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Zimzum
(2023)
The Hebrew word zimzum originally means “contraction,” “withdrawal,” “retreat,” “limitation,” and “concentration.” In Kabbalah, zimzum is a term for God’s self-limitation, done before creating the world to create the world. Jewish mystic Isaac Luria coined this term in Galilee in the sixteenth century, positing that the God who was “Ein-Sof,” unlimited and omnipresent before creation, must concentrate himself in the zimzum and withdraw in order to make room for the creation of the world in God’s own center. At the same time, God also limits his infinite omnipotence to allow the finite world to arise. Without the zimzum there is no creation, making zimzum one of the basic concepts of Judaism.
The Lurianic doctrine of the zimzum has been considered an intellectual showpiece of the Kabbalah and of Jewish philosophy. The teaching of the zimzum has appeared in the Kabbalistic literature across Central and Eastern Europe, perhaps most famously in Hasidic literature up to the present day and in philosopher and historian Gershom Scholem’s epoch-making research on Jewish mysticism. The Zimzum has fascinated Jewish and Christian theologians, philosophers, and writers like no other Kabbalistic teaching. This can be seen across the philosophy and cultural history of the twentieth century as it gained prominence among such diverse authors and artists as Franz Rosenzweig, Hans Jonas, Isaac Bashevis Singer, Harold Bloom, Barnett Newman, and Anselm Kiefer.
This book follows the traces of the zimzum across the Jewish and Christian intellectual history of Europe and North America over more than four centuries, where Judaism and Christianity, theosophy and philosophy, divine and human, mysticism and literature, Kabbalah and the arts encounter, mix, and cross-fertilize the interpretations and appropriations of this doctrine of God’s self-entanglement and limitation
This book brings together a variety of innovative perspectives on the inclusion of gender in the governance of (counter-)terrorism and violent extremism.
Several global governance initiatives launched in recent years have explicitly sought to integrate concern for gender equality and gendered harms into efforts to counter terrorism and violent extremism (CT/CVE). As a result, commitments to gender-sensitivity and gender equality in international and regional CT/CVE initiatives, in national action plans and at the level of civil society programming, ´have become a common aspect of the multilevel governance of terrorism and violent extremism. In light of these developments, there is a need for more systematic analysis of how concerns about gender are being incorporated in the governance of (counter-)terrorism and violent extremism and how it has affected (gendered) practices and power relations in counterterrorism policy-making and implementation.
Ranging from the processes of global and regional integration of gender into the governance of terrorism, via the impact of the shift on government responses to the return of foreign fighters, to state and civil society-led CVE programming and academic discussions, the essays engage with the origins and dynamics behind recent shifts which bring gender to the forefront of the governance of terrorism. This book will be of great value to researchers and scholars interested in gender, governance and terrorism.
The chapters in this book were originally published in Critical Studies on Terrorism.
This book provides a new perspective on prosodically marked declaratives, wh-exclamatives, and discourse particles in the Madrid variety of Spanish. It argues that some marked forms differ from unmarked forms in that they encode modal evaluations of the at-issue meaning. Two epistemic evaluations that can be shown to be encoded by intonation in Spanish are obviousness and mirativity, which present the at-issue meaning as expected and unexpected, respectively. An empirical investigation via a production experiment finds that they are associated with distinct intonational features under constant focus scope, with stances of (dis)agreement showing an impact on obvious declaratives. Wh-exclamatives are found not to differ significantly in intonational marking from neutral declaratives, showing that they need not be miratives. Moreover, we find that intonational marking on different discourse particles in natural dialogue correlates with their meaning contribution without being fully determined by it. In part, these findings quantitatively confirm previous qualitative findings on the meaning of intonational configurations in Madrid Spanish. But they also add new insights on the role intonation plays in the negotiation of commitments and expectations between interlocutors.
This year’s edition of the Yearbook of the Selma Stern Center for Jewish Studies Berlin-Brandenburg (ZJS) highlights innovative approaches to the study of Sephardic history in colonial and postcolonial contexts beyond Europe. The authors intertwine the particularities of their case studies with reflections on patterns of belonging, memorial cultures, and a transnational network of connections spanning from early modern times to the twentieth century.
In the context of the early modern Atlantic world, two essays explore the notion of a Sephardic empire among Portuguese Jewish communities as well as transatlantic entanglements in and beyond the Danish Caribbean. In the frameworks of Spain as well as (post-)colonial Egypt and Morocco, three articles reflect on Jewish citizenship, modes of belonging, and present-day commemorative events of Jewish history across the Mediterranean and beyond.
These collected contributions are the outcome of activities at the ZJS dedicated to Sephardic Studies during the academic year 2020—21.
Touching at a Distance
(2023)
Studies the capacity of Shakespeare’s plays to touch and think about touchBased on plays from all major genres: Hamlet, The Tempest, Richard III, Much Ado About Nothing and Troilus and CressidaCentres on creative, close readings of Shakespeare’s plays, which aim to generate critical impulses for the 21st century readerBrings Shakespeare Studies into touch with philosophers and theoreticians from a range of disciplinary areas – continental philosophy, literary criticism, psychoanalysis, sociology, phenomenology, law, linguistics: Friedrich Nietzsche, Maurice Blanchot, Jacques Lacan, Luce Irigaray, Jacques Derrida, Roland Barthes, Niklas Luhmann, Hans Blumenberg, Carl Schmitt, J. L. AustinTheatre has a remarkable capacity: it touches from a distance. The audience is affected, despite their physical separation from the stage. The spectators are moved, even though the fictional world presented to them will never come into direct touch with their real lives. Shakespeare is clearly one of the master practitioners of theatrical touch. As the study shows, his exceptional dramaturgic talent is intrinsically connected with being one of the great thinkers of touch. His plays fathom the complexity and power of a fascinating notion – touch as a productive proximity that is characterised by unbridgeable distance – which philosophers like Friedrich Nietzsche, Maurice Blanchot, Jacques Derrida, Luce Irigaray and Jean-Luc Nancy have written about, centuries later. By playing with touch and its metatheatrical implications, Shakespeare raises questions that make his theatrical art point towards modernity: how are communities to form when traditional institutions begin to crumble? What happens to selfhood when time speeds up, when oneness and timeless truth can no longer serve as reliable foundations? What is the role and the capacity of language in a world that has lost its seemingly unshakeable belief and trust in meaning? How are we to conceive of the unthinkable extremes of human existence – birth and death – when the religious orthodoxy slowly ceases to give satisfactory explanations? Shakespeare’s theatre not only prompts these questions, but provides us with answers. They are all related to touch, and they are all theatrical at their core: they are argued and performed by the striking experience of theatre’s capacities to touch – at a distance
Jewish Studies and Postcolonial Studies are often thought to be at odds. Both disciplines intensively debate modernity, troubling its universalist claims and showing the contradictory nature of its promises. The call to provincialize Europe allows scholars from both disciplines to think, articulate and represent modern experiences beyond Europe and engage critically with traditions of modernity across disciplines, temporalities and geographies. Mapping Sephardi and other minor perspectives on modernity from across the globe in this volume, we are presenting fascinating cases and exploring new terrain where a fruitful encounter between Jewish and Postcolonial Studies can happen.
Motivation and Emotion in Learning and Teaching across Educational Contexts brings together current theoretical and methodological perspectives as well as examples of empirical implementations from leading international researchers focusing on the context specificity and situatedness of their core theories in motivation and emotion.
The book is compiled of two main sections. Section I covers theoretical reflections and perspectives on the main theories on emotion and motivation in learning and teaching and their transferability across different educational contexts illustrated with empirical examples. Section II addresses the methodological reflections and perspectives on the methodology that is needed to address the complexity and context specificity of motivation and emotion. In addition to general reflections and perspectives regarding methodology, concrete empirical examples are provided. All cutting-edge chapters include current empirical studies on emotions and motivation in learning and teaching across different contexts (age groups, domains, countries, etc.) making them applicable and relevant to a wide range of contexts and settings.
This high-quality volume with contributions from leading international experts will be an essential resource for researchers, students and teacher trainers interested in the vital role that motivation and emotions can play in education.
In ihren Beiträgen verbinden die Autoren grundsätzliche philosophische Überlegungen zur grundlegenden Bedeutung von Menschenwürde für die Menschenrechte mit konkreteren Forderungen, wie mit der Befriedigung lebensnotwendiger Bedürfnisse umzugehen und was zur Beendigung von Armut notwendig ist. Ihre rechtlichen und politischen Argumente stützen sich auf jüngere Rechtsprechung regionaler Gerichtshöfe und internationaler Menschenrechtsorgane. Sie berufen sich auf die Verpflichtungsdimensionen der Menschenrechte und fragen nach der Verantwortlichkeit für deren Umsetzung. Die Autorinnen kommen aus Universitäten in Deutschland, der Schweiz, den Niederlanden und dem Vereinigten Königreich.