Check Out These Articles by Jakob Egholm Feldt

Written By Bernadette Nadya Jaworsky

Check out these two articles, “Amalgamation and Regeneration: Visions of Future Jewish Inclusion.” and “The Role of Universities in the Creation of Communities of Inquiry: Nurturing Publics and Finding Common Ground.” by Jakob Egholm Feldt.

Amalgamation and Regeneration

“This article discusses Israel Zangwill's play The Melting Pot (1908) and Horace M. Kallen's essay ‘Democracy versus the Melting Pot’ (1915) as two different visions of future Jewish inclusion. Zangwill's play and Kallen's response reflect social changes at the time, and both visions consider Jewish history exemplary for the world-to-come. Both show how conceptions of Jewishness were turned into universalist teleologies, but of different kinds. Zangwill's play opened in Washington at the height of immigration, urbanisation and social change, and it swiftly exemplified a vision of the American nation in the making, emphasising concepts of amalgamation more than old historical identities. In opposition, Kallen's response in 1915 emphasised historical identities and rejected the metal melting metaphors, replacing them with a Darwin-inspired spontaneous ‘symphony’. Zangwill and Kallen both imagined the future world as profoundly shaped by Jewishness, albeit with different consequences.”

The Role of Universities in the Creation of Communities of Inquiry

“This paper explores the transformative potential of pedagogy in shaping universities as significant contributors to public goods, drawing on the perspectives of John Dewey, Bruno Latour, and Masschelein and Simons. Latour‘s assertion that pedagogy represents the frontline of transformative action underscores the imperative for universities to transcend utility-driven education. The paper advocates for embracing pedagogy as a collective endeavor that cultivates a public “power to study and think” (Masschelein and Simons), centering around authentic public concerns and challenging the prevailing trajectory of market-driven education. Guided by Civil Sphere Theory, the paper contends that public goods cannot be objectively defined but materialize through inquiry processes, communication, and deliberation—areas where universities can play a vital role. Given the potential for unprecedented change of our time, it is crucial for universities to reclaim their culture of experimentation and discovery, essential for their contributions to democratic deliberations on public goods.”

Jakob Egholm Feldt

For more than 50 years, European Judaism has provided a voice for the postwar Jewish world in Europe. It has reflected the different realities of each country and helped to rebuild Jewish consciousness after the Holocaust. The journal offers stimulating debates exploring the responses of Judaism to contemporary political, social, and philosophical challenges; articles reflecting the full range of contemporary Jewish life in Europe, and including documentation of the latest developments in Jewish-Muslim dialogue; new insights derived from science, psychotherapy, and theology as they impact upon Jewish life and thought; literary exchange as a unique exploration of ideas from leading Jewish writers, poets, scholars, and intellectuals with a variety of documentation, poetry, and book reviews section; and book reviews covering a wide range of international publications.

Philosophy and Theory in Higher Education is an international refereed scholarly journal committed to advancing understanding of the role(s) and purpose(s) of higher education. The journal strives to be inclusive in scope, addressing topics and issues of significance to a wide range of scholars and practitioners concerned with the relationship between higher education and society. Rigorous submissions informed by diverse philosophical and theoretical orientations, including, but not limited to, critical theory, existentialism, feminism, queer theory, post-colonialism, Marxism, liberalism, poststructuralism, postmodernism, and posthumanism will be welcomed. PTIHE aims to stimulate critical analyses of policy and practice in higher education, with an emphasis on inter-disciplinarity and international perspectives. The content will be primarily philosophical and theoretically-based research papers. Analytical papers that reflect on empirical projects will also be featured in the journal. Short responses to previous articles as well as essay reviews of new works in the field will be considered to promote ongoing critical dialogue within the journal. Proposals for special issues, with thematically linked papers, are encouraged.

Feldt, J. E. 2024. “The Role of Universities in the Creation of Communities of Inquiry: Nurturing Publics and Finding Common Ground.” Philosophy and Theory in Higher Education, 6(3), 407–428. https://doi.org/10.3726/PTIHE.032024.0407

Feldt, J. E. 2024. “Amalgamation and Regeneration: Visions of Future Jewish Inclusion.” European Judaism, 57(2), 85-100. https://doi.org/10.3167/ej.2024.570207

Bernadette Nadya Jaworsky

Bernadette Nadya Jaworsky is associate professor of sociology at Masaryk University, Brno (Czech Republic), and Faculty Fellow at Yale University’s Center for Cultural Sociology. She is a cultural sociologist in the tradition of the Strong Program, who focuses on the meaning-making process in her research on international migration. She received her B.A. from Wellesley College and her M.A., M.Phil., and PhD from Yale University. Recent books include The Courage for Civil Repair: Narrating the Righteous in International Migration (with Carlo Tognato and Jeffrey C. Alexander, eds., Palgrave, 2020) and Historicizing Roma in Central Europe: Between Critical Whiteness and Epistemic Injustice (with Victoria Shmidt, Routledge 2021), Besides civil sphere theory, her current research focuses on in-depth cultural sociological analysis and reconstruction of public issues such as perceptions of migration, and the cultural sociology of conspiracy theories.

https://www.cstnetwork.org/jaworsky-bio
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