4HQ! A gathering of Four Hatikvah Questions materials
The political awakening of students throughout the land following the Parkland shooting, has surprised and inspired many. Whether or not the subject is on their curriculum, every Jewish educator knows that Gun Control is a topic that their students are interested in addressing. As such, we have an opportunity. Our students are motivated, excited, engaged!
What contribution might educators make at this time?
I would suggest that one contribution – among many others – might be to equip our students to fight their good fight without them losing sight of the shared humanity and shared citizenship of their opponents. How can they maintain their righteous passion and drive, and at the same time hold on to a sense – despite it all – of a United States of America? How can our classrooms provide space for disagreement and struggle, yet make sure that opposition does not turn into hatred?
We would suggest that the Gun Control debate revolves around four fundamental questions that our students would benefit from exploring:
How do we stay safe?
What makes us American?
How can we be free?
How do we relate to our territory?
Our students who are demonstrating and campaigning for gun control probably do not need to even check their answers to these questions. Even without asking we might assume that it is clear to them that safety will come from gun control laws applied more consistently and broadly than ever before. They probably know that being American is about liberty and tolerance, and not about being the shame of the world due to its gun violence. They presumably wish to be free to go to school without armed guards (or teachers), and they know that only the US has such a crazy attitude to guns, and that those who do not live on the coasts think totally differently about this and that they are wrong.
So far so unsurprising. Where these four questions come in useful is in enabling the liberal learner to understand the “other side”. The “other side” of this gun debate would argue that one is safe from bad guys and from bad governments when one owns a gun of one’s own – the more powerful the better. They might argue that the Constitution is the sacred heart of what makes us American, all amendments included. Freedom for them would be meaningless if the State took away their right to armed self-defence, and the right to defend one’s territory – especially one’s home.
In assessing these two sets of answers (and of course there are many other possible combinations of answers), the student may emerge with two conclusions. First, “I totally disagree with them. They are totally wrong, and I shall do all I can to achieve what I believe,” but also: “I understand that we both share four fundamental concerns. This is what binds us. Our different attitudes to these shared concerns are what make us opponents in our shared endeavor to get better answers to these fundamental questions.” The latter conclusion can and should live together with the first.
Funnily enough, if you end up managing to draw your students into this conversation on gun control through these four questions, you might find your class is delightfully prepped to talk about Israel, too!
For the penultimate line of Israel’s national anthem, Hatikvah, contains four words that map very neatly on to these four questions your students will have explored: To Be (safety) a People (national identity) Free In Our Land (territory) – Lihiyot Am Chofshi B’Artzenu – להיות עם חפשי בארצנו. Pretty much every aspect of Israel you might explore with your students are about the same four fundamental concerns – for safety, collective identity, freedom, and land – expressed through these same four questions.
For more about these Four Questions in Israel Education, take a look at Makom’s work with 4HQ.
We are delighted to present our suggestion for talking Israel at the Seder table. This leaflet was produced by our friends at the UJIA in the UK, at their initiative. We are delighted to share this with all the world, in addition to the 45,000 Brits who will receive a printed copy with their Jewish Chronicle!
Our reading of the research and our own experience has led us to a few conclusions about Israel education:
1. If students are to develop an ongoing relationship with Israel that will live beyond their time at school, they need to emerge with a framework to grasp a dynamic and complex Israel, that does not avoid politics but does not fetishize them, and that enables them to explain themselves to their non-Jewish friends or family.
2. This kind of Israel education requires new or adapted curricula, but far more importantly, it requires teachers who are equipped or trained to teach according to a different approach.
3. This approach needs to be easily-grasped, ideologically flexible (works for orthodox and reform, left or right-wing), practical (don’t need to invest years changing everything!), and perceived as relevant/necessary by the teachers and their institutions.
Here is a fifteen-minute introduction to the 4HQ approach. Makom now runs training seminars in applying the 4HQ approach to schools, to campuses, to adult education, and to synagogues. In this video, you’ll be able to taste the depth and breadth of the approach.
For a written version of the contents of this video (not a transcript), please download from here.
The online version of this article is abbreviated. To see the full text, hover the cursor over the lines in bold, and a text box will appear.
We need to talk about Israel.
Too often it seems that our conversations about Israel are either too cerebral to be meaningful, or too passionate to be intelligent. We need to be able to bring both our heads and our hearts to bear. This is no easy task, as we face at least three challenges.
Tent or Tank?How can we easily delineate the parameters of the tent, making it a Middle Eastern kind of tent – that has defined edges, but that is open to all sides?
As part of our development of the Four Hatikvah Questions – 4HQ – we approached Israeli cartoonist Shay Charka to offer his visual interpretation. We are delighted to present three pairs of images offering contrasting aspects of To Be, Free, and In Our Land, and a fourth image that speaks to the Jewish People.
You’ll note that these genderless humanoids have kind of Magen David/Star of David heads. We shall be using these images throughout our educational work in different contexts. Here we present them all together, without labels. You are invited to label them yourselves!
At Makom we have been working with educators on our four-pronged analysis of Zionism for some time now – 4HQ – and it’s very exciting to test whether it works for understanding Israel’s elections as well…
Our take is that Zionism is the Jewish People’s answer to the universal aspiration expressed in the Hatikvah National Anthem, The Hope: To Be a People, Free In Our Land.
Right now the Kurds are fighting to be a People Free in the Land of Kurdistan. Three years ago the Egyptians fought Mubarak to be Free Egyptians in the Land of Egypt, and a few months ago the Scottish People voted… not to… To Full Post
This is an activity you can run with teens and older, about the Israeli Elections.
This can be a stand-alone, or something that you run as part of an Israel Elections “Happening”.
January 28, 2015 by Robbie Gringras
The Labor/Tnuah combo has chosen to call itself the Zionist Camp.
Contrary to popular belief, this is not a boutique clothes shop in Tel Aviv, but a political party with serious intentions. Their first introduction to the Israeli public is in this short video that begins with Herzog challenging: “Zionism? Let’s talk about Zionism!”
Soon thereafter this very video was “altered” by the opponents of the Zionist Camp.
We present both videos for you, parsing them through the filter of 4HQ, the Four Hatikvah Questions –
I must emphasize before beginning that these are my personal readings of the videos, hence this blog is under my name not Makom in general. We’ll all be having a go at this game in the coming few weeks – and you are also invited to add your reading to the comments below!