It feels pretentious and premature to be talking about retooling education about Israel. The war is not over, the wounds are still fresh, barely a year has passed since that awful day, there are thousands of children-parents-loved ones still in active combat and separated from their families for months at a time, many of the hostages are still in captivity, the campuses are reeling, the internal divisions in Israel are deepening rather than abating, and the landscape of the Jewish world is muddled at best as the aftershocks of the earthquake still rattle us. And yet, we dare to think that we have something meaningful to contribute as to how to teach about Israel. It is fair to say that everything written in this journal is written with the awareness that when the dust settles, we may need to re-examine everything all over again.

As a preface, I believe that we are all experiencing a revolutionary moment in the evolution of the Jewish people. By that, I mean that while the evolution of the Jewish people remains a constant, we are nonetheless at the forefront of a moment of awareness—of what in Judaism is known as she’at ratzon—a moment of willingness among Jews that is unprecedented in modern Jewish history. That, in and of itself, should raise for us a great call for action as educators and as people who work on behalf of the Jewish community in charting a path for our envisioned trajectory.

I would identify two very different kinds of Israel education that we do. The one that I will not speak about much is what I might call the reactive component. When things happen in or related to Israel, we need to address them. And we do that in a variety of ways. We have speakers come in, debriefing sessions with our students, Town Halls dedicated to open discussions about Israel, special tefillot, etc. This past year, post-October 7th, we were particularly intense in the reactive programming, and it is hard to know what this next year will bring. But none of this has affected what we have been doing in our core Israel education programming.

When I began my work in Jewish education at the Park Avenue Synagogue High School in September of 1967 it was, as some will remember, a tumultuous time. In the Jewish world, the Six-Day War gave a sense of elation (albeit very temporary as we have seen for many decades) and America was filled with social and political crises. Our afterschool and weekend program quickly became a magnet for Jewish and even non-Jewish teenagers from across the Upper East and West sides of Manhattan. Feeling the absence of the “international” (Jewish and beyond) in my own education and seeking to emphasize and expand it in that of my students, we quickly added international travel during summer and mid-year vacations as a key part of our curriculum, and within a decade we were traveling into the Arab world. We began with Morocco, Tunisia, and Egypt, and in the summer of 1978, our students had a historic private audience with Egyptian President Anwar Sadat even before Camp David.

In April 2023, David Bryfman and Barry Chazan wrote: “Today the issues of identity and Jewish identity not only have lots to do with Israel, but also the connection between Israel and Jewish identity may be one of the most significant developments for Jewish identity, life, and education that we have known.” In other words, Jewish identity is intertwined with Israel in ways that have never before been true. This sentiment and understanding have shaped and guided our school’s recent thinking about Israel education.

Sitting in my 12th grade Modern Israel class, one of my students raised her hand and asked “why haven’t we learned anything about Israel in History classes since 10th grade?” While I began to explain the sequence of the History curriculum, where students learn Zionism and the history of Israel in 10th and 12th grade, I realized that students learn about Israel in multiple subjects and in co-curricular activities throughout their four years of high school. I pointed out that the 11th grade Hebrew curriculum offers a range of readings and discussions on early Zionist thinkers and Israeli literary figures, many of whom students engaged with, albeit from a historical perspective, in their 10th grade History classes.

Day school teacher Mr. Berkman is a proud long-time Jewish educator, but only recently has he also come to see himself as an Israel educator. “In October,” he explains, “I joined every other Jewish educator in the world in realizing, wait, I have to teach Israel now. But how?” Ms. Baghai, a general studies teacher at a different Jewish day school, has also had to rethink her teaching in the wake of October 7th. “How much do we talk about it and learn about it? How deep do we go? How much do I share?” she wonders.

We get off the bus for a quick stop on our first day of Derech l’Lev, our 8th-grade Israel experience. There is an electric energy as our two busloads of students and chaperones embark on this much-anticipated, two-week journey to Israel. I turn to one of my students: “So Sarah, what do you think? What are your first impressions of Israel?” Her face lights up. “I can’t explain it,” she says. “It’s all so familiar even though it’s my first time here. I just feel like I belong, like I’m home. I love this country!”

Jewish educators have long been successful at instilling a love of Israel in their learners by providing opportunities to engage with the sights, sounds, tastes, smells, and vibrancy of the country and its people in an ongoing way. Many settings culminate their Israel educational programs by visiting Israel, an experience designed to further deepen learners’ relationships with the people, land, and State of Israel. These varied modalities and content areas all are critical tools for achieving our collective goal of fostering a deep connection and commitment to Israel and the Jewish people.

As the years continue, Israel education now necessarily includes the history of Medinat Yisrael as a larger component than it has in the past. Young students have no memories of the major events in the history of the state, and as time passes, more information, stories, and significant events must be learned in order for students to be able to understand deeply what Israel represents and how its past informs its present. Language, culture, and geography are no longer sufficient for a well-crafted Israel education program.

Is being pro-Israel the same as being Zionist? Is the call of the hour advocacy training or education? As Israel educators with decades of experience between us, October 7th forced us to take a hard look at what we teach, and how we teach it. We’ve taught American high school students, Masa gap year and Yeshiva/Seminary students, and visiting college students. We certainly weren’t prepared for this traumatic war, but we will argue that an authentic, classic Zionist approach to Israel education makes more sense now than ever.

Being a Jewish History teacher in a pluralistic Jewish day school, I often find myself up against the question of how we apply the principles of pluralism to the teaching of Israel, and especially the teaching of the “Conflict.” Given that Jewish identity and religious expression are tied to Israel, it is important to help guide students through the fraught path of figuring out the relationship between their emotional connections and the political and social responses to the academic study of Israel. But, just as we set out guideposts for the limits of pluralism, it is important to craft boundaries of what is acceptable within our classroom environment. Key to this challenge is helping students understand their identities and how this sense of self shapes the way that student views the historical realities behind these conflicts.

For many educators, teaching about Israel has never been so challenging. The emotionally charged nature of the discussion, attitudes on Israel dovetailing with political affiliations, and educators’ fears of facing backlash from parents and the community, are all reasons for why teachers are reluctant to address Israel in the classroom. This is further complicated when considering the generational gap surrounding Israel in our communities. While previous generations saw Israel as the country of miracles and the underdog in the Arab-Israeli conflict, many in the younger generation see Israel as the aggressor in the Israeli-Palestinian conflict and feel conflicted over support for Israel.

Yavneh Academy, in Paramus, New Jersey, is a Modern Orthodox, staunchly Zionist, preK-8 Jewish day school. Its mission statement includes: “Establishing the centrality of the State of Israel in the life of our school and in the lives of our children and imbuing each child with a connection to the State of Israel as an essential part of his/her identity.” Yavneh has always held true to its mission statement. It has seamlessly woven the study of Israel into much of its curriculum. Students learn Hebrew in every grade, including pre-K. They are exposed to Judaic texts and maps to connect history to the present-day land.

The first aspect of helping my students this year was to create a safe, open, and accepting environment in the classroom to allow students to share their fears, questions, and thoughts. I have learned over many years of teaching that students desire to be heard and validated. They are seeking to be heard, much more than they are seeking actual answers to their thoughts and (philosophical) questions. I have learned over the years to listen and understand them.

Long before October 7th, as a teacher with a Social Studies background, I have been working with my administration team and the Center for Israel Education to revamp our Israel curriculum. My instinct was to bring Israel education from a place of chronological progression of events to finding touch points with other historical events outside of our people and land, helping to anchor historical periods in students’ minds. This approach mixed with modern culture and current events, should give students a broad and basic foundation of understanding that culminates in our annual 8th grade trip to Israel.