September 2011
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Dilemma Oriented Education
Martin Ben Moreh1
Background
The Israeli-Palestinian conflict has been raging for over 100 years. In September 2011,
we are reaching a new chapter when the Palestinians leadership goes to the UN, and
presents its case for a Palestinian State.
The Israeli government and leaders of the Jewish people all over the world are trying to
get to grips with this new development and are in many ways perplexed how they should
react to this initiative.
There is no question that during the next few months Israel and the Palestinians will
be constantly in th headlines of the newspapers and topping the Television shows. This is a
great opportunity for Israel to put its case to the ''people'' all over the world: Jews,
non Jews, old and young.
Surveys which have been taken in North America recently show that the Jewish
public in large and students in particular are tired of debating this issue in a black and
white way and are more intriged by the shades of grey. The old adage of ''My country
right or wrong'' has lost its ability to influence people especially young Jewish students ,
who are looking for a more nuance way to frame the debate and also want to be real
participants in the discussion.
Therefor we would like to present a concept of dilemma oriented education as a
unique methodology to understand a complex issue.
Overview of educational process
1.
Present the issue in sophisticated way – that bring up the shades of grey.
2.
Don't enter the debate from a position of ''I know who's right and whose wrong''.
3.
Use speakers who have a nuanced approach who are expert in getting the audience to
think and to participate vin the discussion
1
Martin is the Program Director of Judaism, Renewed Zionism and Israeli Society at the Reut Institute.
He has been involved in education for over 30 years and has written articles and brochures related to
educational thinking and implementation in the field.
September 2011
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4.
The use of ''Text'' – this could be be a written text , a video, movie, youtube, a song,
a play,newspaper headline, a drawing, a story etc, the purpose of the ''text'' is to
stimulate the mind and the curiostity of the participants.
5.
The session has 3 distinct parts :

Presenting the topic in an nuanced way

Allowing the participants to learn and discuss in small groups – with a ''text''

Concluding the session in a ''general debate style'' involving all the
participants/Facilitators/Speakers.
Example:Are we the ''Serving Elite''?
Student workshop
Goal: To create a unique cohesive ''serving Elite'' leadership group; for promoting Jewish
identity and Israel engagement among students in Jewish communities.
Designated Participants: Student group (20 – 25) picked by facilitators as a ''serving
Elite''.
Subject: First of a series: ''The Chosen People'' – what does it mean? What is the essence
of your Judaism? What kind of Jew do you choose to be? What is the price and
responsibility of your choice to you, your community, State of Israel, Jewish people?
Methodology: Ongoing Workshop – the facilitator creates the ''inter-active'' atmosphere
through presenting complex questions on various texts which look at the meaning of the
''chosen people'' in various and complimentary ways. The students gradually become the
''guides'' and moderators of these learning and debating evenings – the responsibility moves
to them as the facilitator fades into the background.
Materials
Blackboard/Charts & Felt pens
Texts
1.
Bible (Genesis 18: 16-33):
2.
''The Borders of Power'' – Rabbi Irwin Kula:
3.
''Do not do unto others''…. Hillel the elder, Ethics of our fathers:
4.
We need to do no more wrong that's necessary'', Martin Buber.
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Timing: this is the second meeting of the group, the ice has been broken, and the time is
right to start the evolution of the student group into a ''serving elite' for promoting Jewish
identity and Israel engagement among the Jewish student populace of the community.
Setting: Jewish community center: students sitting round tables – drinking and eating
modest fare. (Paid for by the students)
Facilitator: opening the event: Every Friday night at Kiddush – we say the blessing ''For us
hast thou chosen ...amongst all nations'': '' to be chosen'' – What does that mean:
''Chosen'' – Martin Buber wrote; ''The Old Israeli prophets were like a ''mosquito'' on the
necks of ''the horses of Israel'' – but without these mosquito bites ….. The Jewish people,
would not have been an eternal nation – not because they were ''let be'' – but because no
one let them be in their history, because more was demanded of them – they became more''
You as students are privileged to study, learn and sharpen your minds and abilities: what
will you do with this ability? You could become the Elite of your society, but will you
choose to be a disconnected Elite – with airs and demands or will you be a serving Elite?
People who want to take leadership decisions and actions in your community?
Tonight: – we'll start to learn and interpret a classic part of Jewish morality and the
responsibility it '' demands'' from every one of us:
The workshop
Text 1:
''Abraham's argument with God threatening to destroy Sodom and Gomorrah''
Genesis 18: 16-33: Abraham, father of the Jewish people – argues with God, unheard
of in most monistic religions
Learning process: Each participant receives the text; they split into small groups and
have to answer questions - prepared by the facilitator. After discussing the questions
in their small group – the whole body reconvenes, one of the group leads the
discussion
Text 2: Adaptation of the article: ''The Borders of Power'' – Rabbi Irwin Kula –
''Forward'', 29.6.2006.
Learning process: Similar as the previous text. Self learning guided by questions
from the facilitator.
Text 3:'' Don't do unto others what you hate to be done to yourself''/Hillel the elder
(Ethics of our fathers) and ''We need to do no more wrong that's necessary'': Martin
Buber
Learning Process: The text is discussed by the whole group with the facilitator taking
the role of moderator.
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Prepare questions for each text: depending on the character of the group and the time
allotted to the meeting, further questions can be asked.
Examples of Questions:
Text1. Argument between Abraham and God – (Genesis 18: 16-33)
Why does Abraham argue with the Almighty? What does he demand of ''The Judge of all
mankind''? What is the meaning of Jewish morality? Is one righteous person enough to save
a city? Give positive and negative points to these complex questions.
Text2. What are the ''borders of Power''? (Borders of Power – Rabbi Irwin Kula)
What has Zionism given back to the Jewish people? Why do some see the use of power as
heresy? Do you agree with the 3 categories regarding the State of Israel's actions that
appear in this article? Which category do you choose – explain? How do you solve the
dilemma of having a Jewish sovereign state and keeping Jewish morality?
Text3. Can the sovereign Jewish State Israel – retain the moral high ground in the
tough neighborhood of the Middle East? (Don't do unto others what you hate to be
done to yourself'': Hillel the elder (Ethics of our fathers) and ''We need to do no more
wrong that's necessary'': Martin Buber)
What does your responsibility of being Jewish demand of your relationships with others?
Should there be limits to having and using power without threatening your own existence?
How can Jewish morality became part of the strategy and tactics of the Jewish and
Democratic State?
Reflection: at the end of each study and debate evening – each member of the group will
be asked to discuss – the content and actions of his/her Jewish identity? What is his/her role
in the Jewish community they live in?
The Facilitator presents the following question: Each and every one of you has the ability
to choose to use your studies and personalities to become leaders in our Jewish
community – you can create questions and debates that ask of people to think, to debate,
to reflect who they really are and what that ''demands'' of them in their lives – you have
the ability to create curiosity regarding who we are as Jews, what is our connection to
Israel, and where are we going – you can be the ''mosquitoes'' that Buber talks about, or
you can be the individual who just wants a better life for him/herself? Each and every
one of us has to choose who he/she really is..
The Facilitator asks the group to form a small steering committee to choose the subject and
the materials for the next meeting.