Knowledge and skills are the central themes of an education system. Nowadays, the main focus in on skills generally and on thinking skills specifically. The principle adapted currently is that education is not just transferring knowledge to learners or students but rather it is a process that is also directly related with the cognitive, emotional…

Encounters with dignity are learning moments that foster humanization and communal values, even in settings of radical difference. This article probes the potential of such learning, reviewing pedagogies of encounter and analyzing the values of dignity implicit in that work. Diving more deeply into the phenomenon of dignity, the authors analyze…

Global citizenship education (GCE) has recently been promoted by national education systems and supranational organisations as a means for facilitating social cohesion and peace education. We examined the perceptions of GCE held by teachers from the three main education sectors in Israel: secular-Jewish, religious-Jewish, and Palestinian Arab, and…

Located in Israel's contested city of Jaffa, The Church of Scotland's Tabeetha School is a faith-based, colonial-international school featuring an unlikely combination of Arab-Palestinian pupils, Christian ethos, Scottish spirit, and globally oriented curriculum. Drawing on an ethnographic case study of the Scottish School, this article unpacks…

Using the Israeli case, our study delves into teachers' and students' notions of social justice, exploring how they are shaped by both world culture trends and local conditions. We first identify social justice notions in the world culture perspective and Israeli society. Then, we empirically examine how these notions are understood by educational…

We frequently encounter the claim that a particular Jewish educational experience will be "transformative" for the participants. The language may be hyperbole. But it may also point to educators' aspirations to affect not just knowledge and practice but character and identity. In order to understand this phenomenon--not the phenomenon of…