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Search results for: Zakai Sivan
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By examining writing about Israel education since the founding of the State, this paper highlights three questions that have surfaced repeatedly in Jewish educational discourse: What is the purpose of teaching American Jews about Israel? Who is best equipped to teach American Jews about Israel? How can Israel education foster positive identification with Israel without whitewashing over the imperfections of the Jewish State? By exploring how each question has manifested in Jewish education, it examines why—for very different reasons—these questions have endured over time, and considers what it might take to arrive at lasting conclusions about them.
Published: 2014
Updated: Sep. 18, 2014
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The Naphtali Herz Imber Jewish Day School proudly proclaimed its commitment to Israel, yet many of its students experienced profound ambivalence toward the Jewish State. Why? The school was committed to a series of contradictory values which surfaced in its approach to Israel education. This article outlines three distinct yet interrelated tensions: tensions between an open exchange of ideas and a non-debatable loyalty to Israel; between pluralism and Zionism; and between inclusivity and expertise. It demonstrates how American Jewish students—when confronted with values in tension—struggled to make sense of Israel and their relationship to it.
Published: 2011
Updated: Sep. 27, 2011