By Barry Chazan
This e-book develops a brand new philosophy of Israel schooling. “Person-centered” Israel schooling is anxious with constructing in person freshmen the power to appreciate and make rational, emotional, and moral judgements approximately Israel, and concerning the demanding situations Israel frequently faces, whether or not they be existential, religious, democratic, humanitarian, nationwide, and so forth. Chazan starts off via laying out the phrases of the dialog then examines the six-pronged idea of “person-centered” Israel schooling to stipulate the goals, content material, pedagogy, and educators had to enforce this application. eventually, the writer meditates on what a change from ethnic to moral schooling may perhaps seem like during this context and others.
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Extra resources for A Philosophy of Israel Education: A Relational Approach
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The presentation of a multi-dimensional, multi-lensed portrait is likely to tell a story worth telling and worth becoming part of one’s own family album. The discussion of teaching contemporary Israel would not be complete without dealing with the existence of significant non-Jewish religious, ethnic, and political narratives of the land of Israel. These narratives are long-standing value statements that must be understood and cannot be dismissed because they are the “other”. Israel education should not approach this task with the intent to dehumanize or demonize non-Jewish narratives simply because they are “the other”.
In that sense, the act of education and being educated is a very personal work of art. THE ISSUE OF CONTEMPORARY STATE OF ISRAEL Teaching about contemporary Israel deserves special attention since this is both a topic with few precedents in Jewish or general education, as well as a highly charged subject. 12 The ambiguity flows from the difficulty of framing its content. Purely historical frames frequently underestimate the contemporary state. Purely spiritual frames generally choose to emphasize Heavenly Jerusalem and to disregard earthly Tel Aviv.