(2170) AGENTS OF OBEDIENCE EDUCATION: THE ISRAELI JEWISH HISTORY CURRICULUM FOR MIDDLE AND HIGH SCHOOLS

摘要

The research question in this paper is developed from my primary core research about Anti Semitism,Holocaust, and Zionism in History curriculum and history textbooks. My second research cycle wasabout Human Rights and Peace Education. The present third cycle is about Gender, Individualism andCivil and Military non violent disobedience. These later themes encamped Israeli history textbooks andcurricula statements, and comparative studies with Palestinians, British and American history andcivics textbooks.The current article on Israeli state history curricula for general non religious middle and high schoolsfocuses on gender, individual protagonists and major changing factors in human history. In order toface the above challenge, this essay analyzes the primary sources, meaning quotations andreferences from the Israeli History curricula (HC). It avoids reference collections and referencecollectors, unless it is absolutely necessary: such a method of research is based on the belief thatunless there is something original and genuine to write about, it is preferable to continue to read ratherthan to write.Therefore, the present essay focuses on a textual analysis of the goals, syllabus, and therecommended didactics of the two Israeli Jewish non religious HC (2003, 2010). Following theintroduction and methodological chapter, the analysis of the text includes: general history (not Jewish),gender, individual protagonists, revolutions and major changes. These topics have been chosenbecause they have not been researched, and because they reflect the self image of the Israelis andthe goals of the HC composers ("the authorities"). The translated quotations and references are readaccording to 'open,' 'close' and ('black holes') in formation and presentation and are comparedhorizontally and vertically according declarations of the declared goals.The conclusion challenges the central research questions: Does these HC represent 'history teaching'or 'history education?' or in in other words: Are these curricula agents of commanding system?