Pub Date : 2023-03-21DOI: 10.1080/15244113.2023.2188321
E. Friedman
ABSTRACT This paper looked at ideological dilemmas for Orthodox Bible teachers in pluralistic Jewish high schools in North America. A phenomenological approach was used to identify sources of tension and drew on data from 30 semi-structured interviews conducted with teachers of diverse Orthodox affiliations. Findings indicated that teacher tension resulted from inconsistencies in institutional lived and intellectual ideologies, with regard to hiring practices, goals and missions of the school, and curricular and pedagogical autonomy. Tensions were exacerbated by teachers’ outsider status, which caused them to have difficulty interpreting religious, cultural, and social nuances of the school context.
{"title":"Gray Matters in Institutional Ideology: How Ideological Dilemmas Affect Orthodox Teachers in North American Community Schools","authors":"E. Friedman","doi":"10.1080/15244113.2023.2188321","DOIUrl":"https://doi.org/10.1080/15244113.2023.2188321","url":null,"abstract":"ABSTRACT This paper looked at ideological dilemmas for Orthodox Bible teachers in pluralistic Jewish high schools in North America. A phenomenological approach was used to identify sources of tension and drew on data from 30 semi-structured interviews conducted with teachers of diverse Orthodox affiliations. Findings indicated that teacher tension resulted from inconsistencies in institutional lived and intellectual ideologies, with regard to hiring practices, goals and missions of the school, and curricular and pedagogical autonomy. Tensions were exacerbated by teachers’ outsider status, which caused them to have difficulty interpreting religious, cultural, and social nuances of the school context.","PeriodicalId":42565,"journal":{"name":"Journal of Jewish Education","volume":"89 1","pages":"145 - 173"},"PeriodicalIF":0.4,"publicationDate":"2023-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46631013","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-02DOI: 10.1080/15244113.2023.2169504
Alex Pomson
Benji Davis and Hanan Alexander (2023) have performed a valuable service in categorizing and deconstructing the “various understandings in the literature as to what it might mean for a Jewish learner outside of Israel to receive an Israel education” (p 8). The body of literature they muster, most of it published in the last 20 years, is astonishing in its size, certainly when compared with the relative paucity of English language scholarly work in other content domains of Jewish education, such as prayer, history, Talmud, and Bible. The proliferation of those understandings and the efforts to translate them into curriculum and educational programs surely betray the extent of anxiety about how to ensure that Israel has meaning for American Jews at a time when they are assumed to be increasingly distant from Israel. Davis and Alexander are not the first to employ the tools of philosophical analysis as a means to help educators navigate this congested field, but they are probably the first to do so by grounding their analysis in so extensive a review of literature. Twenty-five years ago, Eisen and Rosenak (1997) set out to distinguish between different ways of thinking about and educating about Israel with the goal of helping to address “the challenge of bringing Israel into the lives of American Jews” (p. iv). The challenges they depicted seem benign compared to those faced by educators today; essentially, how to “nourish possibilities and opportunities for true familiarity and encounter with Israel” (p. 35). They mention “complexity” just once, and then in relation to the inner life of the Jewish people, not with reference to the situation in Israel or the tasks of Israel education. Nevertheless, the conceptual distinctions they employ foreshadow some of those employed by Davis and Alexander. Their landscape includes Israel as “the land of Judaism,” “the land where Jews live as a people,” “a political entity,” “the land of Jewish culture,” and “a thriving western country, living a natural life.” Just over 10 years ago, Isaacs (2011) engaged in a similar exercise, developing a conceptual taxonomy “that describes and critiques the dominant paradigms of Israel education in theoretical and even ideological terms” (p. 483). He identifies what he calls six models: Classical Zionist; Israel Engagement; Jewish Peoplehood; Romantic/Realist; Classical Jewish Text; and Comparative. Isaacs's categories do not readily align with those of Davis and Alexander
{"title":"Israel Education. Clarifying the Job to Be Done","authors":"Alex Pomson","doi":"10.1080/15244113.2023.2169504","DOIUrl":"https://doi.org/10.1080/15244113.2023.2169504","url":null,"abstract":"Benji Davis and Hanan Alexander (2023) have performed a valuable service in categorizing and deconstructing the “various understandings in the literature as to what it might mean for a Jewish learner outside of Israel to receive an Israel education” (p 8). The body of literature they muster, most of it published in the last 20 years, is astonishing in its size, certainly when compared with the relative paucity of English language scholarly work in other content domains of Jewish education, such as prayer, history, Talmud, and Bible. The proliferation of those understandings and the efforts to translate them into curriculum and educational programs surely betray the extent of anxiety about how to ensure that Israel has meaning for American Jews at a time when they are assumed to be increasingly distant from Israel. Davis and Alexander are not the first to employ the tools of philosophical analysis as a means to help educators navigate this congested field, but they are probably the first to do so by grounding their analysis in so extensive a review of literature. Twenty-five years ago, Eisen and Rosenak (1997) set out to distinguish between different ways of thinking about and educating about Israel with the goal of helping to address “the challenge of bringing Israel into the lives of American Jews” (p. iv). The challenges they depicted seem benign compared to those faced by educators today; essentially, how to “nourish possibilities and opportunities for true familiarity and encounter with Israel” (p. 35). They mention “complexity” just once, and then in relation to the inner life of the Jewish people, not with reference to the situation in Israel or the tasks of Israel education. Nevertheless, the conceptual distinctions they employ foreshadow some of those employed by Davis and Alexander. Their landscape includes Israel as “the land of Judaism,” “the land where Jews live as a people,” “a political entity,” “the land of Jewish culture,” and “a thriving western country, living a natural life.” Just over 10 years ago, Isaacs (2011) engaged in a similar exercise, developing a conceptual taxonomy “that describes and critiques the dominant paradigms of Israel education in theoretical and even ideological terms” (p. 483). He identifies what he calls six models: Classical Zionist; Israel Engagement; Jewish Peoplehood; Romantic/Realist; Classical Jewish Text; and Comparative. Isaacs's categories do not readily align with those of Davis and Alexander","PeriodicalId":42565,"journal":{"name":"Journal of Jewish Education","volume":"89 1","pages":"34 - 38"},"PeriodicalIF":0.4,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49327540","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-02DOI: 10.1080/15244113.2023.2169499
Jonathan Ariel
ABSTRACT When Israel, Jewish identity and education are each in a state of profound flux, Israel education for Jews will necessarily be dynamic. In response, an orienting prism is proposed which seeks that Jews inquire appreciatively into Israel with diverse Israelis, whilst using historical thinking. The aim is that there emerge numerous ethical paths to realize patriotic dreams to participate actively in the cosmopolitan world, thus enabling Jewish flourishing.
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Pub Date : 2023-01-02DOI: 10.1080/15244113.2023.2169500
L. Grant
ABSTRACT This paper provides a response to B. Davis’ and H. Alexander’s article “Israel Education: A Philosophical Analysis,” published in this same issue of the Journal of Jewish Education. The authors provide a valuable conceptual map of six distinctive, sometimes intersecting and sometimes conflicting ideologies and purposes that different educators and educational institutions take in teaching Israel to Jewish learners outside of Israel. They then argue for an educational approach described as Mature Zionism. While their educational strategy appears laudable, it is rooted in a premise that claims the ethical liberalism of many American Jews is incompatible with instilling a rich conception of Jewish life. This paper challenges Davis and Alexander to begin from a more value neutral premise, rather than claiming the ethical liberalism of American Jews as weakness that needs to be corrected by offering alternative paradigms. This paper offers another approach described as “teaching towards ambivalence. While similar in some ways to the framework of value pluralism proposed by Davis and Alexander and Davis, this approach begins with accepting that a wide range of views, understandings, and relationships with Israel are possible in American Jewish life. It also recognizes that a commitment and connection to Israel in a vision for the “good life” is not a prerequisite for rich cultural vitality in liberal American Jewish life.
{"title":"Formative Tensions: Old-New Paradigms in Israel Education","authors":"L. Grant","doi":"10.1080/15244113.2023.2169500","DOIUrl":"https://doi.org/10.1080/15244113.2023.2169500","url":null,"abstract":"ABSTRACT This paper provides a response to B. Davis’ and H. Alexander’s article “Israel Education: A Philosophical Analysis,” published in this same issue of the Journal of Jewish Education. The authors provide a valuable conceptual map of six distinctive, sometimes intersecting and sometimes conflicting ideologies and purposes that different educators and educational institutions take in teaching Israel to Jewish learners outside of Israel. They then argue for an educational approach described as Mature Zionism. While their educational strategy appears laudable, it is rooted in a premise that claims the ethical liberalism of many American Jews is incompatible with instilling a rich conception of Jewish life. This paper challenges Davis and Alexander to begin from a more value neutral premise, rather than claiming the ethical liberalism of American Jews as weakness that needs to be corrected by offering alternative paradigms. This paper offers another approach described as “teaching towards ambivalence. While similar in some ways to the framework of value pluralism proposed by Davis and Alexander and Davis, this approach begins with accepting that a wide range of views, understandings, and relationships with Israel are possible in American Jewish life. It also recognizes that a commitment and connection to Israel in a vision for the “good life” is not a prerequisite for rich cultural vitality in liberal American Jewish life.","PeriodicalId":42565,"journal":{"name":"Journal of Jewish Education","volume":"89 1","pages":"46 - 52"},"PeriodicalIF":0.4,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42088746","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-02DOI: 10.1080/15244113.2023.2174316
G. Troy
ABSTRACT Identity Zionism as a Mature Zionist Approach to Israel Education Israel Education should be layered, accurate, factual, historical, and able to withstand the most exacting, objective scrutiny. But Israel Education, like all forms of Jewish education, should also instill pride, foster a sense of belonging, and inspire. ,Israel Education should cultivate a sense of Jewish citizenship, urging students, in Israel and throughout the Jewish world to take responsibility for themselves and their people. To achieve that, this article advances a vision of “Identity Zionism,” emphasizing that Zionism is not just a political stance or a movement, but a journey of the Jewish soul from deep from within the Jewish soul – and tradition. This approach is historically valid – just as Theodor Herzl’s Political Zionism addressed the Jewish Problems of the 1890s – anti-Semitism and assimilation – Identity Zionism addresses the most pressing Jewish problem – and Western problem of today – what the sociologist Emil Durkheim called “anomie.” Going far beyond Israel advocacy, Identity Zionism offers Jews a sense of community and a sense of purpose, while also respecting them as individuals. In so doing, Identity Zionism resonates with some of the latest analyses of what young modern Westerners are seeking, be they Jewish or non-Jewish.
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Pub Date : 2023-01-02DOI: 10.1080/15244113.2023.2174315
R. Fish
ABSTRACT This paper reviews the taxonomies and characteristics of Israel education articulated by Benji Davis and Dr. Hanan Alexander while suggesting that their specific educational philosophy, Mature Zionism, ought not be siloed only to educating about Israel but rather extended to Jewish education writ large. Developing a framework of Israel literacy provides an opportunity for Israel educators to develop skills and knowledge about Israel while applying it to the context of Israeli history and society. Futhermore, this paper proposes reclaiming the ethnos identity of Jews, as a tribe or a people, allowing for this concept to be integrated more fluidly within Jewish educational contexts.
{"title":"Israel Literacy: Cultivating Literacy and Critical Thinking about Israel within Jewish and Israel Education","authors":"R. Fish","doi":"10.1080/15244113.2023.2174315","DOIUrl":"https://doi.org/10.1080/15244113.2023.2174315","url":null,"abstract":"ABSTRACT This paper reviews the taxonomies and characteristics of Israel education articulated by Benji Davis and Dr. Hanan Alexander while suggesting that their specific educational philosophy, Mature Zionism, ought not be siloed only to educating about Israel but rather extended to Jewish education writ large. Developing a framework of Israel literacy provides an opportunity for Israel educators to develop skills and knowledge about Israel while applying it to the context of Israeli history and society. Futhermore, this paper proposes reclaiming the ethnos identity of Jews, as a tribe or a people, allowing for this concept to be integrated more fluidly within Jewish educational contexts.","PeriodicalId":42565,"journal":{"name":"Journal of Jewish Education","volume":"89 1","pages":"61 - 66"},"PeriodicalIF":0.4,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48008940","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-02DOI: 10.1080/15244113.2023.2169514
Jonah Hassenfeld
ABSTRACT Everyone seems to agree that Israel education is complex. But all too often, the concept of “complexity” becomes a euphemism for the existence of unpleasant truths about Israel that challenge students' preconceived notions. I propose that instead of focusing on cutlivating attachemnt to Israel, Israel educators should offer students an account of Israeli history grounded in careful historical research while preserving a vision of the Jewish future that remains compatible with national pride. Drawing on the work of Richard Rorty, Maxime Rondinson and James Baldwin, I suggest a new perspective on some of the tensions in israel education. National pride can be maintained by presenting a narrative that honestly acknowledges a nation's past, but inspires students to strive for a better future.
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Pub Date : 2023-01-02DOI: 10.1080/15244113.2023.2169498
Robbie Gringras
ABSTRACT Following the lead of Israel Education: A Philosophical Analysis, Gringras first explores the idea of complexity in Israel Education, suggesting that inconsistencies are due more to emotional complexity than to the intellectual complexity of the subject matter. Due to these ideological and emotional complexities, Israel has become a wedge issue in the Jewish community abroad. Different perspectives, and different attitudes muddy the waters where disagreement undermines a “sacred” approach. Instead Israel educators should no longer aim to “transmit a broad … commitment” to anything but to the argument itself. The paper goes on to explicate how a pedagogy of argument might benefit Israel education. By centering the disagreement rather than the consensus, we invite the learner into an active involvement in their identity development that includes a dynamic engagement with Zionism's questions and Israel's answers. This approach does not suggest one stops teaching information about Zionism and Israel; it recommends altering its purpose. The educator would look to teach as much information the students might need in order to engage in a healthy argument about the topic. An ongoing commitment to holding a growth mindset, to learning multiple contrasting viewpoints, and to having the confidence and enthusiasm to argue for their perception of the collective good might describe the behavior of the ideal graduate: someone who enjoys a good argument about Israel.
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Pub Date : 2023-01-02DOI: 10.1080/15244113.2023.2169213
Benjamin J. Davis, H. Alexander
ABSTRACT This paper offers a philosophical analysis of Israel education as reflected in the Jewish education research literature. Six distinct conceptions are identified that all share an educational objective to engender personal and collective Jewish commitment with Israel as an integral value. This conceptual mapping revealed the need for writers on Israel education to clarify what they mean by the idea of Israel’s “complexity” and to address the philosophical difficulty with the reliance of much Jewish religious identity outside of Israel on comprehensive liberalism. This paper addresses this philosophical challenge by outlining an alternative paradigm of Israel education called mature Zionism.
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Pub Date : 2023-01-02DOI: 10.1080/15244113.2023.2174738
Sivan Zakai
This issue of the Journal of Jewish Education is devoted to a conversation about the philosophies that do, and might, undergird the scholarship and practices of Israel education. Readers will find in its pages disagreements about Israel, the role it does and ought to play in Diaspora Jewish life, and how educators ought (and ought not) frame educational experiences relating to Israel for Diaspora Jewish learners. The conversation is anchored around a lede article, “Israel Education: A Philosophical Analysis,” co-authored by Benji Davis and Hanan Alexander. In this conversation-starter, Davis and Alexander undertake two tasks. First, the authors create a taxonomy of the current philosophical discourse of the field. Their taxonomy identifies and names seven distinct schools of thought in the current scholarship on Israel education: (1) The Understanding Modern Israel approach highlights the study of Israeli history, politics, and society, and its proponents frame critical analysis of the past as an essential component of fostering collective belonging in the present. (2) The Jewish Peoplehood conception situates teaching and learning about Israel as part of a broader process of finding personal meaning in being a member of the collective Jewish people. (3) The Learner-Centered Israel education approach emphasizes the personal development of the learner and the learner’s knowledge, attitudes, and behaviors regarding Israel. (4) Jewish Visions for a Better World Israel education centers issues of peace and justice, seeking to engender commitment to Israel by situating it as a laboratory for implementing Jewish visions for a more just and peaceful world. (5) Supporters of a Jewish Civic Education approach to Israel education frame engaging with Israeli civic and/or political issues as a way of helping learners be “active Jewish citizens.” (6) Social Activism Israel education focuses on how and why Jews outside of Israel can respond to – and even impact – life in Israel, highlighting the importance of social action over connection. The seventh school of thought, Mature Zionism, Davis and Alexander themselves embrace. Their conception of “mature Zionism” is committed to “juxtaposing the ethical liberal identity of American Jewish identity with the liberal national identity of Israeli Jews” as a way of helping learners “understand modern Israel in its various forms as it contrasts with the framework that organizes their own [Diaspora] Jewish lives.” Davis and Alexander frame “mature Zionism” as an antidote to what they call “the philosophical weakness” of both “the liberal-religious identity prominent in Jewish life outside of Israel” and also the six prominent schools of thought in Israel education that JOURNAL OF JEWISH EDUCATION 2023, VOL. 89, NO. 1, 1–5 https://doi.org/10.1080/15244113.2023.2174738
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