By Yiftach Leket, Community Shaliach
I am sitting next to Tomer Moked, NEXTGen Detroit’s Director, on a beautiful evening flight from Washington D.C. back home to Detroit. We had just spent the last two days meeting with the other Senior Shlichim who are placed all over the country. The topic of the seminar is no surprise – “How to create a three-dimensional Israel education” or in other words, how do we create more complex Israel education and discussion, while still holding certain core values? Three-dimensional education means we are exposing new layers, or new dimensions, around each and every topic we educate on. For example, in the past we used the Dead Sea almost solely as an incredible geological phenomenon, and as a tourist attraction. Three-dimensional education would say we should also talk about environmental and economic issues that float over the surface of the Dead Sea’s waters.
The need for a new paradigm surrounding Israel education is clear, and has become more evident following the last round of violence in May. I recently found myself explaining how I personally do not have any fundamental questions about the role of Israel in my Jewish identity after May’s events. This is not to say that I do not have criticism. Boy I do and if you know me, you know I am critical of Israel in many ways. But at the same time, these events have not shaken my basic relationship with Israel.
Over the two intense days at the seminar, we wrestled with different questions about the meaning and practice of three dimensional Israel Education. One fundamental question that rose to the surface is at the core of educational philosophy. The question is, how do you educate with a purpose (i.e., “I want kids to love Israel,”) and at the same time, not find yourself indoctrinating children, by showing them there is only one right path to do it? And further, who are the opposing sides in this question? One side emphasizes the need for a more diverse education. This idea is to advocate strongly through many organizations, as they are leaning on experience and research, showing that younger generations today do not want to be told what to think, and they will push back against any type of education that imposes historical values rather than their own. From this point of view, the answer to the question is the idea of exposing children to as many possibilities, stories and narratives as possible, and letting them choose the direction it leads them in. That way, they become the owners of their relationship with Israel.
Some Shlichim criticized this idea by saying education has to come with an agenda. We need to begin by defining what the parameters of the conversation are, and what our agenda is, and only then can we make room for diversity. That way we can achieve a complex conversation – but one that has the specific end goal of a positive relationship to Israel.
Of course, there is no easy answer to this question. This is the art of education, and I will even say the risk you take when practicing it. For me, the answer does not lie within the content of each approach. It is much more significant to understand the message we send with the way we frame Israel Education. Starting from the point of defining the parameters of the conversation expresses that we are afraid. When we are afraid, we send a message to those we are education, that we do not trust our students to be able to cope with reality. And when that comes across in our educating, they will in turn not trust themselves and start losing the ability to feel confident in their Jewish identity, and the role of Israel within that identity. Eventually, they will find it hard to deal with narratives other than their own.
This doesn’t mean an educator can’t say to his/her students: “You know what? I love Israel.” And I think that at the end of the day, with all the problems and criticism I have, Israel is still worth loving, and worth to being called my home. I will fight to change it for the better and keep my heart hopeful for growth and change. And most importantly – I am constantly on a journey of self-exploration with you – my students. As much as I am asking you to listen and to be open, I will follow this with my own effort to be humble and question things that I see as truths. It’s that simple, and that hard.
The art of education is a difficult task, especially in a world where meaning is mostly a matter of efficiency (and in many ways it’s hard for many to understand what’s efficient about their relationship with Israel). Nevertheless, it is crucial that we, as a community, continue to explore and debate new ways to create a better education for Israel, which will hopefully be a three-dimensional one.
Do you have thoughts on this topic? Questions, comments, concerns regarding my observations? I would love to hear from you: leket@jfmd.org.