Advertisement

Faith-Based Ideological School System in Israel: Between Particularism and Modernity

  • Zehavit GrossEmail author
Chapter

Abstract

The aim of this chapter is to analyze state religious education (SRE) in Israel as a faith-based ideological school. SRE maintains a modern, orthodox ideology that is interpreted through a pedagogical philosophy, which strives to combine religious life and education with secular studies with the aim of preparing students to participate and function within the secular modern world. The article analyzes the different educational tenets of this system, the different educational pedagogies that were constructed within the system to cater diverse needs and the main dilemmas and challenges that SRE face. In conclusion, despite the impressive achievements of the state-religious schooling system in accomplishing its seminal goals, three principal criticisms are levelled at the system. These discussed in detail in the paper, which can serve as a case study for other faith based schools worldwide.

Keywords

Citizenship Curriculum Epistemic authority Indoctrination National Curriculum Worthwhile activities State religious education Faith based school Modern education Nationalist education Ideological schools Ideology Values Enlightenment Secular education Civic education Inclusive education 

References

  1. Ayalon, H., & Yogev, A. (1998). Torah with secular studies (torah im derekh eretz): The alternative perspective for state-religious high school education. In H. Ayalon (Ed.), Curricula as social reconstruction (pp. 33–54). Tel Aviv: Ramot (Hebrew).Google Scholar
  2. Dagan, M. (1999). State-religious education. In A. Peled (Ed.), 50th anniversary of the education system in Israel (pp. 1011–1024). Jerusalem: Ministry of Education, Culture and Sport (Hebrew).Google Scholar
  3. Dagan, M. (2006). The religious Zionist education and the challenges of modern time (pp. 60–165). Jerusalem: The Ministry of Defence and Lifshitz College.Google Scholar
  4. Don-Yehiya, E. (1998). Religious fundamentalism and political radicalism: The nationalist Yeshivot in Israel. In A. Shapira (Ed.), Atzmaut: Fifty years of statehood (pp. 431–470). Jerusalem: Zalman Shazar Center (Hebrew).Google Scholar
  5. Feiner, S. (2002). The enlightenment revolution: The Jewish Haskalah movement in the 18th century (pp. 62–90). Jerusalem: Zalman Shazar Center (Hebrew).Google Scholar
  6. Filber, Y. (1973). From religious education to Torah education. Morasha (Heritage), pp. 62–67.Google Scholar
  7. Goldschmidt, J. (1984). State-religious education in Israel. In A. Waserteil (Ed.), Philosophy and education: Letters of Joseph Goldschmidt. Jerusalem: Ministry of Education and Culture (Hebrew).Google Scholar
  8. Gross, Z. (2002a). The world of religious-Zionist girls: Between charisma and rationalization: Research report (pp. 4–35). Ramat Gan: Bar-Ilan University, Institute for the Research and Advancement of Religious Education.Google Scholar
  9. Gross, Z. (2002b). The religious-Zionist identity of female graduates from the state-religious education system. In A. Sagi & N. Ilan (Eds.), Jewish culture in the eye of the storm (pp. 200–232). Tel Aviv: United Kibbutz Movement and the Yaakov Herzog Center for Jewish Studies.Google Scholar
  10. Gross, Z. (2003a). The social roles of the religious Zionist education. In A. Sagi & D. Schwartz (Eds.), A hundred years of religious Zionism volume III (pp. 129–186). Ramat Gan: Bar-Ilan University Press (Hebrew).Google Scholar
  11. Gross, Z. (2003b). State-religious education in Israel: Between tradition and modernity. Prospects, 33(2), 149–164.CrossRefGoogle Scholar
  12. Gross, Z. (2011). State religious education system in Israel. In H. Miller, L. Grant, & A. Pomson (Eds.), International handbook in Jewish education (pp. 1219–1234). Dordrecht: Springer.CrossRefGoogle Scholar
  13. Horowitz, D., & Lissak, M. (1990). Trouble in Utopia (pp. 9–39). Tel Aviv: Am Oved Publishers.Google Scholar
  14. Katz, E. (1999). The yeshiva high schools and ulpanas for girls in the secondary school system. In A. Peled (Ed.), 50th anniversary of the education system in Israel (pp. 1025–1034). Jerusalem: Ministry of Education, Culture and Sport (Hebrew).Google Scholar
  15. Kiel, Y. (1977). State-religious education: Its roots, history and problems (pp. 5–12). Jerusalem: Ministry of Education and Culture, Religious Education Division (Hebrew).Google Scholar
  16. Leslau, A., & Rich, Y. (1999). Survey of 12th-grade pupils on state-religious examinations (pp. 4–32). Ramat Gan: Bar-Ilan University, The Eliezer Stern Center for the Study and Advancement of Religious Education (Hebrew).Google Scholar
  17. Lieberman, S. (1984). Greek and Hellenism in Eretz Yisrael (pp. 30–74). Jerusalem: Mosad Bialik (Hebrew).Google Scholar
  18. Liebman, Y. (1982). Neo-traditional development among orthodox Jews in Israel. Megamot (Trends), 27, 231–250. (Hebrew)Google Scholar
  19. McGettrick, B. (2005). Perceptions and practices of Christian schools. In J. Cairns, R. Gardner, & D. Lawton (Eds.), Faith schools: Consensus or conflict? (pp. 105–112). New York: RoutledgeFalmer.Google Scholar
  20. Rosenak, M. (1996). Educating the person: A Jewish ideal and modern culture. In Celebrating the jubilee (pp. 142–150). Tel Aviv: Friends of the Midrashia (Hebrew).Google Scholar
  21. Schreiner, P. (2002). Religious education in the European context. In L. Broadbent & A. Brown (Eds.), Issues in religious education (pp. 86–98). London: Routledge.Google Scholar
  22. Schremer, E. (1985). State-religious education: Between fundamental commitment and operative criteria. In V. Ackerman, A. Carmon, & D. Zucker (Eds.), Education in an evolving society (pp. 349–373). Tel Aviv: Hebrew.Google Scholar
  23. Schwartzwald, Y. (1990). State-religious education: Reality and research (pp. 15–111). Ramat Gan: Bar-Ilan University Press (Hebrew).Google Scholar
  24. Schweid, A. (2002). History of the philosophy of the Jewish religion in modern times. Part I: The haskalah period – A new agenda for philosophically coping with religion (pp. 23–74). Jerusalem: Am Oved Publishers and the Shechter Institute for Judaic Studies (Hebrew).Google Scholar
  25. Yogev, A. (1998). Cultural capital and professional prestige: The curricular stratification of teachers in Israel. In H. Ayalon (Ed.), Curricula as social reconstruction (pp. 55–78). Tel Aviv: Ramot (Hebrew).Google Scholar

Copyright information

© Springer Science+Business Media Dordrecht 2014

Authors and Affiliations

  1. 1.School of EducationBar-llan UniversityRamat-GanIsrael

Personalised recommendations