Jewish Education and Jewish Identity in the Post-modern Era
The author of the article analysed the profile of Jewish identity and education, indicating some essential problems and describing the way they are being tackled today. As far as Jewish identity is concerned, Z. Gross distinguished and depicted two separate standpoints, thus establishing two kinds o...
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| Format: | Article |
| Language: | deu |
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Jesuit University Ignatianum in Krakow
2017-04-01
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| Series: | Horyzonty Wychowania |
| Subjects: | |
| Online Access: | https://horyzonty.ignatianum.edu.pl/HW/article/view/1301 |
| _version_ | 1818900060606300160 |
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| author | Zehavit Gross |
| author_facet | Zehavit Gross |
| author_sort | Zehavit Gross |
| collection | DOAJ |
| description | The author of the article analysed the profile of Jewish identity
and education, indicating some essential problems and describing
the way they are being tackled today.
As far as Jewish identity is concerned, Z. Gross distinguished
and depicted two separate standpoints, thus establishing two
kinds of identity: substantive and constructive. She also described
the diachronic and synchronic types of Jewish identity
discourse, highlighting their implications for education.
The educational system in Israel points to five fundamental
historic events (the establishment of the Zionist Movement, the
Holocaust, the establishment of the State of Israel, The Six Day
War and the assassination of prime Minister Rabin) constituting
a significant factor of Jewish Zionist education, addressing them
in school curricula of particular subjects. Also, it is important to
commemorate these events in educational processes in order
to nurture the Jewish memory and strengthen Jewish national
solidarity and identity despite the internal conflicts and fundamental
reservations. Hence, the ability to compartmentalize and
differentiate between consensus and conflict in the educational
process is a salient feature of post-modern education. As to the
synchronic discourse, the educational system in Israel requires
transformation, since essentially no promoting forms have been
undertaken, only some sporadic activities done by few teachers
personally aware and committed to this problem.
The contemporary educational system in Israel, according to
Z. Gross, faces three closely interconnected cardinal problems in
the ideological, social and administrative spheres. These difficulties
result from the conflict between two Jewish civilizations and
traditions: the traditional and the modern. As a consequence, dramatic
transformations in Jewish identity and Jewish education are
taking place.
Therefore, these days the Israeli educational system needs to
cerate a new, multicultural Jew, embodying the various identity
conflicts that originated in historical and cultural processes. Such
Jews are able to develop a dialectical approach towards the inherent
conflicts, employing various identities as the basis of an
identity capable of facing the special challenges of traditional
society and adjusting itself gradually to ensure integration in the post-modern world. |
| first_indexed | 2024-12-19T19:57:51Z |
| format | Article |
| id | doaj.art-a995378a54aa4c2ab8334eba0e9f01ca |
| institution | Directory Open Access Journal |
| issn | 1643-9171 2391-9485 |
| language | deu |
| last_indexed | 2024-12-19T19:57:51Z |
| publishDate | 2017-04-01 |
| publisher | Jesuit University Ignatianum in Krakow |
| record_format | Article |
| series | Horyzonty Wychowania |
| spelling | doaj.art-a995378a54aa4c2ab8334eba0e9f01ca2022-12-21T20:07:45ZdeuJesuit University Ignatianum in KrakowHoryzonty Wychowania1643-91712391-94852017-04-0135Jewish Education and Jewish Identity in the Post-modern EraZehavit Gross0Dr Zehavit Gross, wykładowca w Wyższej Szkole Pedagogicznej Bar Ilan w Ramat Gan, Izrael. Pierwsza książka Judaism and Kibbutz Children – Possible Connection w roku 1995. Oprócz tego wiele artykułów z zakresu wychowania religijnego i świeckiego oraz tożsamości religijnej wśród młodzieży żydowskiej. Badania naukowe wśród młodzieży żeńskiej w Izraelu na temat retrospekcyjnego pojmowania życia religijnego, cywilnego, ruchów feministycznych i syjonistycznej socjalizacji w izraelskich szkołach. Ponadto naukowe badania w żydowskich szkołach w Brukseli, Paryżu i Genewie na zlecenie Rappaport Center, a także udział w europejskim projekcie na temat relgijności i poglądów na życie młodzieży oraz w związku z tym zagadnieniem badania wśród żydowskiej i arabskiej młodzieży. Laureatka wielu nagród: Berl Reptor (1994), Schupff (1997), Schnitzer (2000) oraz Nagroda Frankfurcka (2002).The author of the article analysed the profile of Jewish identity and education, indicating some essential problems and describing the way they are being tackled today. As far as Jewish identity is concerned, Z. Gross distinguished and depicted two separate standpoints, thus establishing two kinds of identity: substantive and constructive. She also described the diachronic and synchronic types of Jewish identity discourse, highlighting their implications for education. The educational system in Israel points to five fundamental historic events (the establishment of the Zionist Movement, the Holocaust, the establishment of the State of Israel, The Six Day War and the assassination of prime Minister Rabin) constituting a significant factor of Jewish Zionist education, addressing them in school curricula of particular subjects. Also, it is important to commemorate these events in educational processes in order to nurture the Jewish memory and strengthen Jewish national solidarity and identity despite the internal conflicts and fundamental reservations. Hence, the ability to compartmentalize and differentiate between consensus and conflict in the educational process is a salient feature of post-modern education. As to the synchronic discourse, the educational system in Israel requires transformation, since essentially no promoting forms have been undertaken, only some sporadic activities done by few teachers personally aware and committed to this problem. The contemporary educational system in Israel, according to Z. Gross, faces three closely interconnected cardinal problems in the ideological, social and administrative spheres. These difficulties result from the conflict between two Jewish civilizations and traditions: the traditional and the modern. As a consequence, dramatic transformations in Jewish identity and Jewish education are taking place. Therefore, these days the Israeli educational system needs to cerate a new, multicultural Jew, embodying the various identity conflicts that originated in historical and cultural processes. Such Jews are able to develop a dialectical approach towards the inherent conflicts, employing various identities as the basis of an identity capable of facing the special challenges of traditional society and adjusting itself gradually to ensure integration in the post-modern world.https://horyzonty.ignatianum.edu.pl/HW/article/view/1301POSTMODERNISMJUDAISMJEWISH IDENTITYJEWISH EDUCATION |
| spellingShingle | Zehavit Gross Jewish Education and Jewish Identity in the Post-modern Era Horyzonty Wychowania POSTMODERNISM JUDAISM JEWISH IDENTITY JEWISH EDUCATION |
| title | Jewish Education and Jewish Identity in the Post-modern Era |
| title_full | Jewish Education and Jewish Identity in the Post-modern Era |
| title_fullStr | Jewish Education and Jewish Identity in the Post-modern Era |
| title_full_unstemmed | Jewish Education and Jewish Identity in the Post-modern Era |
| title_short | Jewish Education and Jewish Identity in the Post-modern Era |
| title_sort | jewish education and jewish identity in the post modern era |
| topic | POSTMODERNISM JUDAISM JEWISH IDENTITY JEWISH EDUCATION |
| url | https://horyzonty.ignatianum.edu.pl/HW/article/view/1301 |
| work_keys_str_mv | AT zehavitgross jewisheducationandjewishidentityinthepostmodernera |