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  1. Empowering Dialogues in Humanistic Education.Nimrod Aloni - 2013 - Educational Philosophy and Theory 45 (10):1067-1081.
    In this article I propose a conception of empowering educational dialogue within the framework of humanistic education. It is based on the notions of Humanistic Education and Empowerment, and draws on a large and diverse repertoire of dialogues—from the classical Socratic, Confucian and Talmudic dialogues, to the modern ones associated with the works of Nietzsche, Buber, Korczak, Rogers, Gadamer, Habermas, Freire, Noddings and Levinas. These forms of dialogue—differing in their treatment of and emphasis on the cognitive, affective, moral and existentialist (...)
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  2. Spinoza as Educator: From Eudaimonistic Ethics to an Empowering and Liberating Pedagogy.Nimrod Aloni - 2008 - Educational Philosophy and Theory 40 (4):531-544.
    Although Spinoza's formative influence on the cultural ideals of the West is widely recognized, especially with reference to liberal democracy, secular humanism, and naturalistic ethics, little has been written about the educational implications of his philosophy. This article explores the pedagogical tenets that are implicit in Spinoza's writings. I argue that Spinoza's ethics is eudaimonistic, aiming at self‐affirmation, full humanity and wellbeing; that the flourishing of individuals depends on their personal resources, namely, their conatus, power, vitality or capacity to act (...)
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    The Fundamental Commitments of Educators.Nimrod Aloni - 2008 - Ethics and Education 3 (2):149-159.
    This article seeks to examine central aspects of the relationship between ethics and education in the beginning of the twenty-first century. Since both ethics and education are practical disciplines that are bound to deal with and are challenged by human predicaments, cultural ills and social evils, it seems that in examining the relations between the two, one is required to go beyond analytic elucidation into a more normative, prescriptive and political discourse. It is in light of this understanding and in (...)
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    The Three Pedagogical Dimensions of Nietzsche's Philosophy.Nimrod Aloni - 1989 - Educational Theory 39 (4):301-306.
    In this article i present nietzsche as a counternihilistic philosopher-educator and argue that the guiding principle of his philosophy is the exploration of cultural conditions and ways of life that could lift man to higher modes of existence. i have organized the pedagogical elements of his works in terms of aim, groundwork, and example: "aiming" to liberate humanity from the state of nihilism toward healthier and nobler modes of existence, "groundwork" that is manifested in his pedagogical anthropology, and the "example" (...)
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    Activist Pedagogy and Shared Education in Divided Societies: International Perspectives and Next Practices.Dafna Yitzhaki, Tony Gallagher, Nimrod Aloni & Zehavit Gross (eds.) - 2022 - Brill.
    Conceived through collaboration by activist academics from Israel and Northern Ireland, this book draws from experience to offer practical and theoretical insights and programs for promoting activist pedagogy for shared learning and shared life in divided societies.
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    Locally Grounded, Universally Binding: The Benefit of Incorporating Traditional Care Ethics, East and West, Into Current Moral Education.Nimrod Aloni - 2019 - Educational Philosophy and Theory 52 (1):98-105.
    In this article, I am suggesting that one effective strategy for revitalizing moral education consists in incorporating classical traditions of care ethics, East and West, which are very mu...
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  7. Beyond Nihilism: Nietzsche as Edifying Philosopher.Nimrod Aloni - 1991 - Upa.
    In this work the author presents Nietzsche as a counter-nihilistic philosopher-educator who aimed, very much like Plato and Rousseau, to set forth a healing education for western man in a characteristically decadent era. The principal pedagogical or edifying dimension of his philosophy, it is argued, consists of a redefinition of the educational aim of modern humanityóformulated in medical and cultural termsóas the recovery of health and worth.
     
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