Showing posts with label jewish education. Show all posts
Showing posts with label jewish education. Show all posts

Monday, November 25, 2013

Are You Coming to Limmud UK?

Here's my schedule:


We are delighted to confirm that you will be presenting the following sessions:

   Sun 22 Dec 16:20-17:20 - “Apartheid roads” (and other Judea & Samaria lies you were told)

   Mon 23 Dec 21:10-22:20 - Going all the way up the Temple Mount: when a Jewish right meets a Muslim rock


   Tue 24 Dec 13:30-14:30 - The "impurity" of the  “purity of arms” myth


   Tue 24 Dec 21:10-22:20 - Panel: A ‘Jewish-democratic’ state: A reality, an aspiration, or an illusion?     (presenting with Avner Gvaryahu, Ruvi Ziegler, Talia Sasson)


   Tue 24 Dec 22:40-23:40 - Think and drink (3 of 3)       (presenting with Limmud Social Programming Team, Odeya Kohen Raz, Paul Kay)


   Wed 25 Dec 09:20-10:20 - Settling the debate? A roundtable on the past, present and future of the Israeli settler movement     (presenting with Avner Gvaryahu, Manfred Gerstenfeld, Miri Eisin, Sara Hirschhorn)


   Wed 25 Dec 16:20-17:20 - Menachem Begin’s birth centennial – a retrospective


I just hope that the 'think and drink' event doesn't turn into a 'drink and sink' one.

^

Wednesday, September 07, 2011

The Girls of Maaleh Levona

This 8000-plus word article published at The Tablet, entitled "Girls at War: How a group of teenage believers could reshape the Israeli-Palestinian struggle" is authored by Elizabeth Rubin. I put some of their pics here.

She explains a bit of a difficulty she had at the beginning of which I have personal knowledge:

...I called Rav Gadi Ben Zimra, the founder of the school, and reached him. He passed me to his wife, Nurit, the co-founder. She passed me to a neighbor involved with the school who spoke better English—and who could vet me. Her name was Mina Browdy and she told me that she was thrilled that we wanted to come do a piece on their school, meet Gadi and Nurit, hang out with the girls. And of course we could stay there. Ten days? Wonderful. I booked a ticket, as did my friend, the photographer Gillian Laub.

Then two days before the flight, Mina emailed me:

Shalom Elizabeth,


We thank you for your interest to come and write an article about Ulpanat Levona but we reconsidered the idea and decided not to go along with it.


Thank you! Our beloved teacher Rut Fogel Hy”d was murdered with her husband and three children, a three month old baby that was slaughtered cruelly by the wild animals that some of you think are able to make peace.


All the best
Mina Browdy

We decided to go anyway.

What actually happened was the result of a big misunderstanding.  The school thought she would be coming to visit for a few hours, not to embed herself.  After a second thought, a spokeswoman of the Benjamin Council was approached and they decided to turn to me.  I tried to do some research.  As Elizabeth writes later on:

In the end, Rav Gadi refused to meet with me, and I decided not to push it by showing up at his office. After all, it was his work—the girls—that were the most interesting thing to me about Rav Gadi. He was, I was told, particularly upset that Gillian and I had visited the dorms, and that the girls had agreed to pose for photographs...”

I ended up speaking on the phone for a very long time with Mina, Shilat, Tamar, Nurit, Gadi, Elizabeth and her editor.  I tried to explain that there were two major problems:

a) Elizabeth, by focusing on the Maaleh Levona girls (and her editor told me he had been following their story for five years!), not only could she be creating an unbalance of focus but she was placing on their shoulders the responsibility to represent alll the high shcool pupils of Yesha - for that would be how the average reader would view the story.  They cannot (and many simply would not) understand the differences between non-religious and religious school programs as well as the many shades inbetween.  An add to that that Ruth Fogel, their teacher, had just been murdered by Arab terrorists.

b) moreover, Gadi simply did not know of her plan to be there for a few days and actually try to live in amongst the girls.  In addition, it was Purim week and for a few days, the girls wouldn't be there.  He felt no school would agree to such an arrangement, especially as few of the girls spoke English all that well.  She was 'setting them up', in a sense even if she had - and she assured me she did have - the best of intentions of letting the girls tell their story as teenage girls in a unique situation.

I disagreed.   I'm in here, the 'someone':

After visiting Moriya and Roni, I had someone from the Yesha Council call Rav Gadi to see if he’d meet with me. Still no. He said he’d had a reporter from Haaretz at the school and it’d done them no good. They’d also seen a 2002 piece I did on a Hamas suicide bomber in the New York Times Magazine and decided I might be a Hamas sympathizer...

I suggested that if she did a story on the religious educational framework in Yesha which would include Ofra's Ulpana and the Ulpana at Kiryat Arba, for example, then that would be a better story and more fair.

But she had purchased her ticket as had the photographer and she had made babysitting arrangements with her mother (one of her Afghanistan stories was done while she was pregnant).

I didn't hear from her after that, even to tell me she had arrived.  When I found out she spent Shabbat at Tapuach, my suspicions about political bias increased and note this:

...it is also no wonder that natives of Tel Aviv express the fear that it’s not Israel that occupies the West Bank but the West Bank settlers who are now annexing Israel, as they pour more concrete and have more children, who are taking key positions in the army, government, and civil administration, which controls everything here from electricity to water to schools. The settlers embody an essential conflict at the core of the state of Israel. The government acts like an erratic parent to its recalcitrant children, the settlers—sometimes berating and even beating them, other times adoring and financing them, for their messianic faith. The longer I stayed, the harder it was to determine who is using whom: the government that allows the expansion of settlements while hoping to use the radicals as a bargaining chip in future negotiations with the Palestinians, or the radicals themselves, who offer the State of Israel the choice between civil war or abandoning them and their children to life in a Palestinian state.

In the end, it is a wonderful piece of writing and introspection into the Maaleh Levona girls.  But it is, nevertheless, unfair and unbalanced.  Kahane supporters stand out.  Almost no other Yesha-educated teenager is highlighted.  No true background is provided.

It will reflect not only on Yesha highschool girls but on Yesha in general.  There should have been more in it but you'lll make your own judgment.

Read it.

^

Wednesday, February 16, 2011

Holy to Both Jews and Muslims

According to Haaretz:

Education Minister proposes student trip to Hebron holy site

Gideon Sa'ar plans new school program which involves taking Israeli students to visit the Tomb of the Patriarchs, which is holy to both Jews and Muslims.

Holy to both Jews and Muslims?

You mean, next, the students will be visiting the Temple Mount?

What will Haaretz do then?

^

Monday, November 08, 2010

Baruch Dayan Ha-Emet - Rabbi Yitzchak Schwartz ז"ל

Last night, I received a phone call.  I was informed that someone I had just only met less than two weeks ago and with whom I expected to spend a lot of quality educational time had passed away over the Shabbat.

Rabbi Yitzchak Schwartz, who had founded a Distance Learning program, called me up recently and explained what he was doing.  Schools far from population centers where speakers on subjects of Israel and Judaism can not be readily available and asked to come into the classroom found a solution in video conferencing.

And so, I was in his Tschernichovsky Street apartment and that of his associate on Bustenai Street in Jerusalem, with him and his daughter, speaking to highschoolers in Western Canada on Israel, its security needs and its rights to Judea and Samaria.  Others in the series were a Beduin, a resident of Kibbutz Sa'ad and a Peace Now rep. (*)

Rabbi Schwartz was softspoken, generous and hospitable, making me feel quite comfortable with a new experience.  I met his wife with whom we shared some thoughts on the elderly and their needs.

Rabbi Schwartz was very proud of the archaeological seminar at Ir David that he developed.

May his memory be for a blessing and sincere condolences to the family.


.

______________

((*)  The series outline:

The Arab-Israeli Conflict


This five-part series is designed to give your students an encompassing understanding of the underlying causes of the conflict and the different approaches to solving it. The sessions will be focused as follows (while we recommend that students experience all five parts, schools can choose individual sessions):
Session 1: An overview of the historical underpinnings to the conflict, from biblical times until the present day, with an emphasis on events of the past century.  This interactive session will be led by an educator using a PowerPoint presentation, media clips, and other aids to provide your students a foundation to enable them to move to the next four sessions.
Session 2: We will go "on location" to a Kibbutz on the border of the Gaza Strip to meet with teachers from the local school district. These teachers will describe life on a kibbutz in general, and one along the Gaza border in particular. As these communities have been rocketed repeatedly over the past decade, their unique perspective on the conflict will be of great interest to students.
Session 3: Students will meet with settlers from the West Bank (and/or former communities in the Gaza Strip) for their take on the conflict and their approach to its solution. 
Session 4: Students will meet with "Peace Now" activists to understand their approach to solving the Arab-Israeli conflict.
Session 5: Students will meet with teacher(s) from the Hand in Hand School in Jerusalem (www.handinhandk12.org)

Sunday, August 15, 2010

Twenty-three? Big Story

Introducing a new category of posts - "let's contemplate that":-





The story to contemplate:

In a meeting of the Knesset Education Committee earlier Sunday, Justice Ministry representatives said that they had not permitted 23 modular structures to be placed at school sites because they believed that they violated planning laws.

In addition, representatives claimed that they still needed the Defense Ministry to sign off on approval documents. The Education Ministry, however, had already approved the placement of the classrooms, after officially recognizing the need for them around six months ago.

After the ministries all gathered around the prime minister’s table, Netanyahu reportedly instructed Defense Minister Ehud Barak to order the Civil Administration to approve the placements of the structures in Eli, Ofra, Elon Moreh, Itamar, Talmon-Neriya, Adam, and Emmanuel.

During the Education Committee meeting, frustrated National Union MKs Michael Ben-Ari and Aryeh Eldad threatened to offer their faction’s Knesset offices for the students’ use and to offer personal instruction in tents placed outside of the Knesset if no solution was found by the beginning of the school year, set to start in September...

All that for 23 classrooms?

- - -

Monday, January 12, 2009

Hebrew As Culture - But Of Which People?

This story is going to be quite interesting.

The essence:

State Weighs Approval of School Dedicated to Hebrew

Nearly two years after a wave of protests over New York City’s first public school dedicated to the Arabic language and culture, state education officials are expected to consider greenlighting a Hebrew-language charter school in Brooklyn this week.

The school would open in the fall if it is approved...and be in District 22, which includes the Sheepshead Bay, Midwood and Mill Basin neighborhoods. The district is 45 percent black, 13 percent Hispanic and 15 percent Asian. It also has a substantial population of Jewish immigrants from Russia and Israel.

...Organizers are taking pains to assure state officials that the school, called the Hebrew Language Academy Charter School, would not cross the church-state divide...They are also in negotiations with a candidate for principal who is not Jewish but who has experience in dual-language education.

The application states that students will receive daily, hourlong Hebrew lessons, and that Hebrew will be woven into some art, music and gym classes — with children learning the Israeli folk dance Mayim in gym, for example. In addition, the social studies curriculum will include lessons on “Hebrew culture and history in the context of both American and world history,” according to the application.

“The H.L.A. planning team understands fully that no instructor or staff member can in any way encourage or discourage religious devotion in any way on school premises,” the application states. “We also understand that the full study and exploration of any language necessarily includes references to the rich cultural heritage inextricably tied to that language, including elements touching on religion.”

...Ms. Berman...said last year...“I hope that we’re very clear that this is not a Jewish school,” adding, “There will be in no way any religious devotion at this school.”

If approved, the academy would join a growing collection of charter schools nationwide...more than 4,600 charters nationwide, 113 have mission statements speaking to a particular cultural theme. Those include the country’s first Hebrew language charter school, Ben Gamla, which opened in Hollywood, Fla., in 2007 amid heated public discussion, and the Tarek ibn Ziyad Academy in Minnesota, which has generated debate over whether it encourages the practice of Islam.

...Adem Carroll, the executive director of the Muslim Consultative Network, a community group, said that he would “be watching to see that due diligence be done, that the school is inclusive of New York City kids from all backgrounds and that it doesn’t pander to any national interest.”


This, though, was just typical, a Jew knocking Jews:

Saul B. Cohen, a member of the Board of Regents, said...“There are youngsters who study Chinese who are not Chinese in origin, but they want to study it for linguistic purposes, business purposes,” he said. But he questioned whether Hebrew was similarly useful. In Israel, he added, English was “completely widespread.”


And who else comments?

“It seems to me that if it’s successful, it’s the type of thing that could grow,” said Steven M. Cohen, a sociologist at Hebrew Union College-Jewish Institute of Religion. “With enough charitable funds to kick it off and government funds to support it in Jewishly dense areas, I think there’s a population that would want to use the product.”

Still, he said, navigating the church-state divide could prove tricky. “They’re going to have to walk a very fine line between Jewish as culture and Jewish as religion, and there will be people who are looking to disqualify the school for teaching religious practice,” he added.

Dr. Cohen noted that in Israel, nonreligious Jews “can learn Talmud, Bible, Jewish religious customs and regard it as a secular activity.” He said, “Is that possible in the United States of America?”

“The problem is that Jewish religious practice is part of Jewish culture,” he added. “So how does one make a sharp division between religion and culture?”


What is the motivating factor?

“I think his [Steinhardt's] hope is that Jews who are completely turned off by religion, by rabbis, by Jewish texts, religious texts will find their identity within this school,” said Jonathan D. Sarna, a professor of American Jewish history at Brandeis University. “I think he does deeply care that there be a Judaism for another generation, and his sense is that if we just go business as usual, that won’t happen.”



Here, in Israel, there is a problem, most extremely described as the phenomenom of 'Hebrew-speaking Canaanites', where Israeli Jewish secular kids leave school with not only with a small part of what Jewish education is, quantitatively and even qualitatively, - but with a imbibed anti-religious prejudice.

Here, we are, in the "Jewish" state, and while I fully recognize the cultural element of Judaism (okay, so playing dreidel isn't that crucial), one cannot understand, for example, the various layers and interplay of Hebrew literature, from Agnon to Greenberg (Uri Tzvi, that is) to Alterman to even Amichai, without knowing religion, knowing about religion enough to appreciate the hints, reflections and concepts.

Well, maybe Brooklyn is different.

And as we were taught in Betar: עברי דבר ערבית - Hebrew, speak Hebrew.