Key Theme for 5757 and 5758:

"The Centenary of the first Zionist Congress
&
Fifty Years since the Establishment of the State of Israel"

Director-General Circular

Introduction

[...]
In addressing Zionism over the next two years, the purpose is not to "provide backup" for history classes, but to enable the entire educational system in Israel and the Diaspora to address questions dealing with values, ideologies, and educational perspectives at the very basis of our existence today.

To this end, it is vital that students be given the building blocks of relevant knowledge and the appropriate tools for locating the necessary information, together with the requisite skills -- while simultaneously learning how to adopt a position grounded in knowledge and reflection. [...] Studying the past shuld be the means to an end -- to provide a critical tool for evaluating the present, rather than being an end in itself, that is to say, the acquisition of chronological or isolated sectors of historical knowledge.

In addition to knowledge, it is extremely important that students -- particularly the younger ones -- should have the opportunity of real in-depth experiences. Through: personal histories, anecdotes about specific places, and the personal stories of students and their families, students will be afforded real insight into and become familiar with the world of the past, which they will be able to relate also to the present and the future.

Debates on issues of values and ideologies involve delicate and difficult discussions. [...] The educator will need to differentiate -- on the one hand -- between the goals of such debates, and -- on the other hand -- the expression of opinions and the ways in which positions are adopted.

Neil Postman argues that if there is no purpose to education, this effectively spells the end of education. Israel's Ministry of Education, Culture and Sport, which has selected Zionism as a central theme for the educational system, has adopted a position on this issue. It is now up to educators to address the issues and the purposes referred to below, adapting content and methods to the different ages and sectors.

[...]

What makes this a tricky debate is the fact that there are no clear-cut answers to any of the issues involved: there is no "yes" or "no,"; no "right" or "wrong." The subjects do not, normally, touch students in their every-day lives, and so it is necessary to find a way of arousing interest in the subject.

An ideological debate is not, of course, appropriate to all ages, and particular methods must be selected to suit specific groups. For younger ages, learning is best achieved through experiences which bring the message home to the child; difficulties and misgivings can best be understood through the personal doubts and struggles of a specific personality.

Concerning the place of values in the education of children, the key issue is how to provide education in such a way that children choose values for themselves, rather than being indoctrinated. This is an issue best addressed in the staff room.

In the past, values and concepts such as "conquering the desert," "unrestricted immigration," "a Jewish state," "the ingathering of the exiles," and "rejecting the Diaspora or the Dispersion" were transmitted to children through the educational system. Today - especially in a period in which myths are being shattered - one must first ask to what national and universal values the educational system seeks to educate its students, mindful of the fact that there are both educators and entire sectors of the educational system striving constantly to educate children in clear-cut, well-defined values.

[...]

Furthermore, we must remember -- and bear in mind -- that there is an entire world of concepts and associations familiar to teachers and parents which are simply unknown in the younger generation's collective memory and consciousness. These concepts must first be carefully reviewed before they can be presented appropriately to young people, in a mannery and in words that speak to them.

[...]

One of the marvelous things which might just happen is that teachers, students, and parents will be able to study the various issues together, and then - jointly or separately - work out where they stand on each issue. Whatever the outcome, it should take place on the basis of knowledge, study, and an exchange of views between the various people involved.

Dr. Shimshon Shoshani,
Director-General,
Israel Ministry of Education, Culture & Sport

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