De Nobilitate et Praecellentia Foeminei Sexus is a revolutionary proto-feminist treatise written by Cornelius Agrippa in 1509. The book boldly argues that women are morally, spiritually, and physically superior to men. Reinterpreting biblical stories, Agrippa notes that Eve was created in Paradise from refined substance, unlike Adam who was made from crude dust. He systematically attacks historical misogyny rooted in Roman law and theology, blaming women's subjection on patriarchal tyranny and restricted education. By emphasizing that God granted both sexes identical souls, this radical Renaissance declamation delivered a profound critique of male authority and gender inequality.

Purchase of the subscription online includes domestic shipping to a pickup location. Other delivery options are available in the online form . International subscriptions are shipped via Fedex. The current subscription includes a double volume (77-78). Iyyun was established in 1945 as a Hebrew philosophical periodical by Martin Buber, S. H. Bergman and Julius Guttmann and is published by the S. H. Bergman Center for Philosophical Studies of the Hebrew University of Jerusalem. Iyyun has been rebranded, and as part of this renewal a number of thematic issues are published, aiming to advance contemporary philosophical discourse, primarily in Hebrew, to indicate new paths of thought and lines of original research, and to build bridges between academia and the broader public.‍ Iyyun seeks to give expression to a wide spectrum of writers, and is committed to cultural and ideological pluralism, scholarly excellence, high quality writing, and vitality of thought. This in the belief that philosophical thought has a formative role in local culture, and could be influential in shaping the sociopolitical sphere.

The Roman philosopher Seneca wrote the treatise on anger for his brother Novatus, who was not a philosopher but a statesman. The brother, governor of the province of Asia during the time of Emperor Nero, asked his philosopher brother to help him with practical advice on how to govern better and improve his relationship with his subjects, and in particular how to moderate and restrain anger, a disturbing emotion and sometimes even frightening in its outbursts. Seneca, as is evident from the treatise he wrote, thought that the best way was to prevent the outbreak of anger and the impulse that always accompanies it – to take revenge. The work sheds new light on the universal human emotion that dominates people of all times and generations, describes anger and its consequences, offers suggestions for controlling this harmful emotion with reason, and gives advice for preventing circumstances that may arouse anger and the urge for revenge that stems from it. To illustrate his points, Seneca brings a selection of historical events about the behavior of rulers who can take revenge on their subjects as they please, and about the subjects' methods of survival.

Trusting the Process offers a fresh approach for anyone working or dealing with older individuals by employing new and exciting custom methodologies in psychodrama, particularly for clients with Alzheimer's disease or other forms of dementia. This book offers a general explanation of the use of psychodrama by giving an overview of the therapeutic use of drama in all its forms, clearly explaining the concepts and methods and describing the rationale of every intervention while also following a group over six years with precious documentation of the group process. It addresses the main concerns of those who suffer from dementia - adjusting to a new and changing level of functioning, fostering a sense of belonging, preserving their innate dignity and redefining relationships and roles. This practical guide will help therapists, social-workers, family and other care-givers, teachers and medical professionals working with older clients seeking comfort from the loneliness of old-age and dementia.

In this issue we sought to give expression to the historical dimensions of the philosophical debate on the concept of "identity" as well as to discuss philosophical questions about identity related to this time: What is the place of "selfhood" in an era of rapid change? What is the relationship between personal identity and the consciousness of identity? What is the relationship between psychoanalytic conceptions of identity and the decomposition of the concept of identity in postmodern thought? What role should personal, national, and religious identity play in a multicultural and global world? How should the place of individuation processes – private, social, technological, and environmental – in the establishment of identity be understood? And can philosophical identities be characterized in the struggle for peace, justice, and human rights?

The Politics is a foundational work of Greek philosophy and a cornerstone of Western political thought. It is an investigation into the nature of the polis (the city-state), which Aristotle defines as a partnership of a certain kind among similar people for the sake of the best attainable life. In this inquiry, Aristotle seeks to determine how a virtuous and flourishing city is constructed and sustained. In Books VII–VIII - presented here for the first time in Hebrew - Aristotle depicts a vivid portrait of the ideal Greek city, and formulates a guide for the establishment of a flourishing city.

At the heart of this book’s ten chapters stands the rich, multifaceted figure of the mother. Are the Jewish mother and the Israeli mother one and the same, or does each have her own distinct identity? What are the enduring and evolving hallmarks of this maternal figure, and how are they reflected in songs in Hebrew and Yiddish? This is a guided journey through the fascinating, dizzying transformations of beloved and half-forgotten songs and melodies. The book's close readings bring these songs to life, offering a window into the worlds of their creators and shedding light on the events and processes that have shaped the Jewish people and Israeli society across the generations. Brimming with information, insights, and delightful curiosities, and accompanied by dozens of illustrations, this book is the fruit of meticulous research, written in clear, fluid, and utterly engaging prose. It is a book every mother will want to read, and that every son and daughter will want to give her as a gift of love.

Few texts have left a mark on history as profound as The Communist Manifesto . First ‎published in 1848, this brief yet explosive work by Karl Marx and Friedrich Engels became ‎one of the most influential texts in the formation of modern society and the modern self. It ‎ignited revolutions, inspired political movements, and provoked fear, resistance, and ‎enduring controversy, while offering a powerful framework for understanding the economic ‎and social forces that continue to shape our world.‎ But The Communist Manifesto is more than a political program. It is a striking work of ‎philosophical and moral reflection, grappling with the human condition in a world defined ‎by perpetual change—a world of capitalism, restless desire, and the drive toward ceaseless ‎innovation. Read anew, the Manifesto emerges as a mirror of our present moment, ‎challenging us to rethink freedom, justice, and the transformative power of ideas.‎ This book offers a fresh introduction to The Communist Manifesto and its place in the ‎history of ideas. Through close reading and conceptual analysis, it seeks to restore the ‎text’s vitality—not as a document of the past, but as a living invitation to reflect on the ‎present and imagine our collective future.‎

How can a teacher-education institution transform itself so that the preparation of future teachers will foster meaningful and high-quality professional growth? This question lies at the heart of contemporary debates among teacher educators in Israel and worldwide. This book offers a rigorous and data-rich examination of a long-term structural and pedagogical reform that had taken place at the Hebrew University, with the goal of meeting the evolving challenges of teacher education in the twenty-first century. Through detailed analysis of the reform’s achievements and its complexities, the book illuminates the conditions, processes, and dilemmas involved in reshaping teacher education. The study provides an unprecedented, comprehensive, and systematic account of change processes in Israeli teacher education and contributes valuable insights to international scholarship on pedagogical reform, teacher education and institutional innovation.

In the philosophical and psychological tradition, the concept of imagination is associated, first and foremost, with the human mind’s ability to intend and depict to itself objects that are not directly present before it. In contrast to sensory perception, imagination is often linked to a spectrum of mental states—such as fantasy, hallucination, and dream—that are freed from the burden of factuality and the logic of what is possible within its bounds. Such states are typically of interest because of the creative—sometimes anomalous—potential they hold, even though they are generally understood as secondary additions to the project of human knowledge. Imagination—in all its material expressions—not only presents us with spaces of unrealized possibilities but even with ones that cannot be realized at all in reality, and in this sense, they are beyond reality, "outside," or "above" the real. Thus, in its literal sense, imagination is surrealism. Once we recognize the imagination’s potential to challenge the existing order, it is no longer possible to think of reality and imagination as two entirely separate domains, and the question of the interaction between them becomes more pressing and clear.

This volume is a jubilee book, celebrating with appreciation the work of Prof. Jonathan Cohen – a teacher, thinker, researcher, friend and loyal colleague – who is one of the central figures in the philosophy of Jewish education in our generation. The book is divided into five chapters. The first is dedicated to Cohen's character and his thought, and the other four chapters encompass topics at the core of his world: philosophical-literary discourse, the concept of translation between inside and outside, the transition from theory to educational practice, and dealing with the educational thought of others in light of his path. Some of the best contemporary Jewish education scholars have gathered here to offer a fascinating intellectual journey, which dwells, among other things, on the dialogue between tradition and innovation, textual study and pedagogy, universality and particularity. This collection of articles is unique in its combination of philosophical study and educational research rooted in the educational field. The original discussions it contains on key issues demonstrate from various angles the contribution of Prof. Cohen and his intellectual world to the philosophy of Jewish education. This collection is another important testament to the possibility of a practical philosophy that responds to the calls of the time, with all its challenges, and out of a deep sense of loyalty to education that looks at the human face and to Jewish tradition.

Martin Buber aroused passionate, often contradictory opinions, both regarding his personality and his thought. Gershom Schocken, editor of Haaretz , said that one day he was walking with S. Y. Agnon: "We were walking around Talpiot and I asked him what his attitude was towards Buber. Agnon stopped in his walk and said: 'I want to tell you something. There are people about whom you have to decide once: do you love them or do you hate them. I decided to love Buber.'" Buber's philosophical and theological writings, including the famous I and Thou , have contributed greatly to religious and Jewish thought, as well as to biblical studies, political theory, and Zionist thought. In this new biography, Paul Mendes-Flor situates Buber's legacy at the crossroads between the intellectual and cultural life of German Jewry and European life in the first half of the twentieth century. This is the first full biography of the groundbreaking modern Jewish philosopher. The book is organized around several key events in his life, such as his mother suddenly abandoning him when he was three years old—a formative trauma that left Buber with a lasting sense of sensitivity to the fragility of human relationships and the need to nurture them with what he would later call "dialogical attention."