Pedagogy of terrorism.Mujahid Guiderevisited

Scientific studies on Krav Maga: state of the art

“…In the bias of a method originally aimed at "self-defense", a considerable number of authors (n = 18) define it as such. 2,6,[8][9][10][11][12]21,22,[27][28][29][30]32,[47][48][49][50] Addressing Krav Maga as a "fighting" method (n = 12), and, as such, an organized and systematized process of physical and psychological improvement, in its morphological and functional aspects, impacting directly on the ability to perform tasks that involve psychomotor demands, whether they are sports or not, the following stood out 3,26,39,[40][41][42][43][44][45][46]51,52 In the context of Krav Maga as "hand-to-hand combat" (n = 7) for issues of personal and collective defense and safety, this group of authors 8,9,11,13,29,49,53 Another group defined it as a method for "Self Defense Art" (n = 4), highlighting 23,24,36,50 for its application and personal protection, in academies and training centers with militarized culture. And also, individualized conceptions emerged and distinct from the others (n = 3), relating it to the Cultural and Immaterial Heritage of Israel 1,20,21 and, finally, as a hybrid system.…”

Fascist aspirants: Fascist Forge and ideological learning in the extreme-right online milieu

“…Many studies on extremist and terrorist transmission conceptualise learning as a process undertaken by individuals (e.g. Hundeide, 2003;Pearson, 2015;Wilner & Dubouloz, 2011), with some narrowing the focus to specific types of people, for example, children who fall into the hands of militant groups (Horgan et al, 2017;Hundeide, 2003), novices who join ideological cells or networks (Everton, 2016;Kenney, 2017Kenney, , 2018Wali, 2017), or those who seek to identify with or model themselves on radical exemplars (Crone, 2016;Körner & Staller, 2018). Other studies have looked at learning from the perspective of groups, for example, with a focus on how recruits or converts acquire new knowledge and skills (Galonnier & de los Rios, 2016;Inge, 2016;Wiktorowicz, 2005), how charismatic leaders transmit their teachings to followers (Beekers, 2015;Gendron, 2017;Wali, 2017), or how groups learn from one another (Morrison, 2017;Ranstorp & Normark, 2015).…”

“…Many see learning as happening in a collective setting, often in the context of a wider ideological group or network (Galonnier & de los Rios, 2016;Horgan et al, 2017;Kenney, 2017;Wali, 2017). Others have examined more solitary distance learning, for example over the internet (Gendron, 2017;Körner & Staller, 2018;Pearson, 2015;Stenersen, 2013). Studies also differ on outcomes: on what is learned and for what ends.…”

“…Studies also differ on outcomes: on what is learned and for what ends. Accounts based in terrorism studies have generally examined strategic and tactical innovation (Dolnik, 2007;Jackson et al, 2005;Kettle & Mumford, 2017;Körner & Staller, 2018;Ranstorp & Normark, 2015), including terrorist training (Forest, 2006;Stenersen, 2013) and malevolent creativity (Gill et al, 2013), though the importance of ideology has been acknowledged by some (e.g. Dolnik, 2007;Drake, 1998) along with the broader role of knowledge acquisition and sharing (e.g.…”

“…How people are drawn into and learn in extremist settings has also been treated (e.g. Khalil et al, 2019Khalil et al, , 2020, with consideration given to imitation and shadowing (Hundeide, 2003;Kenney, 2017;Wali, 2017), practice and embodiment (Crone, 2016;Forest, 2006;Galonnier & de los Rios, 2016), and absorption of online content (Gendron, 2017;Körner & Staller, 2018;Pearson, 2015).…”