Israel Education: Agreeing to Disagree

Autor/in	Gringras, Robbie
Titel	Israel Education: Agreeing to Disagree
Quelle	In: Journal of Jewish Education, 89 (2023) 1, S.82-89 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1524-4113
DOI	10.1080/15244113.2023.2169498
Schlagwörter	Foreign Countries; Jews; Judaism; Educational Philosophy; Educational Practices; Perspective Taking; Persuasive Discourse; Discourse Analysis; Nationalism; Role of Education; Criticism; Israel + Suchen Sie Ihr Suchwort? Ausland; Jew; Jude; Jüdin; Juden; Judaismus; Bildungsphilosophie; Erziehungsphilosophie; Bildungspraxis; Zukunftsperspektive; Persuasion; Persuasive Kommunikation; Diskursanalyse; Nationalismus; Bildungsauftrag; Kritik
Abstract	Following the lead of Israel Education: A Philosophical Analysis, Gringras first explores the idea of complexity in Israel Education, suggesting that inconsistencies are due more to emotional complexity than to the intellectual complexity of the subject matter. Due to these ideological and emotional complexities, Israel has become a wedge issue in the Jewish community abroad. Different perspectives, and different attitudes muddy the waters where disagreement undermines a "sacred" approach. Instead Israel educators should no longer aim to "transmit a broad … commitment" to anything but to the argument itself. The paper goes on to explicate how a pedagogy of argument might benefit Israel education. By centering the disagreement rather than the consensus, we invite the learner into an active involvement in their identity development that includes a dynamic engagement with Zionism's questions and Israel's answers. This approach does not suggest one stops teaching information about Zionism and Israel; it recommends altering its purpose. The educator would look to teach as much information the students might need in order to engage in a healthy argument about the topic. An ongoing commitment to holding a growth mindset, to learning multiple contrasting viewpoints, and to having the confidence and enthusiasm to argue for their perception of the collective good might describe the behavior of the ideal graduate: someone who enjoys a good argument about Israel. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01