Born in Tel-Aviv, Israel, 1939

B.Sc. in Chemistry, Bar-Ilan University, Israel; M.Sc. in Science
Education and Philosophy of Science, Hebrew University, Jerusalem,
Israel; Ph.D. in Political Science, Hebrew University, Jerusalem.
Doctoral Thesis: "Natural Science Curriculum as Designer of the Image of
using Rhetorical Patterns within the Socio-Political System."

Outline of Activities in Academic Framework:
Lecturer in the School of Education and Department for Teacher Training
at the Hebrew University, Jerusalem (since 1972).
Lecturer at the School of Law (since 1998).
Lecturer at the Philosophy of Science Department (during 1995 to 1998).

Courses given under the titles: Philosophy of Education, History and
Philosophy of Science, Myth, Scientific Language, and Social Order,
A course in The School of Law dealing with The Validation of Statement
in the Court: A Postmodern Perspective.

Seminars in the Philosophy of Science Department: Teaching Science as
an Ideological Problem, Teaching Science and Rhetoric Patterns in the
Political System, and Education, Language , Scientism.

Tutoring a workshop for science (chemistry) education, in the Teacher
Training Department, School of Education.

Outline of Academic Activities Outside the University Framework:
Guest Lecturer at the School for High Ranking Education Employees of the
Ministry of Education. The main topics - addressing the relationship
between Science Education and Education Policy as well as the
Concept of Autonomy as a Paradoxical Message.

In theTeacher's College Framework:
Taught Chemistry, organized integrative course in education and science,
David Yellin College, Beit Hakerem, Jerusalem
Lectured at the "Kerem" Institute for Teacher Training, Jerusalem
Course Subject: Central Principles in the Philosophy of Science in
Relation to Science Education

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Since 1970 I have been affiliated to the Hebrew University, lecturing at the School of Education. During these years, while getting closer to the procedures of science curricula planning, I became immersed in decoding rhetoric patterns in the political discourse and in revealing their linkages with the criteria for verifying statements in the public sphere, by illustrating the proceedings of legitimizing an allegation relying on the truth theory of correspondence. I have presupposed the existence of some parallels between the kinds of validation that were taking over in education and those which prevail in law. This led me to deal with the topic of statement validation in court, from a postmodern perspective.

My study should be termed a discourse analysis associating the issues of rhetoric in the public sphere with prevailing styles of schooling, widespread images of science, and alternative attitudes towards language and signification. These main topics are examined by philosophical reasoning, through which the discourse analysis conclusions are built upon post-structural modes of thought. In order to demonstrate the predominance of phenomenology and constructivism over what is called 'critical studies,' starting with critical pedagogy up to Critical Legal Studies (CLS), I find it
necessary to challenge these schools of thought with contemporary post-structural modes of critique. By introducing post-structural critical ideas such as 'the critique of the notion of individuality,'
'rethinking the notion of meaning,' and reimagining the meaning of historicism, we have to refer carefully back to the great German philosophers from Kant through idealism to the romanticist philosophers such as Schelling and Novalis, and to Subjective Idealism as represented by Husserl, ending with Heideggers philosophy . The reader of my research will be confronted with contemporary French philosophers who are associated with Post-modernism and Post-structuralism, and are therefore the most important contributors to the understanding of political and socio-cultural discourses. J. Derrida is included as the leading figure in the history of the deconstruction movement, while J.F.Lyotard emphasizes the topic of the differend and Barthes and Baudrillard are referred to in the context of simulation contra-representation and the concept of hyper-reality. I make great use of Lacanian psychoanalytical theory specially regarding the terminology of symbolic imaginary and the Real, and Lacan's theory as related to the concept of 'subjectivity'. The linguistic discussion is built upon Sausserian linguistic structuralism. For clarification of the discrete punctuated nature of language which prevents any complete description of reality I am relying on some aspects of communication theory, mainly as related to A. Wildens writings with regard to the categories of continuity and discontinuity in correspondence with the digital and analog modes of information. By minding the gaps as a crucial component of language I stress the imprinted human subjects inability to fully articulate expression where human inexpressible reality is doomed to muteness. The unbreachable gap between the concept and the idea is associated with the Kantian speechless sublime. The terminology of the 'sublime' is discussed at length in accordance with Heideggerian demarcation between the ontic and the ontologic in learning beings task with the emphasis on more listening to the sense of Being.
The relevance of this to science education is obvious since it differentiates scientism and technology from questioning, imagining and devising our [B]ing in the world. Thus to get involved with such kind of writing and reading engenders the practice of applying theories through methodologies, leading to alternative routes. These require the modesty of being gazed upon rather then looking and watching.
This elucidates the linkage between law and education. It is the procedure for processing information according to guaranteed methods for validating outspoken expression concerning reality. It has to do with the question of whether a report of an event is a production or re-production of reality. This inquiry attempts to pay attention to some similarities between the (class) laboratory protocols and the
testimony in the court. Since as a result of contemporary styles of western education, the young generation is considered as having been 'enlightened' by science and technology, I contend that they are brain-washed with the correspondence theory of justification. It results from the fact that the western civilian adult is easily persuaded by sets of factual findings, data, or referential testimony. In other words, statements are validated and legitimized in a process of representation linking a name (a meaning) to a thing.
By ignoring the crucial role of language, and by moulding a narrow scope of the image of scientific activity as experimentation, youngsters internalize an accepted view of language as representation. Using phenomenologist-constructivist, platitudinous expressions, such as 'teaching science as inquiry', a proper inquiry is identified with
experiential evidence. What is scientific is meant to be more credible.
This is a kind of legitimization given to knowledge by establishing its reliability on the basis of the observational experimental ground. Having outlined some of the similarities between Law and Education, the reader may get more about the subject in the following articles.

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