Freedom and Responsibility (Session IV)

fed logoHow free is your family?

To begin our conversation, here’s some classic Disney… (you might want to begin watching at 1:34)

What do you think this short classic wants us to know about three things:


The Disneys have always been known for their clear moral messaging…

  1. Do you agree with the messages?
  2. And if the magic broom were the family car? (more…)

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Conquest and Coexistence – 12

The period from the conquest of the land under Joshua to the crowning of Saul as king raises a number of interesting questions with modern relevance.  Regarding the conquest itself, there are questions on two levels: a) did it really happen as described in the book of Joshua?  Internal biblical evidence – and, possibly, archaeology – cast doubt on the account of the Israelites’ rapid and total conquest ofCanaan; if so, what do we do with the contradiction and how do we teach it?  b) how do we respond to our own and our students’ moral concerns about the bloody account of the conquest?  And of course, the question of the morality of conquest hovers over the discussion of the modern state ofIsraeltoo.

Another issue is that of Israelite identity.  The Book of Judges seems to depict a land inhabited by a number of disparate and sometimes even warring tribes, each absorbed in its own local conflicts with neighboring non-Israelite tribes; only in the face of a powerful common enemy does any kind of political union form – and only temporarily.  Different theories have been proposed regarding the formation of the Israelite nation during this period; how might these affect our understanding of Jewish identity past and present? 


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Childhood – 35

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Israelis who define themselves as “chiloni” (non-religious) nevertheless choose to undergo traditional Jewish lifecycle events, circumcising their sons, celebrating bar/bar mitzvah ceremonies and weddings, and burying their dead according to traditional practice. Some of this participation is enforced by Israeli law (more on that in the lessons on marriage and death), but the rituals of childhood are entered into voluntarily (at least by the parents…). While the circumcision ceremony has remained largely identical to the traditional one, the bar/bat mitzvah ceremony has evolved and changed – perhaps because it is a relative newcomer on the scene. Other ceremonies contain different mixes of tradition and new invention.

In terms of the Israel connection in life cycle observances in the Diaspora, the liturgy of the brit, and of bar/bat mitzvah, does not contain explicit references to Israel or the hope of return. However, pidyon haben is wholly bound up with preserving the role of the kohanim and thus serves as a reminder of the Temple and its centrality.


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Youth and coming of age in Israel – 36

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Many of the “founding fathers (and mothers)” of modern Israel came to the country as twenty-somethings (or younger), in the Second Aliyah (1904-1914) and the Third Aliyah (1919-1923). While they were small in number, their cultural influence was far-reaching and long-lasting, and it is perhaps largely due to their experience that Israel’s self-image is that of a “young” society, a society whose youth are its heroes and its leaders. There is an ironic reversal here of the traditional respect accorded to age and wisdom. And needless to say, this self-image affects many aspects of cultural life, from child-rearing to education to politics – not always in constructive ways. Another factor contributing to this youth-centeredness is the central place of defense in the collective consciousness – the near-universal conscription of both genders means that the army is a major rite of passage and a huge cultural influence.

This unit will examine the perception of – and the experience of – youth in Israeli society in several important contexts. The materials and background are presented straightforwardly – not as a comparative examination with the North American Jewish experience; however, exploring the comparison is recommended as a useful and effective educational method for using this material.


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