Dina Friling

This paper brings together two separate studies that investigated identity representations of members of a minority group in Israeli society known as Religious Zionists. The studies were carried out by different researchers a decade apart, so that each was influenced by a different social context. Each researcher adopted Emda Orr's approach to social research that urges using SR theory to enhance understanding of social issues in Israel and pinpoint possible applications of such understanding. The paper highlights similarities and differences in the findings of these two researchers who used different methodologies to examine issues of group identity in general and identity of Religious Zionists in particular. We believe that because of their inherent differences, the two studies can be usefully presented in tandem to provide a wider and more complex picture of the group's social representations and illuminate their identity negotiating process. In conclusion we consider imp...

The present issue of the journal is dedicated to the memory of Prof. Emda Orr, our friend and a veteran member of the social representations community, who passed away on May 2011. As a researcher, Emda's major interest was in social psychology and political thinking. Like some of her colleagues (Eg, Tajfel, 1981) she thought social psychology could not continue concentrating on issues of the individual alone, but should move on to social and collective issues (Orr, 2007). Each of the studies she mentored dealt with a minority group and its relationship with the hegemonic Israeli society, a system of relationships that, by definition, stands for social representations. The studies shed light on the different social representations that characterise the uniqueness of each of the minority groups. It is in such cultural encounters between minority and majority group that identity representations are structured and constructed. In defining identities by the perception of the group a...

Page 1. The Expert Novice Bobbie Turniansky, Dina Friling, Kaye College of Education, Beer Sheva, Israel bobbie@erez.org.il, friling@macam.ac.il ... I never supervised student teachers in the field before, and I don't have all the most basic knowledge or expertise. ...

The purpose of this paper is to clarify the concept of Cognitive Polyphasia as it relates to other terms of Social Representation theory as well as 'Cognitive Dissonance'. It will be demonstrated through two different sets of Cognitive Polyphasia presented as they appear in the symbolic world of Israeli Jewish parents whose sons were doing their mandatory military service in the Israel Defense Force’s combat units. It will be shown that 'Cognitive Polyphasia' is preserving a situation of "having it all" that stresses the complexity of the situation as well as the difficulty in choice making. It might also indicate the complexity of actually experiencing coping with change. Even though the two different examples demonstrated were situated and used in two different and specific social settings they share a lot in common. The paper concludes by suggesting that Cognitive Polyphasia might be common sense's tool for coping with the dynamiccomplex world.

This paper brings together two separate studies that investigated identity representations of members of a minority group in Israeli society known as Religious Zionists. The studies were carried out by different researchers a decade apart, so that each was influenced by a different social context. Each researcher adopted Emda Orr's approach to social research that urges using SR theory to enhance understanding of social issues in Israel and pinpoint possible applications of such understanding. The paper highlights similarities and differences in the findings of these two researchers who used different methodologies to examine issues of group identity in general and identity of Religious Zionists in particular. We believe that because of their inherent differences, the two studies can be usefully presented in tandem to provide a wider and more complex picture of the group's social representations and illuminate their identity negotiating process. In conclusion we consider imp...

The central proposal of this paper is that the novice experience is critical to the learning process of groups as well as individuals. How do "experts" become "novices" and move in directions that require them to put aside their theories of action? How does a group of experts collectively accomplish that? From our experiences as members of the ACE teacher educator team, and the research we have done on the team over the past three years, we propose that not only is the novice state of mind essential for professional development, change, and creativity, it also enables the teacher educator to empathize with students' experiences of being novices. We propose a new way of looking at the term "professional development" which suggests that "novice" is not the opposite of "expert". These two states are not different sides of the same continuum - they can exist simultaneously.

... asp) Even though ACE team members are very experienced in both their specific dis-DINA FRILING & BOBBIE TURNIANSKY Kaye College of Education, Beer Sheva, Israel Interwoven Self-studies: Insights into Team Learning “Practice and learning, learning and practice… All ...

Page 1. The Expert Novice Bobbie Turniansky, Dina Friling, Kaye College of Education, Beer Sheva, Israel bobbie@erez.org.il, friling@macam.ac.il ... I never supervised student teachers in the field before, and I don't have all the most basic knowledge or expertise. ...