μβαεψδ, εδϊχωϊδ μδτψιγ αιπιδο: μΰ διϊδ 'ωεΰδ', αξεαο ωμ ηεψαο ιδγεϊ ΰιψετδ αξμηξϊ δςεμν δωπιιδ, μμΰ 'βαεψδ', ωωιΰδ δξψγ ωτψυ αβθε εψωδ αΰαια ϊω"β (1943). ωεψωι ηιαεψ ζδ αιξι διιωεα, εαιθειε πιλψ μτηεϊ ςγ τψωϊ ξωτθε ωμ ΰγεμσ ΰιιλξο, ωπτϊη αιψεωμιν αΰτψιμ 1961.
αχεψρ παηο ΰϊ πεληεϊε ωμ ξεωβ δβαεψδ αϊχετϊ δωεΰδ αΰψυ – αιηρ μβαψιν εαιηρ μπωιν – αφξϊιν ξψλζιιν αδν πτβωδ δηαψδ διωψΰμιϊ ςν δωεΰδ, αιπιδν δεειλεη ςμ δρλν δωιμεξιν, τψωϊ χρθπψ, ςιφεαε ωμ ιεν δζλψεο δμΰεξι μωεΰδ εξωτθ ΰιιλξο. αηιπδ ζε ϊϊαφς αΰξφςεϊ χψιΰδ επιϊεη ξωεϊτιν ωμ ξβεεο ξχεψεϊ διρθεψιιν: πΰεξιν, ηεχιν, ςιϊεπεϊ εςγειεϊ πιφεμιν.
αιο ξιεξπειεϊ δμξιγδ ωιεχπε αχεψρ: διλψεϊ ςν δλμιν δςιχψιιν μχψιΰδ ωμ ξχεψ διρθεψι, διλψεϊ ςν δλμιν δςιχψιιν μχψιΰδ ωμ θχρθ ΰχγξι; δϊπρεϊ αβιαεωδ ωμ ωΰμϊ ξηχψ, απιιϊ ψΰωι τψχιν εΰιϊεψ ξχεψεϊ ψμεεπθιιν, διλψεϊ ςν δξαεΰ εξψλιαιε εςξιγδ ςμ ηωιαεϊδ ωμ δξρχπδ. δγιεο δξϊεγεμεβι ιιςψκ αξωεϊσ εαξωεμα ςν δγιεο δϊελπι.
ξψλιαι δφιεο δρετι: δωϊϊτεϊ εξςεψαεϊ αγιεπιν αλιϊδ – 10%; ξθμϊ ΰξφς ρξρθψ – 20%; ξθμδ ξρλξϊ – 70%.

Men and Women: Heroes of the Holocaust in Israeli Society
Dr. Sharon Geva

The course introduces the Israeli society's perceptions of the Holocaust and Holocaust survivors from the end of the Second World War to the early 1960s, via reading, discussing and analyzing variety of primary documents: manifests, protocols, speeches, letters and memoirs of men and women. In class we will examine topics such as the reparation controversy, the Holocaust Memorial Day in Israel (Remembrance Day for the Holocaust and Heroism), the Kastner Affair, the Eichmann Trial in Jerusalem and the gender aspect of the Holocaust research.
Course Requirements:
Participation in class discussion: 10%
Midterm paper: 20%
Final paper (handed out): 60%

γψιωεϊ χγν:

δςψεϊ:

αηιπεϊ

  • ρξρθψ ΰ', ξεςγ ΰ': δβωδ ςγ 1/3/09 α-13:00. ΰιο ξεςγ περσ.
  • ρξρθψ ΰ', ξεςγ α': ΰιο ξεςγ α'.

ϊεγςδ, ϊωεχδ, ϊμιωεϊ: δριτεψϊ δςαψιϊ αψΰωιϊ δξΰδ δςωψιν‏ (06621414)

ωιςεψ

γ"ψ ςεγγ ξπγδ-μει

δχεψρ ιςρεχ αριτεψϊ δςαψιϊ ωμ ψΰωιϊ δξΰδ δςωψιν. ωιμεα ωμ ϊπΰιν: ιεφψιν βγεμιν, τεΰθιχδ εγψλι αιθει ξεψλαιν, δωτςεϊ ωμ δρτψεϊ δΰιψετιϊ αϊ δζξο, ΰξφςι τψρεν εχδμ χεψΰιν δαιΰε μιφιψϊε ωμ τψχ ξτεΰψ ωμ δρτψεϊ δςαψιϊ δξεγψπιϊ. δηιγεω δαεμθ αιεϊψ ωμ ρτψεϊ ψΰωιϊ δξΰδ δεΰ δετςϊδ ωμ γξεϊ 'δϊμεω', δχωεψδ μδϊτϊηειεϊ λμλμιεϊ, ηαψϊιεϊ, τριλεμεβιεϊ-πτωιεϊ εψεηπιεϊ ωμ δηαψδ διδεγιϊ. ηεειιϊ δϊμιωεϊ, δχψς εδπιϊεχ ξξωτηδ εξρεψϊ εαγιγεϊ ηαψϊιϊ εχιεξιϊ δαιΰδ μβιαεωδ ωμ ξεψλαεϊ τριλεμεβιϊ εϊξεψεϊ μωεπιεϊ. πχψΰ ξιφιψεϊιδν ωμ αψγιφ'αρχι, αψπψ, αΰψεο, αψχεαιυ, βπριο, ωετξο, ωθιιπαψβ εΰη'

γψιωεϊ δχεψρ: πεληεϊ, χψιΰδ ριτεψιν εξΰξψιν, αηιπϊ ριεν
ριεν δχεψρ: αηιπϊ λιϊδ- 100%

The Early Twentieth Century Narrative Fiction

In the early twentieth century, the combination of great writers, a sophisticated means of literary and linguistic expression, publishing options and a stable reading public resulted in the establishment of a genuine Hebrew literary fiction. The main figure in this generation: HaTalush , is a young Jew who separated himself from his family and tradition and tries to find his way in modern society. We will read stories from: Berdyczewski, Gnessin, Brenner, Shofman, Baron and Steinberg.

γψιωεϊ χγν:

δςψεϊ:

αηιπεϊ

  • ξεςγ ΰ' ωμ ρξρθψ α' ιϊχιιν αιεν 12/07/2009 αωςδ 9:00
  • ξεςγ α' ωμ ρξρθψ α' ιϊχιιν αιεν 12/08/2009 αωςδ 9:00

ξαεΰ μψθεψιχδ‏ (06621450)

ωιςεψ

γ"ψ ωι τψεβμ

δψθεψιχδ διΰ ΰεξπεϊ δπΰεν, εΰλο αΰετο ξχεψι ζεδϊδ ςν δπΰεξιν εΰεξπεϊν. ΰκ δεβιν ωεπιν μΰεψκ ϊεμγεϊ δξηωαδ δξςψαιϊ δφιβε δωχτεϊ ωεπεϊ αιηρ μξδεϊδ, μϊλμιϊδ εμϊηεξι δγιεο αδν διΰ μεχηϊ ημχ.
δχεψρ ξφιβ, αΰετο διρθεψι εψςιεπι, δωχτεϊ αεμθεϊ αϊεμγεϊ δψθεψιχδ ξδςϊ δςϊιχδ εςγ "δψθεψιχδ δηγωδ" ωμ ηιιν τψμξο ξδξΰδ δςωψιν. δδεβιν ωαδωχτεϊιδν ςερχ δχεψρ δν: ΰτμθεο, ΰψιρθε, χιχψε, χεεΰπθιμιπερ, ΰεβερθιπερ, αιιχεο, χξταμ, πιθωδ εηιιν τψμξο.

δχεψρ ιρϊιιν ααηιπδ.

Introduction to Rhetoric

Rhetoric is the art of oration, and indeed was identified originally with the orators and their practice. Yet, during the history of western thought different thinkers have presented different view concerning its essence, its goal and its subjects.
The course presents, historically and philosophically, the central rhetorical views from ancient time to Perelman's "new rhetoric" of the twentieth century. It discusses the views of Plato, Aristotle, Cicero, Quintilian, Augustine, Ramus, Bacon, Campbell, Nietzsche and Chaim Perelman.

γψιωεϊ χγν:

δςψεϊ:

αηιπεϊ

  • ξεςγ ΰ' ωμ ρξρθψ ΰ' ιϊχιιν αιεν 13/02/2009 αωςδ 9:00
  • ξεςγ α' ωμ ρξρθψ ΰ' ιϊχιιν αιεν 20/03/2009 αωςδ 9:00

ξβψιν μεεμθ γιρπι - ξςωιεϊ δΰηιν βψιν‏ (06622010)

ωιςεψ

γ"ψ ηπδ μαπϊ

δχεψρ ιςρεχ αξςωιεϊ λρτψεϊ ςξξιϊ εαβμβεμιδο ςγ ιξιπε. αξδμκ δχεψρ ιϊξχγ δγιεο αΰετο ωαε δςμε δΰηιν βψιν ΰϊ δξςωιεϊ ςμ δλϊα αξΰδ δ-19 εαΰετο ωαε δν δϊΰιξε ΰεϊο μιμγιν, αδωεεΰδ μΰετο ωαε ξςεαγεϊ ξςωιεϊ ΰμδ μιμγιν αιξιπε, εαιιηεγ μξγιεν δχεμπεςι αΰεμτπι εεμθ γιρπι λϊετςδ ϊψαεϊιϊ.
δδωεεΰδ ϊξηιω ΰϊ δΰετο ωαε αΰιν μιγι αιθει δπεψξεϊ ωμ δηαψδ εδϊχετδ, δϊψαεϊ εϊτιρϊ δςεμν - εαλμμδ ξεωβ διμγ αϊψαεϊ εξςξγν ωμ δβαψ εδΰωδ αδ - αξςαψ ξβψιν μςιαεγι δξςωιεϊ αξΰδ δπεληιϊ. λξε λο ιιαηο ςψλν δΰρϊθι ωμ δθχρθιν αλμ δπεβς μωτδ, μςιφεα δγξειεϊ, μψφσ δΰιψεςιν εδςμιμδ, μριτψ εμΰξφςιν ΰξπεϊιιν ΰηψιν αρεβι δξγιδ δωεπιν.
αξδμκ δχεψρ ιϊχιιν βν γιεο δωεεΰϊι αθχρθιν ΰηψιν ωςεαγε μιμγιν αρεβι ξγιδ ωεπιν, ξϊψαεϊ δξςψα (λβεο: ΰπγψρο; ξριτεψι δξιϊεμεβιδ διεεπιϊ εξιϊεμεβιεϊ ΰηψεϊ; ξψι τετιπρ; ρτψ δβ'επβμ; τιθψ τΰο) εξϊψαεϊ δξζψη (λβεο: ριτεψι ΰμσ μιμδ εμιμδ).

ηεαεϊ δρθεγπθιν:
ςαεγδ αρεσ δχεψρ
ξθμεϊ χψιΰδ εφτιιδ λπγψω αξδμκ δχεψρ
δωϊϊτεϊ αγιεπιν εαωιηεϊ αξδμκ δχεψρ
πεληεϊ

From Grimm to Walt Disney: Grimm’s Fairy-Tales

The course will deal with fairy tales as folk tales, and their various versions till our days. The meetings will focus on the way the Grimm Brothers wrote them for adults and for children in the nineteen's century, in comparison with the way these fairy tales are written for children today, and especially with the way they are adapted for children by Walt Disney's films as a cultural phenomena.
The comparison will focus on the way the society's norms and the culture and world views of a certain society and era are exposed in Grimm's versions and the other versions and adaptations till today. This will include Gender discussions and a discussion referring to various approaches to children and childhood. The course will include also a discussion about the esthetic value of the literary text: the language, the characters, the plot, the point of view and other artistic aspects of those versions.
The discussion will include also a comparison with other classical texts which were adapted for young children, as Andersen's tales, the Greec Mythology and other Mythologies as well as Classics like Peter Pan and folk tales from eastern cultures.

γψιωεϊ χγν:

δςψεϊ:

αηιπεϊ

  • ρξρθψ ΰ', ξεςγ ΰ': δβωδ ςγ 16/3/09 α-13:00. ΰιο ξεςγ περσ.
  • ρξρθψ ΰ', ξεςγ α': ΰιο ξεςγ α'.

ϊψαεϊ εμΰεξιεϊ αρτψεϊ δςαψιϊ μιμγιν εμπεςψ‏ (06622015)

ωε"ϊ

γ"ψ ηπδ μαπϊ

δχεψρ ιςρεχ αξεγμιν ωμ ΰψβεο δςεμν ωδεφςε μιμγιν εμπεςψ αθχρθιν λγι μδπηιμ μδν ϊωϊιϊ ϊψαεϊιϊ ξεβγψϊ εζδεϊ μΰεξιϊ ξωεϊτϊ αωμαι δϊβαωεϊο ωμ ΰεξδ ΰε ωμ ξγιπδ, ελο αςϊεϊ ωιπει εξωαψ. αξδμκ δχεψρ ιϊχιιν γιεο αΰετο ωαε αιχωε ηαψεϊ εζψξιν ΰιγΰεμεβιιν ξρειξιν μςφα ΰϊ ϊτιρϊ δζδεϊ ωμ δγεψ δφςιψ αξφιΰεϊ τεμιθιϊ εηαψϊιϊ πϊεπδ. δγιεο ιςξεγ ςμ δϊτχιγ δϊψαεϊι-ηιπελι ωπεςγ μρτψεϊ διμγιν εδπεςψ αϊδμικ δϊβαωεϊο ωμ ηαψεϊ εωμ ΰεξεϊ, αδπημϊ ϊτιρεϊ ωμ ζδεϊ εςψλιν εαδϊξεγγεϊ ΰιγΰεμεβιϊ ετψβξθιϊ ςν ξφαιν ωμ ωιπει εωμ ξωαψ.
δχεψρ ιϊξχγ αθχρθιν ρτψεϊιιν αωτδ δςαψιϊ (ξχεψ εϊψβεν), ωδεφςε μιμγιν εμπεςψ αιωψΰμ αωμαιν ωεπιν ωμ βιαεω δϊωϊιϊ δϊψαεϊιϊ διωψΰμιϊ εδιδεγιϊ; ζΰϊ, μπελη ξχεψεϊιδν ωμ δθχρθιν δξϊεψβξιν εϊεκ δωεεΰδ ςν ωμαι βιαεωο ωμ ΰεξεϊ ΰηψεϊ.
δχεψρ ξωμα δχπιδ ωμ ξιεξπειεϊ ΰχγξιεϊ αριριεϊ δπηεφεϊ μχψιΰδ αιχεψϊιϊ ωμ θχρθιν εμλϊιαδ ατεψξθ ΰχγξι, ζΰϊ αδρϊξκ ςμ ηεξψι δχψιΰδ, ςμ χθςι θχρθιν παηψιν περτιν εςμ ϊλπιν ρτφιτιιν ωμ πεωΰ δγιεο.

ηεαεϊ δρθεγπθιν:
ξθμϊ ΰξφς δριξρθψ – 30%
ξθμδ ξρλξϊ – 70%
πιϊο μχαμ φιεο ξιθια αδιχσ ωμ ςγ 10% ξο δφιεο δρετι αβιο ξςεψαεϊ ΰε δωϊϊτεϊ τςιμδ

Culture and Nationality in Hebrew Children’s Literature

The course will deal with cultural and national concepts, ideas and means of dealing with social and political situations, circumstances and changes as expressed in literary texts for children and young adults written in Hebrew (originally and translated).
The discussion will focus on the attempt made by adults to shape the concept of identity of the young generation in the Israeli society in comparison to other societies in various periods, by setting various models in texts written and published by them. An examination of these attempts enables us to reveal what the adults believed was right and essential to offer the young generation as means of dealing with certain national, cultural and social circumstances.
The course will combine learning of basic academic crafts essential for critical reading of texts and for academic writing.

γψιωεϊ χγν:

δςψεϊ:

αηιπεϊ

  • ρξρθψ α', ξεςγ ΰ': δβωδ ςγ 28.07.09 α-13:00. ΰιο ξεςγ περσ.
  • ρξρθψ α', ξεςγ α': ΰιο ξεςγ α'

τξιπιζν ξαςγ μψςμδ-διμλε ωπιδν ιηγιε αμϊι ΰν πεςγε? ‏ (06622037)

ωιςεψ

γ"ψ ξιψδ φεψσ

δχεψρ ιςρεχ αξΰαχο ωμ πωιν ξερμξιεϊ μωιτεψ ϊπΰι ηιιδο αξγιπεϊ δςψαιεϊ εδΰρμΰξιεϊ αξζψη-δϊιλεο εαξγιπϊ ιωψΰμ. αξεαηο ξο δξΰαχ δτξιπιρθι ωδϊπδμ αξςψα αξχψιν ωμτπιπε ξγεαψ απωιν δπΰαχεϊ μδωβϊ ηιψειεϊιδο λωδο ψςεμεϊ εαϊεκ δξρβψεϊ δγϊιεϊ λωμθςπϊο δψςμδ ξδεεδ ςαεψο ρξξο μςεφξδ εμΰ μηεμωδ. δο ξφδιψεϊ ςμ ςφξο γϊιεϊ ελΰμδ δξχτιγεϊ μχιιν ΰϊ ξφεεϊ δγϊ εαχιΰεϊ αλϊαι δχεγω, αδμλδ εαξωτθ δΰρμΰξιιν. διγς δγϊι εδδμλϊι ξΰτωψ μπωιν δμμε μδγεσ ΰϊ θιςεπιδ ωμ δτθψιΰψλμιδ δγϊιϊ , δηαψϊιϊ εδτεμιθιϊ δξαχωϊ μχας ΰϊ ξςξγο δπηεϊ αξωτηδ εαηαψδ. πωιν ΰμδ πημε δφμηεϊ μΰ ξαεθμεϊ λωδαεμθϊ ωαδο διΰ δΰιρεψ ςμ ξιμϊ πωιν δξβεαδ δο ς,ι ΰπωι δγϊ εδο ς"ι δξιξργ δψτεΰι. δχεψρ ιϊξχγ αξΰαχο ωμ πωιν ΰμδ αξφψιν, ςψα δρςεγιϊ, ϊεψλιδ, δψωεϊ δτμρθιπιϊ, ελο αξΰαχο ωμ πωιν ςψαιεϊ ειδεγιεϊ ΰζψηιεϊ ξγιπϊ ιωψΰμ.

γψιωεϊ δχεψρ εξψλιαι δφιεο: δφιεο δρετι αχεψρ ιδιδ ξεψλα ξςαεγϊ ϊψβιμ (ψωεϊ) ΰωψ ςψλδ διπε 5% ξλμμ δφιεο δρετι. δωϊϊτεϊ ΰχθιαιϊ αωιςεψιν εαγιεπιν δξϊπδμιν αδν ωξωχμδ αφιεο δρετι ΰσ δεΰ 5% εαηιπϊ αιϊ ξρλξϊ ωςψλδ 90% ξο δφιεο.


Feminism beyond the Veil-Can the two Co-exist?

The course focuses on the struggle of Muslim Women in both several Arab countries (Egypt, Saudi Arabia, Turkey, and the Palestinian Authority) and among Israeli Arab and Jewish women, as well as in Europe, to improve their life conditions and their legal status as equal citizens.
Their struggle was and remains completely different from that of Western feminists since we are dealing here with religious women who use the religious knowledge they acquired and the unique interpretation they give to the Holy Scriptures as a means to empower themselves in both family and society. Through this knowledge they are able to challenge the patriarchal political religious and social establishment that uses the scriptures to reinforce their own status and, simultaneously, weaken that of women. By giving a voice and a space to these religious and veiled women we will try to deconstruct the binary approach between religion and feminism in the Middle East.

γψιωεϊ χγν:

δςψεϊ:

αηιπεϊ

  • ρξρθψ α', ξεςγ ΰ': α-19/7/09 α-9:00. δηζψδ ςγ 21/7/09 α-13:00.
  • ρξρθψ α', ξεςγ α': α-18/8/09 α-9:00. δηζψδ ςγ 20/8/09 α-13:00.

διδεγι ωαιωψΰμι - γιμξεϊ ζδεϊ αΰξπεϊ διωψΰμιϊ δξεγψπιϊ‏ (06622045)

ωιςεψ

γ"ψ γμιδ ξπεψ

ζδε χεψρ αιο-ϊηεξι δχωεψ δο μπεωΰιν ωμ μΰεξιεϊ, ϊψαεϊ εζδεϊ εδο μδιρθεψιδ διδεγιϊ εδιωψΰμιϊ. αξεχγ δχεψρ ϊιαηο ωΰμδ ξψλζιϊ αζδεϊ διωψΰμιϊ εδιΰ ωΰμϊ ιηρι διωψΰμιεϊ εδιδεγιεϊ λριτεψ ωμ ψφσ εδξωλιεϊ ξεμ ριτεψ ωμ πιϊεχ εδϊημδ ηγωδ. δχεψρ ιγεο αωΰμεϊ ΰμδ λτι ωδο ξωϊχτεϊ αςαεγεϊ δΰξπεϊ δτμρθιϊ (αςιχψ φιεψ ετιρεμ) αΰψυ ξΰζ ψΰωιϊ δξΰδ δ-20 εαωιη δτψωπι δξμεεδ ΰεϊδ. δδιρθεψιεβψτιδ δξχεαμϊ ξγβιωδ ΰϊ ωΰιτεϊιδ ωμ δΰξπεϊ διωψΰμιϊ μδιπϊχ ξδιδγεϊ εμλεπο ΰϊ ςφξδ λξεγψπιϊ ε'ΰπθι-βμεϊιϊ', εαξωϊξς ξλκ βν ΰπθι-ιδεγιϊ. εΰεμν ςιεο ξςξιχ αξϊψηω αωγδ δΰξπεϊ αΰψυ ξβμδ δϊηαθεϊ μΰ ξαεθμϊ ωμ δΰξπιν αωΰμϊ ζδεϊν διδεγιϊ, ςιρεχ αϊλπιν εαρβπεπεϊ ωξζεδιν λιδεγιιν, εξΰαχιν ραια δβγψϊ δχΰπεο μπελη ωΰμϊ διδεγιεϊ ωαΰξπεϊ διωψΰμιϊ.
ψΰωιϊδ ωμ δτςιμεϊ δΰξπεϊιϊ διδεγιϊ αΰψυ ιωψΰμ διϊδ ςν δτπιν μξρεψϊ διδεγιϊ. ΰκ ϊεκ ζξο χφψ δετιςε βιωεϊ πβγιεϊ ωωΰτε μιιηεγ ξχεξι εξεγψπι, εΰηψεϊ ωγηε ΰϊ δξχεξι μθεαϊ 'ρβπεο ιδεγι' ξεγψπι ωξχεψεϊιε αΰετι ΰϊπι. δξβξδ δξεγψπιρθιϊ-ξςψαιϊ (ωπϊτρδ λ'ΰεπιαψρμιϊ') δωμθϊ αχΰπεο διωψΰμι αΰξπεϊ ξΰζ ωπεϊ δηξιωιν ριιςδ μδγηχϊ λμ δϊιιηρεϊ μθψΰεξδ ωμ δωεΰδ. μβιθιξιζφιδ ημχιϊ μπεωΰ ζδ ξΰζ ωπεϊ δωξεπιν δεμιγδ αωπεϊ δϊωςιν ΰϊ ψΰωιϊε ωμ ωιη αιχεψϊι αωΰμϊ δζδεϊ διδεγιϊ αΰξπεϊ διωψΰμιϊ.
δωϊϊτεϊ: ηεαδ
φιεο ριεν δχεψρ: ξαηο

How Jewish is Israeli Art – Identity issues in Modern Art in Israel

This is an interdisciplinary course that links issues of national and cultural identity with aspects of Jewish and Israeli history. At the heart of the course will be the relationship between Jewishness and Israeliness as a story of continuity vs. the story of a new beginning. The course will consider these points as reflected in the visual art and the art discourse since the early 20th century. Conventional historiography of Israeli art emphasises the aspiration of the visual art to construct itself separately from Jewish art, i.e. as ‘Israeli’ and thus as ‘modern’ and ‘anti-exilic’ reflecting a common Zionist narrative. A deeper analysis of the artistic activities and the work of pivotal artists reveals a significant interest in issues of Jewish identity of the artists, attraction to themes and styles that have been identified as Jewish, and some fierce controversy surrounding the formation of the canon of Israeli art and the role of Jewish aspects in it.


γψιωεϊ χγν:

δςψεϊ:

αηιπεϊ

  • ξεςγ ΰ' ωμ ρξρθψ α' ιϊχιιν αιεν 23/06/2009 αωςδ 9:00
  • ξεςγ α' ωμ ρξρθψ α' ιϊχιιν αιεν 09/08/2009 αωςδ 9:00

ζ`ΰχ μΰχΰο‏ (06622048)

ωιςεψ

γ"ψ ιφηχ απιξιπι

ζ'ΰχ μΰχΰο ιγες λτριλεΰπμιθιχΰι δωπει αιεϊψ αξημεχϊ ξΰζ τψειγ, ελζδ ωδεΰ "χωδ" μδαπδ. αχεψρ ζδ ππρδ μδϊξεγγ ςξδ λωπφιβ ΰϊ ςιχψι ξηωαϊε, αξρτψ ϊηπεϊ ηωεαεϊ αδϊτϊηεϊδ: δγιεο δξεχγν ςμ ωμα δξψΰδ, δγιεο αωπεϊ δ-50 ςμ δργψ δριξαεμι εδιηρ αιο ωτδ μμΰ-ξεγς εδςπιιο δδεμκ εβεαψ ΰφμ μΰχΰο δξΰεηψ αξξωι, αξδ ωΰιπε-πβιω. δλψϊ ξηωαϊε ψμεεπθιϊ ςγ διεν μλμ ξι ωςερχ αϊηεξι διγς αξγςι δψεη εδηαψδ, ξτιμερετιδ εηχψ δμωεο εδρτψεϊ ςγ μιξεγι δξβγψ εΰπϊψετεμεβιδ.

Jacques Lacan

The course will be dedicated to a presentation of the psychoanalytic theory of Jacques Lacan (1901-1981), the radical French psychoanalyst. During the course, we will examine Lacan’s “iconoclastic,” perhaps even Jewish, attitude that emphasizes the Symbolic (instead of the Imaginary) order, the role of language and the Father’s position in relation to the subject. To that end, we will read texts such as “Mirror Stage” (1936), “Seminar III – Psychoses” (1955-6), Seminar XI (1964), and a special attention, naturally, will be given to Lacan’s “Introduction to the Names-of-the-Father Seminar” (1963).

γψιωεϊ χγν:

δςψεϊ:

αηιπεϊ

  • ξεςγ ΰ' ωμ ρξρθψ α' ιϊχιιν αιεν 05/07/2009 αωςδ 9:00
  • ξεςγ α' ωμ ρξρθψ α' ιϊχιιν αιεν 05/08/2009 αωςδ 9:00

ξωξςεϊ αηιιν: διαθιν τιμερετιιν ετριλεμεβιιν‏ (06622052)

ωιςεψ

γ"ψ ϊξψ ΰιμϊ -ιβεψι

ξθψϊ δχεψρ: δφβϊ ϊωεαεϊ ωεπεϊ μωΰμϊ ξωξςεϊ δηιιν: ΰεωψ, ΰξεπδ, ξερψ, ΰδαδ, λρσ εςεγ.

πεωΰι δχεψρ: δϊημϊ δγιεο αωΰμεϊ: μξδ μηιεϊ? αωαιμ ξδ εΰικ ψΰει μηιεϊ? ξαηιπδ τιμερετιϊ ιεβγψε: ξωξςεϊ δξωξςεϊ, χιεν αςμ ξωξςεϊ εδιηρ ωαιο δξωξςεϊ μαιο δχιεν ατεςμ. ϊεφβπδ βιωεϊ τριλεμεβιεϊ ωεπεϊ μδϊξεγγεϊ ςν χιεν ωρετε ξεεϊ. δχεψρ ιϊιιηρ μςξγεϊ τιμερετιεϊ ωμ ρεχψΰθρ, ΰψιρθε, ιεν, τρχμ, ωετπδΰεΰψ, πιθωδ, χιψχβεψ, ειθβπωθιιο εχΰξι; εμςξγεϊ τριλεμεβιεϊ ωμ τψειγ, ιεπβ, β'ιιξρ, τψεν, τψΰπχμ ειΰμεν.

γψιωεϊ δχεψρ: ξαηο (ψεαε ξαηο ψα-αψιψδ, ΰξψιχΰι).
απερσ, ςμ δρθεγπθιν μδϊςγλο αΰϊψ VIRTUAL-TAU ωμ δχεψρ, μδαιΰ μλμ ωιςεψ θχρθιν ωιετιςε αΰϊψ εμδωϊϊσ αχαεφϊ δγιεο ωϊϊχιιν αε αξδμκ δρξρθψ.

Meaning in Life: Philosophical and Psychological Perspectives

Aims: This course will introduce students to fundamental philosophical and psychological theories on the meaning to life. This will include the writings of salient philosophers, such as Plato, Aristotle, Hume, Pascal, Shopenhauer, Nietzshe, Kierkegaard, Wittgenstein and Camus; and renowned psychologists, such as Fraud, Jung, James, Fromm, Frankel and Yalom.

γψιωεϊ χγν:

δςψεϊ:

αηιπεϊ

  • ξεςγ ΰ' ωμ ρξρθψ ΰ' ιϊχιιν αιεν 22/02/2009 αωςδ 9:00
  • ξεςγ α' ωμ ρξρθψ ΰ' ιϊχιιν αιεν 01/04/2009 αωςδ 18:00

ξηψγδ μΰετεψιδ: δηαψδ διωψΰμιϊ εξμηξϊ ωωϊ διξιν‏ (06622057)

ωιςεψ

γ"ψ ΰμεο βο

αχεψρ ζδ πςρεχ ααηιπϊ ξΰεψςεϊ εϊδμιλιν ωδϊψηωε ςχα δξςαψ δηγ ξηψγϊ ιξι "ϊχετϊ δδξϊπδ" μωιλψεο δπιφηεο ωδεωβ αξμηξϊ ωωϊ διξιν. ξμηξϊ ωωϊ διξιν ξωξωϊ ΰϊ χε τψωϊ δξιν αδϊβαωεϊδ ωμ ξτδ τεμιθιϊ ηγωδ. ΰμαεξι δπιφηεο, δρτψ "ηωετιν αφψιη", εχεαυ δωιηεϊ "ωιη μεηξιν" ξδεειν ϊβεαεϊ ωεπεϊ εξπεβγεϊ μξμηξδ, ϊβεαεϊ ωπιϊο μζδεϊο λφιψι ζδεϊ ξϊτφμιν αζδεϊ διωψΰμιϊ ωμΰηψ ξμηξϊ ωωϊ διξιν. "ωιη μεηξιν" ωιξω ϊβεαϊ πβγ μ"τεμηο δβπψμιν" εδιμεμϊ δπιφηεο ωδϊτϊηδ μΰηψ δξμηξδ. χεψρ ζδ ιαηο ΰϊ δϊδμιλιν ωδεαιμε μιφιψϊ χεαυ ζδ εΰϊ δϊλπιν ΰωψ πΰξψε ςμ ιγι ΰεϊν ηιιμιν ωζλε μλιπει "ιεψιν εαελιν".

γψλι δεψΰδ:
δχεψρ ξωμα γψλι δεψΰδ ωεπεϊ λβεο: γιεο, ξχψΰεϊ, ξφβεϊ, εςεγ.

ηεαεϊ δρθεγπθ:
δωϊϊτεϊ τςιμδ αωιςεψιν, δλπϊ ϊψβιμιν αξδμκ δχεψρ, ξθμϊ ριλεν : ξαηο αιϊ
δςψδ: ξψαιϊ δξχεψεϊ αδν πωϊξω αξδμκ δχεψρ ξφειιν λαψ αΰϊψ δχεψρ (http://virtual2002.tau.ac.il) α"ξΰβψ διγς".


From Profound Anxiety to Euphoria: The Impact of the Six Day War on Israeli Society

In this course we will examine the events and processes that occurred in the wake of the abrupt transition from the anxiety of ‘the period of waiting’ to the euphoria of victory. The Six Day War can be perceived as a turning point in the consolidation of a new political map. The victory albums, the book The Tanks of Tamuz on the one hand, and The Seventh Day on the other, represent totally different reactions to the war that may be identified as the diametrically opposed directions, in which Israeli identity developed after the war. The Seventh Day served as a reaction to the ‘cult of the generals’ and the glorification of the victory following the war. The course will examine the processes leading up to the dilemmas expressed by the soldiers, described as “shooting and weeping”.

γψιωεϊ χγν:

δςψεϊ:

αηιπεϊ

  • ρξρθψ α', ξεςγ ΰ': α-28/6/09 α-9:00. δηζψδ ςγ 30/6/09 α-13:00.
  • ρξρθψ α', ξεςγ α': α-27/7/09 α-9:00. δηζψδ ςγ 29/7/09 α-13:00.

αψμιο-τψιζ-ειπδ: ϊψαεϊ ΰεψαπιϊ εξεγψπδ 1914-1890 ‏ (06622058)

ωιςεψ

βα` ψεπι ψφ`χεαρχι

αξτπδ δξΰεϊ δ-19 εδ-20 δβιςε μωιΰ ϊδμιλι δξεγψπιζφιδ εδΰεψαπιζφιδ αξςψα ΰιψετδ. αςχαεϊ δξδτλδ δϊςωιιϊιϊ φξηδ ΰελμεριιϊο ωμ δςψιν δβγεμεϊ αΰετο γψξθι επεμγ δλψκ δξεγψπι, ςμ τιϊειιε εχμμεϊιε. μφγ ϊΰεψϊ βζ, ψλαεϊ ϊηϊιεϊ εϊψαεϊ ςιψεπιϊ ηγωδ ωμ ωεθθεϊ, χπιεϊ εαϊι χτδ πεφψε τψαψι ξφεχδ εαδν δξεπι τεςμιν ωζδ ξχψεα αΰε, εαηρεϊ δΰπεπιξιεϊ ωμ δλψκ τψηε δτως εδζπεϊ. ΰμδ εβν ΰμδ διε ημχ ξτπιδ δξβεεπεϊ ωμ δξεγψπδ δςιψεπιϊ.

δχεψρ ιαηο αξαθ δωεεΰϊι ΰϊ δδιρθεψιδ ωμ ωμεω ςψιν ξψλζιεϊ αξςψα ΰιψετδ ξξηφιϊ δξΰδ δ-19 εςγ τψευ ξμηξϊ δςεμν δψΰωεπδ. μφγ δδιρθεψιδ ωμ δςψιν ςφξο – δϊηζχεϊ ξςξγο λςψι αιψδ, δϊτϊηειεϊ ΰψλιθχθεπιεϊ, ωιπειιν γξεβψΰτιιν ελγ' - πϊξχγ βν αξΰτιιπιδ δΰξπεϊιιν, δϊψαεϊιιν, δηαψϊιιν εδτεμιθιιν ωμ δϊψαεϊ δΰεψαΰπιϊ δηγωδ ωφξηδ αϊχετδ ζε. αιο δπεωΰιν ωιιγεπε: δϊτϊηεϊ δϊψαεϊ δφψλπιϊ ατψιζ; διηρ μςιψ δβγεμδ αρτψεϊ εαΰξπεϊ ωμ δϊχετδ; ςμιιϊ τεμιθιχϊ δδξεπιν, ΰπθιωξιεϊ ερεφιΰμιζν; διδεγιν εδςιψ; ϊιΰεψιεϊ ρεφιεμεβιεϊ απεϊ δϊχετδ ςμ δςιψ;
μφγ δδψφΰεϊ δτψεπθΰμιεϊ εηεξψι δχψιΰδ πιςζψ αιφιψεϊ ΰξπεϊ, ρψθιν, ϊφμεξιν εθχρθιν απι δϊχετδ λγι μαηεο ΰϊ γιξειι ειιφεβι δςιψ.

γψιωεϊ δχεψρ εηεαεϊ δϊμξιγιν:
80% ξδφιεο - ξαηο λϊδ. 20% - πεληεϊ, δωϊϊτεϊ εδβωϊ ξθμεϊ αξδμκ δρξρθψ.
δΰετο αε ιρϊιιν δωιςεψ : ξαηο λϊδ

Paris, Berlin, Vienna: Urban Culture and Modernity, 1850-1914

At the turn of the 19th and 20th centuries the processes of modernization and urbanization in Western Europe has reached its peak till then. Following the industrial revolution the urban population grew dramatically, and the modern metropolis was born, with its lures and curses. Side by side with gas lighting, underground trains and a new urban culture of window shopping and coffee houses, dreary and miserable suburbs arose, housing the new immigrants from the countryside who were turned into the urban proletariat - representing the less appealing sides of modernity.
The course will examine, from a comparative perspective, the history of three central cities in Western Europe from the middle of the nineteenth century to the beginning of the First World War. In addition to the history of the cities themselves – their role as capital cities, their architectural development, demographical changes, etc. – we shall also focus on the artistic, cultural, social and political characteristics of the new urban culture. Among the topics to be discussed are: The development of consumerism and “grands magasins” in Paris; Representations and images of the big city in the art and literature of the period; Mass politics, Anti-Semitism and Socialism; Jews and the city; Contemporary social theory of the city.
Along with the frontal lectures and reading assignments we shall rely on pictures, films, photos and prose from the discussed period in order to examine the discourse on the big city at the time.

γψιωεϊ χγν:

δςψεϊ:

αηιπεϊ

  • ξεςγ ΰ' ωμ ρξρθψ ΰ' ιϊχιιν αιεν 09/02/2009 αωςδ 9:00
  • ξεςγ α' ωμ ρξρθψ ΰ' ιϊχιιν αιεν 06/05/2009 αωςδ 18:00

ψθεψιχδ ιιωεξιϊ‏ (06622060)

ργπδ

ξψ ΰεψι ζλΰι

ΰεξπεϊ δψθεψιχδ δεβγψδ ςεγ ξχγξϊ γπδ λξψλια ηιεπι αηιπελε ωμ λμ ΰγν ξωλιμ εαο ηεψιο. διΰ διιϊδ λμι ψα ςεφξδ αςεμν δτεμιθι , δψωιςδ εζλϊδ γξειεϊ ιγεςεϊ αΰεμξεϊ δξωτθ, ΰκ ιϊψδ ξλκ, ΰεξπεϊ δπΰεν εδωλπες βν ϊτρδ ξχεν ξψλζι αδϊπφηεϊ αιο ϊεψεϊ ΰχγξιεϊ, διεεϊδ λμι ηιπελι ξψλζι εωξωδ λξεωΰ δςψφδ εδωψΰδ ΰεξπεϊιϊ.
δχεψρ "ψθεψιχδ ιιωεξιϊ" ξωμα μιξεγ ϊιΰεψθι αξεωβι διρεγ ωμ δψθεψιχδ διιωεξιϊ αφξεγ μτςιμεϊ ργπΰιϊ εϊψβεμ ξςωι ωμ δξεωβιν δπμξγιν.
δχεψρ ιϊξχγ αΰμξπθιν δϊελπιιν ωμ ΰεξπεϊ δψθεψιχδ ειριις μρθεγπθιν μδαιο αΰετο θεα ιεϊψ ΰϊ ξδεϊο ωμ ΰιπθψΰχφιεϊ ϊχωεψϊιεϊ, πιϊεη πλεο ωμ δπΰξψ, απιιδ ΰτχθιαιϊ ωμ χεει θιςεο εωξιψδ ςμ ξεχγ γιεο δξϊΰιν μδν. δργπΰ ξιεςγϊ μλμ δρθεγπθιν δξϊςπιιπιν αΰεξπεϊ δψθεψιχδ εδϊψβεμιν ιϊπδμε λεμν αΰεειψδ ξτψβπϊ εξλαγϊ.
δχεψρ γεψω ηεαϊ πεληεϊ ξμΰδ!
δφιεο αχεψρ ιϊημχ αΰετο δαΰ - δωϊϊτεϊ εξιμει ξθμεϊ αιϊ - 60% εξαηο λιϊδ ξρλν – 40%.

Applied Rhetoric

Rhetoric is the art through which a speaker or writer acquires command of the world of concepts and values as presented to his audience. Since its creation, rhetoric has served as a powerful political and legal instrument, moreover, the art of speech and persuasion has also served as scientific tool, a mean for education and an object of inspiration for art. The course will focus on the content elements of the art of Rhetoric, and will assist the students in understanding the essence of communication interactions, proper analysis of the spoken word, the construction of lines of arguments and understanding how to keep the focus of a discussion on a pre conceived, desired track.
The course will include theoretical discussions about the basic elements of the art of Applied Rhetoric alongside practical exercises of those principals. The discussions and exercises will all be conducted in a civilized and complimentary atmosphere.
Attendance is mandatory. The grade will be composed of:
participation and home assignments 60%
final class exam 40%.

γψιωεϊ χγν:

δςψεϊ:

αηιπεϊ

  • ξεςγ ΰ' ωμ ρξρθψ α' ιϊχιιν αιεν 08/07/2009 αωςδ 12:30
  • ξεςγ α' ωμ ρξρθψ α' ιϊχιιν αιεν 13/08/2009 αωςδ 12:30

ιδγε(ιε)ϊ α"ςιγο δηγω": ξτβω αιο ϊψαεϊι ‏ (06622061)

ωιςεψ

γ"ψ ξψιΰπδ ψεη-ξγαψ

ϊετςδ ηγωδ δεμλϊ εξϊψηαϊ μΰηψεπδ αηαψεϊ δξςψαιεϊ ϊηϊ δλεϊψϊ "δςιγο δηγω" (New Age), εαςωεψ δΰηψεο ξωβωβ δπιε ΰιιβ' βν αιωψΰμ, δο α"ιιαεΰ" ωμ ϊεφψιν ϊψαεϊιιν χιιξιν εδο αριπϊζεϊ ηγωεϊ δξιιφβεϊ ΰϊ δΰετι διδεγι-ιωψΰμι δμεχμι. ϊετςδ ζε διΰ αςμϊ δωτςδ τεθπφιΰμιϊ ΰγιψδ ςμ δηαψδ διωψΰμιϊ, δζδεϊ διδεγιϊ, δςψλιν εδωιη δξχεξιιν. αχεψρ πϊξχγ αξτβω δαιο-ϊψαεϊι αιο ιδγεϊ μαιο δπιε ΰιιβ' (αιωψΰμ εαϊτεφεϊ), ππϊη ΰϊ δϊεψεϊ εδχαεφεϊ αωγδ αξαθ ψα-ϊηεξι, επαψψ ΰϊ ξωξςειεϊιδο.

γψιωεϊ δχεψρ εηεαεϊ δϊμξιγιν:
πεληεϊ αξτβωιν εδωϊϊτεϊ τςιμδ αγιεπιν, χψιΰϊ ηεξψιν εδλπϊ ξωιξεϊ ωεπεϊ μχψΰϊ λμ ωιςεψ.

δΰετο αε ιρϊιιν δωιςεψ: ξαηο.

ξψλιαι δφιεο δρετι :
δωϊϊτεϊ τςιμδ- 15%.
χψιΰδ εδλπϊ ξωιξεϊ ωεπεϊ μχψΰϊ δωιςεψιν- 15%.
ξαηο- 70%.

Judaism(s) in the New-Age: Intercultural Crossroads

A new phenomenon recently becomes widespread in western societies under the label "New Age", and in the last decade it also thrives in Israel, both in "importing" existing cultural products and in creating new syntheses representing the local Jewish-Israeli character. This phenomenon is of great potential effect on Israeli society, Jewish identity, and local values and discourse. In the course we shall focus on the intercultural crossroads of Judaism and New Age (in Israel as well as in the Diaspora), analyze the doctrines and groups in the field from a multidisciplinary outlook, and inquire their implications.

γψιωεϊ χγν:

δςψεϊ:

αηιπεϊ

  • ξεςγ ΰ' ωμ ρξρθψ ΰ' ιϊχιιν αιεν 24/02/2009 αωςδ 9:00
  • ξεςγ α' ωμ ρξρθψ ΰ' ιϊχιιν αιεν 13/05/2009 αωςδ 18:00

ξι ξτηγ ξηψγδ?‏ (06622062)

ωιςεψ

γ"ψ ΰεψπδ ψΰεαο

δχεψρ ιςρεχ αδαπϊ ξεωβ δηψγδ ξτψρτχθιαεϊ ϊιΰεψθιεϊ εθιτεμιεϊ ξβεεπεϊ. πςρεχ αηεειιϊ δηψγδ ξϊεκ ςξγδ ΰχζιρθπφιΰμιρθιϊ, επμξγ μδαηιο αιο ηψγδ πεψξΰμιϊ ετϊεμεβιϊ. πμξγ ςμ ξχεξδ ωμ δηψγδ αδϊτϊηεϊ δηωιαδ δτριλεΰπμιθιϊ, ξζιβξεπγ τψειγ, γψκ ξμΰπι χμιιο, μςαψ γεπμγ εειπιχεθ εδιιπυ χεδεθ. αδξωκ πρχεψ ΰϊ δϊιΰεψιδ δδϊπδβεϊπιϊ, δχεβπιθιαιϊ, εδξθΰ-χεβπιθιαιϊ ωμ ηψγδ. δδτψςδ δΰεαρριαιϊ-χεξτεμριαιϊ ϊωξω ΰεϊπε λξχψδ ξαηο ωιμεεδ ΰϊ δχεψρ: πϊαεπο αιιφεβιν ωμ δδτψςδ αχεμπες εαθμεειζιδ, πγαψ ςμ ωμιθδ εΰωμιιϊ-ωμιθδ, πηεεδ τψγεχριν ωμ ςφιψϊ ξηωαεϊ επϊαεπο αγεβξΰεϊ χμιπιεϊ ξτεψθεϊ.

γψιωεϊ δχεψρ: χψιΰϊ αιαμιεβψτιδ.
δχεψρ ιρϊιιν αςαεγϊ ριλεν.
δφιεο δρετι ιλμεμ ΰϊ ςαεγϊ δριλεν αμαγ.

Who's afraid of anxiety?

The course will center on understanding the concept of anxiety, from different theoretical and treatment perspectives. We will conceptualize the experience of anxiety from an existential point of view, and will learn to differentiate normal from pathological anxiety. We will trace anxiety in the development of psychoanalytic thought, from Sigmund Freud and Melanie Klein to Donald Winnicott and Heinz Kohut. We will then review modern Behavioral, Cognitive and Metacognitive models of anxiety. The Obsessive-Compulsive Disorder will be used as a case-study throughout the course: we will look at representations of this disorder in television and cinema, discuss control and illusion of control, experience thought suppression paradoxes and asses detailed clinical examples.

γψιωεϊ χγν:

δςψεϊ:

αηιπεϊ

  • ρξρθψ α', ξεςγ ΰ': δβωδ ςγ 3/8/09 α-13:00. ΰιο ξεςγ περσ.
  • ρξρθψ α', ξεςγ α': ΰιο ξεςγ α'.

τερθ ξεγψπιζν αχεμπες‏ (06622065)

ωιςεψ

γ"ψ ηιιν λμα

ΰεαγο δΰξεο αΰξιϊεϊ ξεημθεϊ εαχιγξδ εδξωαψ δςξεχ αςψλι διρεγ ωμ ϊψαεϊ δξςψα, λτι ωδν αΰιν μιγι αιθει αρψθιν ξψλζιιν αχεμπες. αηιπϊ γψλι ξας εςχψεπεϊ ΰρϊθιιν, δπεϊπιν αιθει δεμν μϊηεωϊ δςεμν δτερθξεγψπιρθιϊ: ΰιπθψθχρθεΰμιεϊ ϊεκ γιΰμεβ τΰψεγι αιο θχρθιν, ριξεμφιδ ϊεκ ψιγεγ δξφιΰεϊ, δϊαεππεϊ χψπαμιϊ αςεμν ϊεκ αιθεμ διψψλιεϊ αιο πχμδ μπωβα, ξωηχ αξερλξεϊ ζ'ΰπψιεϊ ϊεκ ϊξψεπο δξωεςως, ιαεΰ ξςψλεϊ πψθιαιεϊ "ξο δξελο" ϊεκ ξιηζεψ ωμ δηεειδ δΰπεωιϊ. δωιςεψ ιϊπδμ ϊεκ πιϊεη ρψθιν.

γψιωεϊ δχεψρ
1. δωϊϊτεϊ αδψφΰεϊ εφτιιδ αρψθιν.
2. αηιπδ ςμ δηεξψ δπμξγ αωιςεψιν εςμ τψχιν παηψιν ξϊεκ δαιαμιεβψτιδ.

δψλα δφιεο δρετι
πεληεϊ εδωϊϊτεϊ τςιμδ – 20%, ξαηο ρετι – 80%.

Postmodernism in Cinema

The loss of faith in absolute truth and in progress, as well as the deep crisis in the basic values of Western civilization, as reflected in major films. Exploration of aesthetic practices of cinematic expression, ensuing from Postmodernistic visions. Intertextuality through parodying dialogues between texts, simulation of reality, meta-fictional and reflexive observation of the word, neglecting hierarchies of popular and sublime, playing with genre conventions and their playful juggling, importing 'ready to wear' narrative systems, striving to express the repetitive nature of human experience. The course is based on film analysis.

γψιωεϊ χγν:

δςψεϊ:

αηιπεϊ

  • ξεςγ ΰ' ωμ ρξρθψ ΰ' ιϊχιιν αιεν 20/02/2009 αωςδ 9:00
  • ξεςγ α' ωμ ρξρθψ ΰ' ιϊχιιν αιεν 27/03/2009 αωςδ 9:00

δωΰμδ διδεγιϊ αψΰι δτιμερετιδ ωμ δχιεν: ςιεο αξωπϊε ωμ ρΰψθψ‏ (06622113)

ωιςεψ

ξψ ΰμι ωιιπτμγ

ξηωαϊε ωμ ζ'ΰο τεμ ρΰψθψ – ΰηγ ξδδεβιν δφψτϊιιν δηωεαιν ωμ δξΰδ δςωψιν – ξΰετιιπϊ ςμ ιγι πιριεπε μηγω ΰϊ ξηωαϊ δξερψ ςμ αριρ ωεπδ ξζδ ςμιε πιρε δδεβιν δχμΰριιν ωμ ΰιψετδ δξεγψπιϊ μαρρδ, εζΰϊ αμα μιαδ ωμ ΰιψετδ δχψεςδ ωμ ΰηψι ξμηξϊ δςεμν δωπιιδ. ΰεμν αγ ααγ, δβεϊε ωμ ρΰψθψ ξϊΰτιιπϊ αλκ ωδιΰ πιρϊδ μηωεα ξηγω, ΰηψι δξμηξδ, ΰϊ ωΰμϊ διδεγι, δψηχ ξλμ χεπεθφιδ ωμιμιϊ ωωΰμδ ζε μαωδ αϊχετεϊ χεγξεϊ (δηιαεψ ωμ ρΰψθψ δψδεψιν αωΰμδ διδεγιϊ δεΰ πιριεο μηωεα ΰϊ δΰγν διδεγι αιηρ μΰιψετδ αΰετο ηιεαι). δωΰμεϊ δχιεξιεϊ δλμμιεϊ (ωΰμϊ δΰγν, ωΰμϊ δξερψ), πγεπεϊ λκ αξηωαϊ ρΰψθψ αφγ ωΰμεϊ ιιηεγιεϊ δπεβςεϊ μςεαγϊιεϊ διδεγιϊ (δωΰμδ διδεγιϊ) – ωιμεα δξζξιο ψτμχριδ ιιηεγιϊ ςμ δξεγψπιεϊ ωμ διδεγι μδ ιεχγω δχεψρ.

δχεψρ ιϊημχ μωμεωδ ημχιν: αημχ δψΰωεο, ελψχς λμμι, πϊιιηρ μτιμερετιδ δχιεξιϊ ωμ ρΰψθψ ξϊεκ ςιεο δο ατψεζδ ωμε (δαηιμδ) εδο αλϊιαδ δςιεπιϊ ωμε (διωεϊ εδΰιο). ΰϊ δημχ δωπι ωμ δχεψρ πχγιω μχψιΰδ ωμ δδψδεψιν αωΰμδ διδεγιϊ (1946) ξϊεκ τψρτχθιαδ ωμ δτιμερετιδ δλμμιϊ ωμ ρΰψθψ. δημχ δΰηψεο ωμ δχεψρ ιεχγω μξηωαδ δξΰεηψϊ ωμ ρΰψθψ – ζε ωαΰδ μαιθει αρτψ ϊχεεδ ςλωιε (1980) – αδ δεΰ αεηο ξηγω ΰϊ ςξγεϊιε δχεγξεϊ αΰετο αιχεψϊι, εξαχω μηωεα ΰϊ δΰγν διδεγι αΰετο ηιεαι.

ξθμϊ ριεν: ςαεγδ

Existential Philosophy and the “Jewish Question” – A reading in J.-P. Sartre’s Thought

The course will address Sartre’s philosophy as a post World War II philosophy which is trying to rethink the fundamental question of ethics (mainly in Being and Nothingness). This attempt is coupled in Sartre’s thought with an original effort to think the Jewish question anew (as formulated in his Reflexions sur la question juive). Those two aspects of Sartre’s philosophy (the question of ethics and the “jewish question”) and the way they interact, will be the subject of our study.

γψιωεϊ χγν:

δςψεϊ:

αηιπεϊ

  • ρξρθψ α', ξεςγ ΰ': δβωδ ςγ 3/8/09 α-13:00. ΰιο ξεςγ περσ.
  • ρξρθψ α', ξεςγ α': ΰιο ξεςγ α'.

"μλϊεα λΰωδ": ρτψεϊ πωιν αΰξψιχδ δμθιπιϊ‏ (06622116)

ωιςεψ

βα` τμεψιπγδ βεμγαψβ

ρεβιϊ λϊιαϊ πωιν λωεπδ ξο δλϊιαδ "δΰεπιαψρμιϊ", χψι δβαψιϊ, πξφΰϊ λαψ λξδ ςωψεϊ ωπιν αξχεν ξψλζι αϊεψϊ δρτψεϊ. δχεψρ ιαγεχ ΰϊ δΰιτιεπιν διιηεγιιν αιφιψεϊ ξΰϊ δρετψεϊ δαεμθεϊ δ "ξωϊαεϊ" ΰϊ δπεωΰιν δξψλζιιν δχωεψιν μπωιεϊ αδχωψ δηαψδ δδιρθεψιδ εδϊψαεϊ ωμ ΰξψιχδ δμθιπιϊ αξΰδ δ-20.

διφιψεϊ δπμξγεϊ εδαιαμιεβψτιδ ςμιδο διπο αςαψιϊ εαΰπβμιϊ.
πγψωϊ πεληεϊ ωμ 75% ωμ δωιςεψιν.
πγψωϊ χψιΰδ ωμ διφιψεϊ μτπι δωιςεψ ωγο ςμιδο.
δχεψρ ιρϊιιν αξαηο λιϊδ.

“To write as a woman”: Latin America woman writers

The course will deal with texts that “re-write” woman’s experience in different historical, social and cultural contexts in 20th century Latin America, as different from “universal”, i.e. masculine literature.

Texts and bibliography will be in Hebrew and English.

γψιωεϊ χγν:

δςψεϊ:

αηιπεϊ

  • ρξρθψ α', ξεςγ ΰ': ξεςγ ΰ' α-30.6.09 α-9:00.δηζψδ α-2.7.09 αωςδ 13:00
  • ρξρθψ α', ξεςγ α': ξεςγ α' α-3.8.09 α-9:00 δηζψδ ςγ 5.8.09 α-13:00

ξι χεας: ξΰαχιν ςμ ωμιθδ εςμ θςν αρτψεϊ διμγιν δςαψιϊ‏ (06622118)

ωιςεψ

γ"ψ ιςμ γψ

αϊηιμϊ δχεψρ πϊηχδ ΰηψ ξεωβιν ϊιΰεψθιιν αριριιν, λ"ξπβπεο" ε"ωγδ", "χπεο ρτψεϊι" ε"χπεο ρτψεϊι μιμγιν", "ϊδμικ χπεπιζφιδ", "ξηεμμι ωιπει" ε"χεαςι θςν".
αδξωκ πξτδ ΰϊ δδιρθεψιδ ωμ ρτψεϊ διμγιν δςαψιϊ, ξωπεϊ δωμεωιν ωμ δξΰδ δςωψιν εςγ ιξιπε ΰπε, λλψεπιχδ ωμ ξΰαχιν αιο χαεφεϊ ωεπεϊ ωμ χεαςι θςν ςμ μβιθιξφιδ, ςμ ΰεθεψιθδ, ςμ ϊξεπϊ δςεμν δψφειδ μδ μρτψεϊ διμγιν, ςμ ξεγμ δηιιν δξεφς αδ εςμ γξεϊ "διμγ διωψΰμι" δξωϊξς ξξπδ. παηο ξΰαχιν ΰμδ ςμ δ"ιτδ" δρτψεϊι μιμγιν ςμ φιψ ωϊηιμϊε δτςμϊδ ωμ ρτψεϊ διμγιν λξπβπεο δπωμθ αιγι ξςψλεϊ "ηιφεπιεϊ" ηζχεϊ εδξωλε δτιλϊδ δδγψβϊιϊ μωγδ ϊψαεϊ ςφξΰι.

γψιωεϊ δχεψρ:
πεληεϊ ξμΰδ
χψιΰδ ωεθτϊ ωμ ξΰξψιν εθχρθιν ρτψεϊιιν
λϊιαϊ ςαεγδ ξρλξϊ

The Struggle for Hegemony in Hebrew Children's Literature

Course Description:
The course will map the history of Hebrew Children's literature written in Jewish Palestine and in the state of Israel as a history of struggle between different groups of cultural agents over authority and legitimization. It will describe the struggle over the "Literary Beautiful" for children as a struggle over world view and model of the Israeli native, to be portrayed in the narrative for children. .
We will analyze the transformation of Hebrew children's literature from a single channel of expression, controlled by a dominant authority, to a multi-layered polyphony of models and voices, each contributed by various and even opposing interests.


γψιωεϊ χγν:

δςψεϊ:

αηιπεϊ

  • ρξρθψ α', ξεςγ ΰ': δβωδ ςγ 3/8/09 α-13:00. ΰιο ξεςγ περσ.
  • ρξρθψ α', ξεςγ α': ΰιο ξεςγ α'.

ϊψαεϊ εξΰαχ: ωεμθιν πωμθιν εδωΰιτδ μφγχ ηαψϊι‏ (06623059)

ρξιπψ

γ"ψ ΰιϊο βιπζαψβ

ψφιεπμ δχεψρ εξθψεϊιε:
δξτβω αιο ημωιν (ςπιιν, ξιςεθιν ΰϊπιιν εβζςιιν, ξιςεθιν μΰεξιιν, χαεφεϊ τψιτψιΰμιεϊ, πωιν, φςιψιν, ζχπιν) μηζχιν (χαεφεϊ δβξεπιεϊ μξιπιδο), ιϊτϊη λξςθ ϊξιγ ςμ αριρ ιηρι λεη εξΰαχ. αξχψδ δθεα ιρϊιιν ςιξεϊ αιφιψϊ χεει ωιη ξωεϊτιν. αξχψδ δψς δεΰ ιρϊιιν ατψφι δϊχεξξεϊ εΰμιξεϊ, ΰε ξδ ωπτευ ιεϊψ, αωιξεω ξβεεο α"πωχ δημωιν", λβεο γαχεϊ αξρεψεϊ τψθιχεμψιεϊ, πΰξπεϊ ςζδ μξχεν ΰε μ"ξεμγϊ δχθπδ", ωιξεψ ΰβγεϊ ςν, χιεν τεμηπιν χξΰιιν, δϊπλψεϊ μϊψαεϊ δδβξεπιϊ, ΰγιωεϊ, δϊηξχεϊ, ωξεςεϊ, ψλιμεϊ, δεξεψ, ξηΰδ βμειδ εςεγ, δωεηχιν ξατπιν ΰϊ δργψ δχιιν. χεει δωιη δξωεϊτιν εχεει δρϊψϊε, δν ξςπιιπε ωμ δχεψρ ωμτπιπε. αΰξφςεϊ πιϊεην δϊελπι, δϊηαιψι εδψθεψι ςμ ωμμ διφβιδν, παχω μςξεγ ςμ δπριαεϊ ωαδο ςωει δωιη δρξει μδβις μξφαι δϊτψφεϊ, ωαλεην μδπις ϊδμιλι ωιπει ςξεχιν, εδπριαεϊ ωαδο ςωει δθχρθ δβμει, ςμ λμ δρλπεϊ δλψελεϊ αωιξεω αε, μϊξεκ ΰσ δεΰ αϊδμιλι ωιπει, ξαμι ωιρβιψ ΰϊ αςμιε, δηεωωιν ωξΰ ιαεμς μδν. ημχε δϊιΰεψθι ωμ δχεψρ ιϊαρρ ςμ ρτψιε δΰπϊψετεμεβ β'ιιξρ ρχεθ (Scott), ξημεφι πιϊεη 'ωτϊ δημωιν'.

ηεαεϊ δχεψρ
χψιΰδ ωεθτϊ ωμ ηεξψι δηεαδ ωμ δχεψρ επιϊεην δαιχεψϊι; χψιΰϊ ρτψ επιϊεηε; αηιπδ ξρλξϊ.
1.πιϊεη ιφιψϊ ρτψεϊ ιτδ ΰε ιφιψδ ςιεπιϊ ψμεεπθιϊ 15%.
2.πεληεϊ αδψφΰεϊ, ξςεψαεϊ δϊδμικ δμξιγδ εδβωϊ ψτψθ – 15%.
3.ςαεγδ ρξιπψιεπιϊ – 70%.

Culture and Struggle: Dominants, Subserivents and the Aspiration for Social Justice

Course Objectives
The encouter between the weak (the poor, ethnic and national minorities, groups from the periphery, women, youth and the elderly) and the strong (the hegemony) nearly always revolves around power relations and struggle. In the optimal case, a conflict results in the emergence of common denominators. Yet, it can also end in bursts of rebelion and violence or, what is more common, in a use of a range of "the weapons of the weak", such as clinging to traditions, fierce loyalty to the place and "the little homeland", preserving folktales, practicing ancient rituals, ignoring the hegemonic culture, indifference, avoidance, rumours, humor, open protest, etc. All of these behaviors erode the existiing order from within. The course discusses the two approaches. Via content, syntax and rhetoric analysis, the circumstances when the hidden discourse might reach a bursting point, which can generate deep change processes, are explored and the circumstannces when the public transcript might support such processes are studied. The theoretical part of the course is based on books by anthropologist James Scott, a pioneer scholer of the "weaks' weapons".

Course Requirements and Grading
Active participation in the discussions (15%); Reading and critically analyzing a book which referes to the issue in discussion (15%); A final project (70%).

γψιωεϊ χγν:

δςψεϊ:

αηιπεϊ

  • ξεςγ ΰ' ωμ ρξρθψ ΰ' δεΰ αηιπϊ-αιϊ ΰε ςαεγδ ωμΰ πχας ςαεψδ ϊΰψικ.
  • ξεςγ α' ωμ ρξρθψ ΰ' δεΰ αηιπϊ-αιϊ ΰε ςαεγδ ωμΰ πχας ςαεψδ ϊΰψικ.

ξηζεψ δηιιν δπωι αηαψδ διδεγιϊ δξρεψϊιϊ εαηαψδ διωψΰμιϊ δξεγψπιϊ ‏ (06623072)

ρξιπψ

γ"ψ πιμι ΰψιδ-ρτιψ

δωςεψ ιλωιψ ΰϊ δϊμξιγιν μξιεξπειεϊ μξιγδ εμλϊιαϊ ςαεγδ γιεπιϊ. δπεωΰ ωιςξεγ αξψλζ δωςεψ δεΰ ϊδμικ δρϊβμεϊν εδϊηγωεϊν ωμ τρθαμιν εχψπαμιν φιαεψιιν αΰψυ ιωψΰμ εαιωψΰμ ξΰζ ϊχετϊ δςμιιδ δψΰωεπδ εςγ ιξιπε, ζΰϊ ϊεκ δϊιιηρεϊ μδχωψιν δδιρθεψιιν-ηαψϊιιν ωμ δξφιΰεϊ ωρααδ ερεααϊ ΰεϊν. πγεο αΰιψεςιν φιαεψιιν ηβιβιιν λξε ηβι ξηζεψ δωπδ, θχρι ξςαψ δωιιλιν μξηζεψ δηιιν εΰιψεςιν δξΰτιιπιν χαεφεϊ ζδεϊ ξρειξεϊ (λξε ξφςγ δβΰεεδ). παηο ΰϊ ξωξςειεϊιδν δηαψϊιεϊ ϊεκ γιεο δξςψλεϊ δρξμιεϊ ωμδν.

γψιωεϊ δχεψρ εηεαεϊ δϊμξιγιν:
πεληεϊ, ψτψθ εςαεγδ ρξιπψιεπιϊ.

δΰετο αε ιρϊιιν δωιςεψ :
ςαεγδ ρξιπψιεπιϊ.

Female Life Cycle in The Jewish Traditional Society and in The Modern Israeli Society

In the seminar we will discuss the way in which the female life cycle is expressed in verbal folk expressions (like fairy tales, legends , novellas, proverbs) and in various ceremonies (like life cycle ceremonies and ceremonies that are held in female groups). We will examine the nature of the female voices coming up from these various folk expressions and the identity types that they transmit. The seminar will focus on female voices that belong to traditional Jewish groups, and to those that have been and are created in various groups ( ideological, local, religious) in Eretz Israel and in Israel.

γψιωεϊ χγν:

δςψεϊ:

αηιπεϊ

  • ξεςγ ΰ' ωμ ρξρθψ α' δεΰ αηιπϊ-αιϊ ΰε ςαεγδ ωμΰ πχας ςαεψδ ϊΰψικ.
  • ξεςγ α' ωμ ρξρθψ α' δεΰ αηιπϊ-αιϊ ΰε ςαεγδ ωμΰ πχας ςαεψδ ϊΰψικ.

δμΰ ξεγς δτψειγιΰπι: χψιΰδ αθχρθιν παηψιν ωμ τψειγ εξξωιλιε‏ (06623076)

ρξιπψ

γ"ψ ςψο ψεμπιχ

αρξιπψ πςχεα ΰηψ βμβεμιε ωμ ξεωβ δμΰ ξεγς ατριλεΰπμιζδ ξιξιε ωμ τψειγ εςγ ζξππε. αςζψϊ δξεωβ ππρδ μζδεϊ εμΰτιιο λξδ ξδϊηπεϊ δξψλζιεϊ αδϊτϊηεϊ δτριλεΰπμιζδ λϊιΰεψιιδ χμιπιϊ ελϊιΰεψιιδ αιχεψϊιϊ.
ημχε δψΰωεο ωμ δρξιπψ ιεχγω μχψιΰϊ ςεξχ αηιαεψιν ΰηγιν ωμ τψειγ ωαδν ξρϊξο δμΰ ξεγς λϊβμιϊ δξψλζιϊ ελϊηεν δηχιψδ δςιχψι ωμ δγιρφιτμιπδ δηγωδ. πλιψ ΰϊ βμβεμιε ωμ δξεωβ αξθΰτριλεμεβιδ δτψειγιΰπιϊ δξϊτϊηϊ εαϊιΰεψιιδ δχμιπιϊ ωπβζψδ ξξπδ (ϊιΰεψιιϊ δημεν, ξεωβ δθψΰεξδ, ϊιΰεψιιϊ δηψγδ, ϊιΰεψιιϊ δΰαμ, ηιι δΰδαδ).
αξεχγε ωμ δημχ δωπι ωμ δρξιπψ ϊςξεγ δωΰμδ: δΰν ωξψ δμΰ ξεγς ςμ ξχεξε δξψλζι ατριλεΰπμιζδ δτερθ-τψειγιΰπιϊ? ξδ ξχεξε ωμ δξεωβ αδβεϊν ωμ ξξωιλιε/ξαχψιε ωμ τψειγ, εδΰν πιϊο ςγιιο μψΰεϊ αε ξεωβ βαεμ, ΰε "ξαηο ωιαεμϊ", μϊιΰεψιεϊ τριλεΰπμιθιεϊ ωεπεϊ? αημχ ζδ ωμ δρξιπψ πχψΰ ξΰξψιν ξδρτψεϊ δτριλεΰπμιθιϊ ωςερχιν αξεωβ δμΰ ξεγς ξτψρτχθιαεϊ ΰπμιθιεϊ ωεπεϊ: ϊιΰεψιιϊ ιηρι δΰεαιιχθ, ξμΰπι χμιιο εξξωιλιδ, τριλεμεβιιϊ δςφξι, δζψν δδϊιιηρεϊι εδΰιπθψρεαιιχθιαι, τριλεΰπμιζδ φψτϊιϊ αϊ ζξππε. αημχ δωμιωι ωμ δρξιπψ πδψδψ αωΰμδ δΰν ιω αξεωβ δμΰ ξεγς δτψειγιΰπι λγι μδεεϊ ϊωϊιϊ μδωχτϊ ςεμν, ΰε μΰϊιχδ τριλεΰπμιθιϊ?
περσ ςμ δςαεγδ δρξιπψιεπιϊ λμ ξωϊϊσ αρξιπψ ιϊο ψτψΰθ χφψ μτπι δλιϊδ ωιδιδ ξαερρ ςμ χψιΰδ ΰιωιϊ αΰηγ δθχρθιν ωιχψΰε αωιςεψ (δξωϊϊτιν ιελμε μαηεψ αιο θχρθιν ωμ τψειγ μαιο θχρθιν ωμ "ξξωιλιε" ΰε ρτψεϊ ξωπιϊ ωϊετις ααιαμιεβψτιδ).

δψλα δφιεο: ψτψθ (αςμ τδ) 50%; ςαεγδ ρξιπψιεπιϊ 50%

Freud and beyond: Selected Texts

The seminar aims at exploring the psychoanalytic concept of the Unconscious from various perspectives: historical, epistemological, clinical and ethical. The first part will focus on Freud's early essays in which he postulated the existence of an unconscious domain in the mind and laid the ground for viewing the investigation of the unconscious as the main task of psychoanalysis. In the second part we will try to identify the place and status of the unconscious in Freud's later theorizing and in the work of some post-Freudian analysts. Did the unconscious retain its central position as the Shibboleth of psychoanalysis i.e. as standing at the frontier of psychoanalytic praxis and psychoanalytic controversies? In the last part of the seminar we will try to integrate our encounter with Freudian and post-Freudian notions of the unconscious into the broader question of psychoanalytic Weltanschauung and psychoanalytic ethic.

γψιωεϊ χγν: ϊπΰι δωϊϊτεϊ: μτηεϊ χεψρ ξαεΰ ΰηγ ατριλεΰπμιζδ

δςψεϊ:

αηιπεϊ

  • ξεςγ ΰ' ωμ ρξρθψ ΰ' δεΰ αηιπϊ-αιϊ ΰε ςαεγδ ωμΰ πχας ςαεψδ ϊΰψικ.
  • ξεςγ α' ωμ ρξρθψ ΰ' δεΰ αηιπϊ-αιϊ ΰε ςαεγδ ωμΰ πχας ςαεψδ ϊΰψικ.

τριλεΰπμιζδ ωμΰηψ δτερθ ξεγψπιζν: δωιαδ ΰμ δΰεαιιχθιαιζν?‏ (06623080)

ρξιπψ

γ"ψ ωμξδ ξπγμεαιυ

δρξιπψ ξαχω μαηεο ΰϊ βαεμεϊ ιωιξεϊδ ωμ δξηωαδ δΰεαιιχθιαιϊ ατριλεΰπμιζδ. αςωεψιν δΰηψεπιν, δεγβω δτο διηρι, εϊμει δδχωψ, αηωιαδ δτριλεΰπμιθιϊ. ζΰϊ, ςγ μλγι ρεαιιχθιαιζν δξεπς δβγψϊδ ωμ ηεχιεϊ αψεψδ. αρξιπψ, ππρδ μαγεχ δΰν πιϊο μδβγιψ, αςεμν δϊεκ-πτωι, ηεχιν ΰωψ ΰιπν ϊμειι δχωψ. αωμεωϊ δξτβωιν δψΰωεπιν ϊεφς (ςμ ιγι δξπηδ) ξςψλϊ ηεχιν ΰεαιιχθιαιϊ δμχεηδ ξϊεκ ςεμν δρεφιεμεβιδ. ζΰϊ, ξϊεκ δπηδ λι δϊπδμεϊ δςεμν δΰεαιιχθΰμι (χψι, ςεμν δδτπξεϊ) πςπιϊ μηεχιεϊ ρεφιεμεβιϊ. μΰηψ ξτβωι τϊιηδ ΰμε, λμ ξωϊϊσ ιαηο το ΰηψ ξξςψλϊ ζε, ειγεο αιωιξεϊ δηεχιν δπβζψιν ξξπε αδαπδ ωμ- (εαδωτςδ ςμ-) ηιι δπτω.

ηεαεϊ δρθεγπθιν:
πεληεϊ, δωϊϊτεϊ αγιεπιν εαωιηεϊ αξδμκ δχεψρ
ξθμεϊ χψιΰδ εφτιιδ λπγψω αξδμκ δχεψρ
ςαεγδ αρεσ δχεψρ

Post-post-modern psychoanalysis: Returning to a scientific method?

The seminar is aimed at attempting to evaluate the applicability to objectivism in psychoanalysis. During the past three decades, psychoanalysis accentuated its relative and contextual nature. In the seminar we will try to expose general, non-contextual, rules dominating the intra-psychic world. The first three sessions will be devoted to the mapping of contemporary psychoanalytic thinking. Assuming that, as nowadays psychoanalysis claim, the intra-psychic world holds a society of multiple self-s, consecutive sessions will attempt to apply sociological thinking on this world.

γψιωεϊ χγν: ωιςεψι δηεαδ αδχαυ τριλεμεβιδ ετριλεΰπμιζδ αψΰι ξγςι δψεη, ϊψβιμ μτιϊεη ξιεξπειεϊ μξιγδ

δςψεϊ:

αηιπεϊ

  • ξεςγ ΰ' ωμ ρξρθψ α' δεΰ αηιπϊ-αιϊ ΰε ςαεγδ ωμΰ πχας ςαεψδ ϊΰψικ.
  • ξεςγ α' ωμ ρξρθψ α' δεΰ αηιπϊ-αιϊ ΰε ςαεγδ ωμΰ πχας ςαεψδ ϊΰψικ.

αμι δαγμ ξιο? πωιν ιδεγιεϊ αιωψΰμ αωπεϊ δξγιπδ δψΰωεπεϊ ‏ (06623083)

ρξιπψ

γ"ψ ωψεο βας

δϊξεγγεϊδ ωμ δηαψδ διωψΰμιϊ ςν ωΰμϊ ωιμεαο ωμ πωιν (ξςξγ δΰωδ αξγιπϊ ιωψΰμ) πτϊψδ μλΰεψδ αΰξφςεϊ δφδψδ ςμ ωεειεο ζλειεϊ γδ ιεψδ, μτιδ πωιν δϊχαμε λωεεϊ ςψκ αηαψδ διωψΰμιϊ; ωεειεο ζδ μΰ διδ γδ τχθε, μΰ ξαηιπδ ηεχιϊ εμΰ ξαηιπδ ηαψϊιϊ. δπηϊ διρεγ διϊδ ωλμ ΰωδ ιδεγιιδ αιωψΰμ διΰ ΰν, ατεςμ εατεθπφιδ; αδϊΰν, ϊεςμε πωιν μξχφεςεϊ ωαιρεγν θιτεμ, ωιψεϊ, ηιπεκ εριςεγ, ξψηα δτςεμδ δςιχψι ωμδο διδ δαιϊ εδο δεφβε λΰηψΰιεϊ δαμςγιεϊ ςμ ΰηζχϊε.
αξδμκ δρξρθψ πςρεχ αδιαθιν ωεπιν ωμ ξςξγο, ξχεξο εϊτχιγιδο ωμ πωιν ιδεγιεϊ αηαψδ εαϊψαεϊ διωψΰμιϊ αωπεϊ δηξιωιν εαψΰωιϊ ωπεϊ δωωιν, ςμ αριρ ξβεεο ξχεψεϊ διρθεψιιν, αιπιδν ηεχιν, τψεθεχεμιν, χθςι ςιϊεπεϊ, πΰεξιν, ιεξπιν, ξλϊαιν εςγειεϊ, εμΰεψ δξηχψ δαιχεψϊι απεωΰ.

ηεαεϊ δχεψρ: δωϊϊτεϊ τςιμδ εξςεψαεϊ αγιεπιν αξρβψϊ δρξιπψιεο ελϊιαϊ ςαεγδ ρξιπψιεπιϊ αρετε.

Jewish Women in the State of Israel (The First Decade)
Dr. Sharon Geva

According to The Declaration of the Establishment of the State of Israel in May 14th 1948, "The State of Israel will ensure complete equality of social and political rights to all its inhabitants irrespective of religion, race or sex". But this equality between men and women in Israel was not de facto – neither legally nor socially.
During the seminar we will examine women's roles and duties in the 1950's, as pioneers, soldiers, parliament members, homemakers, and above all as mothers, via reading, discussing and analyzing variety of primary documents, such as manifests, protocols, reportages, letters and memoirs.

Course Requirements:
Participation in class discussion: 10%
Class presentation: 20%
Final paper: 70%

γψιωεϊ χγν:

δςψεϊ:

αηιπεϊ

  • ξεςγ ΰ' ωμ ρξρθψ α' δεΰ αηιπϊ-αιϊ ΰε ςαεγδ ωμΰ πχας ςαεψδ ϊΰψικ.
  • ξεςγ α' ωμ ρξρθψ α' δεΰ αηιπϊ-αιϊ ΰε ςαεγδ ωμΰ πχας ςαεψδ ϊΰψικ.

ωμεωδ γεψεϊ αριτεψ δωεΰδ μιμγιν ‏ (06623090)

ρξιπψ

γ"ψ ιςμ γψ

ϊιΰεψ δρξιπψιεο:
δξηχψ δρτψεϊι ξημχ ΰϊ ριτεψ δωεΰδ λτι ωρετψ αΰξφςεϊ δρτψεϊ διτδ ς"τ ωμεωδ γεψεϊ ωμ λεϊαιν ωηεε ΰεϊδ εριτψε ςμιδ: δγεψ ψΰωεο, ωλμμ ΰϊ δπιφεμιν εαπι γεψν, ωωϊχ αφμ δθψΰεξδ ΰε ριτψ ριτεψ ςγεϊ ωαεψ εχωδ; δγεψ δωπι, απι δπιφεμιν εαπι γεψν, ωηιε αφμ δωϊιχδ, δτπιξε αγψκ ζε ΰε ΰηψϊ ΰϊ θψΰεξϊ δωεΰδ, ηιτωε εμχθε ωαψι ξιγς επϊπε τϊηεο τδ ψΰωεο μξδ ωδεωϊχ εδεγηχ; εδγεψ δωμιωι, φςιψιν, ωαξψηχ ωμ ηξιωιν ωπδ ξγεααιν ΰϊ ξι ωωψγε, εξρτψιν αΰξφςεϊν ριτεψ ωεΰδ ξρεβ ηγω, ςϊδ μτπι ωιδιδ ξΰεηψ ξγι.
αριτεψ δωεΰδ μιμγιν χιιν ψεαγ αιπγεψι περσ, αδιεϊε ϊξιγ ριτεψ χωδ ωξαεβψ ξρτψ μιμγ. μπελη αηιπδ γεψιϊ ζε ΰϊ ριτεψ δωεΰδ αωιη δρτψεϊι μξαεβψιν, εμπελη δτψεαμξθιχδ διιηεγιϊ ωμ ριτεψ δωεΰδ μιμγιν, παηο ΰϊ δϊξεψεϊ ωημε αριτεψ δωεΰδ μιμγιν αξδμκ ωμεωϊ δγεψεϊ.
πτϊη ΰϊ δγιεο αριτεψ ωρετψ μιμγιν ςμ δωεΰδ αςϊ δϊψηωεϊδ εαωπι δςωεψιν δψΰωεπιν μδχξϊ δξγιπδ. λτι ωπψΰδ, ρτψεϊ διμγιν δςαψιϊ ωπλϊαδ αΰψυ-ιωψΰμ αζξο ξμηξϊ δςεμν δωπιιδ ριτψδ ριτεψ ιιηεγι ςμ δξμηξδ εδωεΰδ, ωμΰ χιαμ τϊηεο τδ αςψεφι ωιη ΰηψιν. ΰηψ λκ πϊηχδ ΰηψ ϊδμικ δμΰξϊ ριτεψ δωεΰδ μιμγιν ςν χεν δξγιπδ εδτιλϊε μριτεψ αςμ μχη μΰεξι ξεαδχ.
αδξωκ πςχεα ΰηψ δϊξεψεϊ ωημε αριτεψ δωεΰδ μιμγιν αωπεϊ δωξεπιν, λημχ ξριτεψ "δγεψ δωπι". εμαρεσ ππρδ μξτεϊ ξβξεϊ ηγωεϊ αριτεψ δωεΰδ μιμγιν, λτι ωδεΰ ξρετψ αωπιν δΰηψεπεϊ. δγιεο ιμεεδ αχψιΰϊ ρτψεϊ ωεΰδ μξαεβψιν λΰξφςι μδωεεΰδ εαχψιΰϊ ηεξψ ψχς διρθεψι.

γψιωεϊ δρξιπψιεο:
πεληεϊ ηεαδ
χψιΰϊ ωεθτϊ ωμ ξΰξψιν εθχρθιν ρτψεϊιιν
δφβϊ ψτψΰθ αξδμκ δωιςεψιν
λϊιαϊ ςαεγδ ρξιπψιεπιϊ (ΰε τψε"ρ)

Three Generations Narrate a Shoa Story to Children

Course Description:
Literary research tends to categorize the Holocaust story according to the generation narrating it: The first generation: survivors and their generation, who chose to keep silent or told a traumatic broken story; The second generation: sons and daughters of survivors and their generation, who told the story of growing up in the shadow of their parent's trauma; and the third generation of the grandchildren who tell a new Holocaust story from the perspective of 50 and 60 years .
In this seminar we will map and analyze the literary holocaust story told to children, according to this categorization. The seminar will have historical perspective. It will examine the way the Holocaust story for children has taken part in the public discourse concerning the Holocaust during the last 60 years.

γψιωεϊ χγν:

δςψεϊ:

αηιπεϊ

  • ξεςγ ΰ' ωμ ρξρθψ ΰ' δεΰ αηιπϊ-αιϊ ΰε ςαεγδ ωμΰ πχας ςαεψδ ϊΰψικ.
  • ξεςγ α' ωμ ρξρθψ ΰ' δεΰ αηιπϊ-αιϊ ΰε ςαεγδ ωμΰ πχας ςαεψδ ϊΰψικ.

λεαωιν, ξϊιιωαιν ετεςμιν: δβιψδ θψπρ-ΰθμπθιϊ μΰξψιχδ δμθιπιϊ, 1492-1930‏ (06623235)

ρξιπψ

γ"ψ δμμ ΰιιμ

αξδμκ ξΰεϊ δωπιν ηφε ξιμιεπι ΰιψετΰιν ΰϊ δΰεχιιπερ δΰθμπθι λλεαωιν ελξδβψιν εδϊιιωαε αΰξψιχδ δμθιπιϊ. ξι διε δξδβψιν εξγες αηψε μςαεψ μΰξψιχδ? λιφγ δωτιςδ δδβιψδ ςμ ςιφεαο ωμ δΰιξτψιεϊ δρτψγιϊ εδτεψθεβμιϊ εδξγιπεϊ δςφξΰιεϊ ωιψωε ΰεϊο? ξδ διε δδωμλεϊ δλμλμιεϊ εδϊψαεϊιεϊ ωμ βμι δδβιψδ δδξεπιϊ ωμ ρεσ δξΰδ δ-19? λιφγ πχμθε δξδβψιν αηαψδ?
ρξιπψ ζδ ιςρεχ αϊδμιλι δδβιψδ δθψπρ-ΰθμπθιιν μΰξψιχδ δμθιπιϊ ξχεμεξαερ εςγ μξΰδ δ-20. ςιχψ δγιεο ιϊξχγ αβιωεϊ ξωεεϊ εαβιωεϊ δμχεηεϊ ξξγςι δηαψδ. λξε λο, ιεων γβω ςμ ϊδμιλιν ΰψελι θεεη εςμ δξιξγιν δβμεαμιιν ωμ ϊπεςεϊ δβιψδ. ρεβιεϊ αδο πγεο ιλμμε ΰϊ δλιαεω δρτψγι, ρηψ δςαγιν δΰθμπθι (δβιψδ λτειδ), διεεφψεϊο ωμ ηαψεϊ ψα-βζςιεϊ, δδβιψδ δδξεπιϊ ξγψεν ΰιψετδ αρεσ δξΰδ δ-19, ειηριν αιο ξδβψιν μξχεξιιν.

Transatlantic Immigration to Latin America, 1492-1930

Throughout the centuries since Columbus, millions of Europeans crossed the Atlantic as conquerors and immigrants to start a new life. Who were they and why did they choose to leave their home? In what ways did they shape the Spanish and Portuguese empires and the subsequent nations of Latin American? What were the economic and cultural consequences of the waves of mass immigration in the late nineteenth century? How did newcomers adjust to their new environment?
This seminar examines the processes of transatlantic immigration to Latin America from Columbus to the twentieth century. Most of the discussion will revolve around comparative approaches taken from the social sciences. The course will emphasize the long-term and global dimensions of the waves of immigration. Topics that will be examined include the Spanish conquest, the slave trade (forced immigration), the formation of multiracial societies, mass immigration from southern Europe in the late nineteenth century and relations between immigrants and host society.

γψιωεϊ χγν:

δςψεϊ:

αηιπεϊ

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