The "hundred concepts" of the Ministry of Education are intended to instill more Judaism than humanism
Yahyam whistles
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It began in 1895 and ended in 1896. Herzl wrote and published "The State of the Jews" as a literary-ideological platform for solving the plight of the Jews and their plight in their own, free and sovereign state. The dominant majority of the Zionist leadership at the time were secular, some even atheists, and Herzl sought to present a political and pragmatic option for the lack of connection between a scattered people and any territory. Herzl and his fellow-partners, and even those who held other Zionist theories, did not seek to create a connection between the Zionist and humanist solutions to the Jewish-religious heritage; It was precisely the separation between religion and state that stood before their eyes.
Years passed and the State of Israel was established, but its eyes were not directed to the almost amorphous connection between sovereignty and heritage, between nationalism and religion. In recent years, the change has "finally" taken place and the Ministry of Education and Culture is behind it.
The Ministry of Education gave him as the jewel in the crown the task of deepening the Jewish tradition and the ethnocentrism at the core of the tribal camp. In the name of these sacred tasks, textbooks were rejected and only those that saluted the national consensus (whatever that is) were recognized, the traditional national rituals in the schools were emphasized. Herzl, by the way, denied the appropriation of Jerusalem's holiness and under it spoke of inter-religious extraterritoriality. And from the current school year, middle school students are also ordered to demonstrate proficiency in nearly a hundred concepts from the field of heritage and roots.
Apparently, the ministry took the trouble to split the dozens of terms and concepts between three main headings: Jewish heritage, Zionism, Israeli democracy. In fact, it is about introducing purely Jewish heritage concepts and terms not only in the "Jewish heritage" gate, but also in the "Zionism" gate and between the folds of "Israeli democracy", which by its very nature is distant from the foundations of religion and tradition. The well-known Israbloff method, which begins with the joy of deceiving the Fritz and the entire world and is followed by self-deception, is operating here at full steam.
Examples? you are welcome. Let's enter the gates of the first topic - "Jewish heritage" - and ask ourselves why it won 35 concepts, each of which receives special attention, while the topic of democracy measured behind with 26 concepts? Why is the first term "the Hebrew calendar" defined, when it is known, historically, that the months are Babylonian - the Hebrew months are hidden among the verses of the Bible and in an archaeological inscription; Since when are concepts like "Maccabees" - it should be said Maccabees, but this will not fit with "who is like you in the gods of Jehovah" - "Fortress of Tzur", "fast of Esther", "delivery of parcels", "gifts to the evangelists", covered under the beam of "national holidays" ? Will the children learn from what is included under the heading "Days of Mourning and Fasting" that the destruction of the First Temple was caused by stupid rebellion, saturated with the personal whims of politicians? Will anyone associate the concept of "circumcision" with the traumatic suffering caused to the baby? And since when does "respecting teachers", as a value, belong to the Jewish heritage?
Does the "Exodus from Egypt" and "the status of Mount Sinai" have a historical foundation - after all, heritage is cast from a historiosophical discipline, unless the title in question changes and under "Jewish heritage" the title "Judaism" or "Jewish faith" appears? Will it be made clear to the babies of Beit Raban that the martyrs were not exactly scumbags due to their desire to uphold the Jewish religion, but, in many cases, for pragmatic-profit reasons?
Additional questions haunt the rest under the title "Israeli Democracy": how can the concept of "Jewish and democratic state" be clarified when there is a contradiction in it, and how Judaism precedes democracy. Will the concept of the "Declaration of Independence" be properly analyzed, that is, full equality of rights for the Israeli Arabs, and why concepts from the field of heritage penetrated this gate (the Law of Return, status quo, Adam Nevara B'Tselem, and more).
The selection of concepts is therefore intended to instill more Judaism than humanism. Many of his terms raise questions and doubts. And in general: Does the Ministry of Education recycle the methods of studying in the classroom, methods of memorization and recitation, and push to the margins the core of education - the doubts and the questions-dilemmas?
Dr. Shurk is a historian and a lecturer at Beit Berel College
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