In this text the author poses a question about the direction of the evolution of early childhood education, considering its specificity in the context of the academic nature of pedagogy itself and its historical development, and especially the modern trend for interdisciplinarity. The author associates sources of diversity of this sub-discipline with a focus on the child, emphasizing, on the one hand, the setting of the sub-discipline in the tradition, especially pedological and, on the other hand, a growing and critical phenomenological perspective of research in this area. In conclusion he emphasizes that a reorientation of the multi paradigmatic research conducted in early childhood pedagogy, its openness to differences, but also the use of the methodology of the humanities and social studies recognized by the international community of scholars, make this sub-discipline of learning begin to regain the appellation of an integral discipline.

We are currently witnessing the demise of Arab-Jewish identity and culture - a tradition that started more than 1,500 years ago is vanishing before our very own eyes. Until the twentieth century, the great majority of the Jews under the rule of Islam used Arabic as their language but after the establishment of the State of Israel, Arabic has been gradually disappearing as a language mastered by Jews. The Arabized Jews have been deliberately excluded from Arabism to the point that we can now assume an unspoken agreement between Zionism and Arab nationalism to carry out a total cleansing of Arab-Jewish identity and culture. The present article focuses on the changes in the concept of identity and belonging among the Arabized Jews, especially the Iraqi-Baghdadi intellectuals among them. As I previously argued, due to some processes that those Jews had experienced during the twentieth century and because of some global developments, they gradually developed a negative sensitivity toward the notion of stable identity, whatever identity. Instead of that, they started to assert, explicitly and implicitly, their particular singularities and to search for alternative forms of identification, mostly various kinds of inessential solidarity and belonging. The article refers as well to the scholarship on Arab-Jewish identity and culture that has frequently been moving into non-academic spaces, neglecting the necessary unbiased scholarly discourse.