Non-Orthodox Israeli and their Jewish Identity
"Does the Non-Orthodox Israeli have a Jewish Identity?’’
Martin Ben Moreh, Exec Director, Meitar – The College of Judaism as Culture May 2006
For many non – Orthodox and secular Israelis Jews born and bred in Israel, there is little understanding of what it means to be a Jew, and the bonds that tie them to their Jewish heritage are weak. Moreover, the basic level of Jewish knowledge has plummeted to the point that many have become like the son who doesn't even know how to ask.
The Facts
While the Orthodox and Ultra-Orthodox have separate educational streams that focus on Jewish content, the vast majority, or 67%, of Israeli Jewish school children attend non-religious public schools. These academically-oriented public schools concentrate primarily on the study of English, Mathematics, Computers, and Hebrew. The traditional Jewish subjects - Bible, Talmud, and Jewish Thought – are not required subjects for the matriculation exams and, therefore, receive much less emphasis.
In 1994, the Israeli Government's Shenhar Report, which assessed the need to teach Judaism in the Israel public schools, found that, "non-Orthodox students are increasingly alienated from Judaism and that the existing curriculum does not appeal to them." The Shenhar Commission called upon the Education Ministry to teach Judaism in an open and pluralistic way, and to ensure that educators who teach Judaism are equipped "with a worldview and lifestyle acceptable to the secular public in all its diversity, and appropriate to the distinctive character of the communities served by state schools," A decade later, Prof. Shenhar wrote: "During the last few years there was a shift in educational goals(added emphasis on matriculation) and as a result, secular children are left to continue believing that the Jewish heritage does not concern them and is the sole property of the ultra-Orthodox…”.
In the illusion of familiarity, the young Israeli lives in modern Israel – by definition a Jewish state – and, therefore, it seems clear that his Judaism is obvious. That is until you scrape under the surface. Then the large gaps of ''Jewish illiteracy'' become blaringly apparent. Many "Sabras" were born into non- religious/secular families where Jewish religious traditions and heritage were not discussed and, in many cases, not practiced. The crux of this dilemma is, according to Prof. Moshe Kaveh, an Orthodox Jew, President of Bar-Ilan University, that, "We must recognize that the secular culture is the dominant one in Israel and the world….Jewish identity and heritage belongs to you, the secular majority in Israel, just as it belongs to me. I say to you get organized and take charge of your children's Jewish identity for the future."
And so the crucial question becomes "how do secular educators not only ensure that their students achieve Jewish literacy, but reclaim ownership of their Jewish identity?"
Experiencing Judaism as Culture
The key lies in exposing the children to the very essence of Jewish culture. This requires a complete rethinking of how we teach Judaism to secular pupils, today.
The normal teaching methods of presenting knowledge of the Jewish heritage, to the pupil is not sufficient. Ultimately, the challenge for the teachers will be to create a reflective environment where the young students are given the opportunity to explore their own minds and souls, and to gain greater insight into their Jewish heritage. While in principle this sounds simple, in actuality it is about as easy as climbing Mount Everest.
Transforming teachers into educators who can teach Jewish knowledge in a way that challenges every pupil to look inside himself and reclaim his Jewish identity is crucial.
Providing a Jewish compass
Judaism as Culture is much more than an academic discipline: it is a mindset which perceives Jewish culture and values as a compass to life. Judaism is bigger than studying Bible, or Talmud, Jewish Thought or Kabbala. We are exposing our students to the Jewish values that are central to our tradition - the ideals of continuous learning, social justice and Tikkun Olam. Judaism is a dynamic culture in constant evolution – it demands that each generation, secular and religious, redefines it for itself.
Pedagogical methods for teaching and experiencing Judaism as Culture
Meitar – the College of Judaism as Culture has developed a five-pronged approach for working with different populations in Israel, this method has proven to be highly successful in the field:
Meitar’s educational approach: everything taught in Israeli State schools as Humanities, Social Sciences, Arts and Civics falls under the title of “Judaism as Culture.” Stemming from this approach, we strive to influence the mindset of every teacher and pupil, and if possible the parent, to accept that what we do, experience and learn at school, is in essence an expression of our Judaism. Moreover, that the school is the ultimate workshop for creative Judaism.
Problem-oriented -presenting content through dilemmas and choices. Meitar is creating unique educational programs relevant to the challenges and needs of the participants as it related to their Jewish identity.
Empowering the participants - to explore their individual Jewish identity through personal educational experiences such as: critical/creative dialogues with ‘’your own’’ Parashat Hashavua, Bar/Bat Mitzvah projects, defining what the Jewish holidays mean to me, Jewish identity programs, Dilemmas in Jewish History, etc.
Meitar uses interdisciplinary materials, blending intellectual stimulus, with emotional experiences. Integrating various media, such as Cinema, Drama, Art, Music, literature and other areas of the creative arts into the programs. Incorporating field trips to sites significant in the Bible.
Forging Cultural Communities - Meitar's community model fosters a pluralistic environment in which Jewish identity is the common denominator. Bringing people together and creating Jewish solidarity, for the secular Israelis. Meitar communities exist in five different towns in Israel, encompassing children, educators, students, families, youth movements, Olim, women’s groups, senior citizens, volunteer local leadership etc. We have developed together with each community, tailored made programs relevant to the specific population
"This Generation of young Jews will have to choose to be Jewish’’
Herman Wouk
As citizens of the ''Global Village,'' each Jew - whether in Israel or the greater Jewish world - has to make a conscientious effort to explore his or her individual identity. Actively choosing to be Jewish, learning about our culture and traditions, and gaining an understanding of the core Jewish values will provide a Jewish compass to the complex world we live in.
The concept of Judaism as Culture allows the majority of Jews, non-Orthodox and secular, to identify with their Jewishness in a way compatible to the mindset and lifestyle they live. Judaism as Culture is the common denominator to the evolving Israeli society and the Jewish world where each one of us has the right to a place at the Jewish table.
"Does the Non-Orthodox Israeli have a Jewish Identity?’’
Martin Ben Moreh, Exec Director, Meitar – The College of Judaism as Culture May 2006
For many non – Orthodox and secular Israelis Jews born and bred in Israel, there is little understanding of what it means to be a Jew, and the bonds that tie them to their Jewish heritage are weak. Moreover, the basic level of Jewish knowledge has plummeted to the point that many have become like the son who doesn't even know how to ask.
The Facts
While the Orthodox and Ultra-Orthodox have separate educational streams that focus on Jewish content, the vast majority, or 67%, of Israeli Jewish school children attend non-religious public schools. These academically-oriented public schools concentrate primarily on the study of English, Mathematics, Computers, and Hebrew. The traditional Jewish subjects - Bible, Talmud, and Jewish Thought – are not required subjects for the matriculation exams and, therefore, receive much less emphasis.
In 1994, the Israeli Government's Shenhar Report, which assessed the need to teach Judaism in the Israel public schools, found that, "non-Orthodox students are increasingly alienated from Judaism and that the existing curriculum does not appeal to them." The Shenhar Commission called upon the Education Ministry to teach Judaism in an open and pluralistic way, and to ensure that educators who teach Judaism are equipped "with a worldview and lifestyle acceptable to the secular public in all its diversity, and appropriate to the distinctive character of the communities served by state schools," A decade later, Prof. Shenhar wrote: "During the last few years there was a shift in educational goals(added emphasis on matriculation) and as a result, secular children are left to continue believing that the Jewish heritage does not concern them and is the sole property of the ultra-Orthodox…”.
In the illusion of familiarity, the young Israeli lives in modern Israel – by definition a Jewish state – and, therefore, it seems clear that his Judaism is obvious. That is until you scrape under the surface. Then the large gaps of ''Jewish illiteracy'' become blaringly apparent. Many "Sabras" were born into non- religious/secular families where Jewish religious traditions and heritage were not discussed and, in many cases, not practiced. The crux of this dilemma is, according to Prof. Moshe Kaveh, an Orthodox Jew, President of Bar-Ilan University, that, "We must recognize that the secular culture is the dominant one in Israel and the world….Jewish identity and heritage belongs to you, the secular majority in Israel, just as it belongs to me. I say to you get organized and take charge of your children's Jewish identity for the future."
And so the crucial question becomes "how do secular educators not only ensure that their students achieve Jewish literacy, but reclaim ownership of their Jewish identity?"
Experiencing Judaism as Culture
The key lies in exposing the children to the very essence of Jewish culture. This requires a complete rethinking of how we teach Judaism to secular pupils, today.
The normal teaching methods of presenting knowledge of the Jewish heritage, to the pupil is not sufficient. Ultimately, the challenge for the teachers will be to create a reflective environment where the young students are given the opportunity to explore their own minds and souls, and to gain greater insight into their Jewish heritage. While in principle this sounds simple, in actuality it is about as easy as climbing Mount Everest.
Transforming teachers into educators who can teach Jewish knowledge in a way that challenges every pupil to look inside himself and reclaim his Jewish identity is crucial.
Providing a Jewish compass
Judaism as Culture is much more than an academic discipline: it is a mindset which perceives Jewish culture and values as a compass to life. Judaism is bigger than studying Bible, or Talmud, Jewish Thought or Kabbala. We are exposing our students to the Jewish values that are central to our tradition - the ideals of continuous learning, social justice and Tikkun Olam. Judaism is a dynamic culture in constant evolution – it demands that each generation, secular and religious, redefines it for itself.
Pedagogical methods for teaching and experiencing Judaism as Culture
Meitar – the College of Judaism as Culture has developed a five-pronged approach for working with different populations in Israel, this method has proven to be highly successful in the field:
Meitar’s educational approach: everything taught in Israeli State schools as Humanities, Social Sciences, Arts and Civics falls under the title of “Judaism as Culture.” Stemming from this approach, we strive to influence the mindset of every teacher and pupil, and if possible the parent, to accept that what we do, experience and learn at school, is in essence an expression of our Judaism. Moreover, that the school is the ultimate workshop for creative Judaism.
Problem-oriented -presenting content through dilemmas and choices. Meitar is creating unique educational programs relevant to the challenges and needs of the participants as it related to their Jewish identity.
Empowering the participants - to explore their individual Jewish identity through personal educational experiences such as: critical/creative dialogues with ‘’your own’’ Parashat Hashavua, Bar/Bat Mitzvah projects, defining what the Jewish holidays mean to me, Jewish identity programs, Dilemmas in Jewish History, etc.
Meitar uses interdisciplinary materials, blending intellectual stimulus, with emotional experiences. Integrating various media, such as Cinema, Drama, Art, Music, literature and other areas of the creative arts into the programs. Incorporating field trips to sites significant in the Bible.
Forging Cultural Communities - Meitar's community model fosters a pluralistic environment in which Jewish identity is the common denominator. Bringing people together and creating Jewish solidarity, for the secular Israelis. Meitar communities exist in five different towns in Israel, encompassing children, educators, students, families, youth movements, Olim, women’s groups, senior citizens, volunteer local leadership etc. We have developed together with each community, tailored made programs relevant to the specific population
"This Generation of young Jews will have to choose to be Jewish’’
Herman Wouk
As citizens of the ''Global Village,'' each Jew - whether in Israel or the greater Jewish world - has to make a conscientious effort to explore his or her individual identity. Actively choosing to be Jewish, learning about our culture and traditions, and gaining an understanding of the core Jewish values will provide a Jewish compass to the complex world we live in.
The concept of Judaism as Culture allows the majority of Jews, non-Orthodox and secular, to identify with their Jewishness in a way compatible to the mindset and lifestyle they live. Judaism as Culture is the common denominator to the evolving Israeli society and the Jewish world where each one of us has the right to a place at the Jewish table.
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