The events of October 7th and the war in Gaza changed the reality in Israel, having a profound impact on Jewish and Arab Israelis and on attitudes and perceptions of each other.
In order to understand the situation on the ground, the Abraham Initiatives conducted an extensive survey on attitudes and opinions among teachers and students and held in depth discussions and workshops with high school principals and teachers. Our study produced an alarming picture of negative attitudes and feelings towards the other society and of increasing extremism. However, even amid the current tensions, we can do something.
This booklet presents our main findings and proposes a step-by-step outline on education for a shared society in the shadow of the Jewish-Arab conflict. The outline is based on four complementary learning circles. Each one begins with clarification of attitudes and experiences through multifaceted discourse within each society. The process includes lectures and guided workshops facilitating learning about myself (my society), about the “other,” from “the other” and with “the other.” The goal is to promote values and skills for life in a shared society while expanding the participants’ knowledge about the other society and their reality. The gradual process encourages internal awareness of attitudes and emotions relative to the values of shared society; the reinforcement of positive emotions, such as empathy, and reducing feelings of fear, anger, and hatred; and conflict management in a constructive and productive manner.
Based on our findings on attitudes in the education system in the wake of the war, the following are our recommendations:
- The education system plays a key role in influencing attitudes among youth and in shaping the relations between Jews and Arabs inside Israel. Teachers face the difficult and complex task of managing contentious discourse, educating for tolerance and non-violence during a period of war and heightened security. Therefore, education for shared society must be prioritized at this time and systemic support is essential for educational teams.
- Immediately resume activities earmarked for implementation by the Ministry’s Committee for Living in Partnership and to act in the four defined areas: systemic policy, pedagogy, vocational training and development, and public atmosphere, in order to promote a shared society.
- The Ministry of Education must respond to the needs raised by teachers for and tools to cope with conflict and promote shared society: internal team work to strengthen tools and skills; constructive dialogue in times of conflict; listening even when there are disagreements; containing and accepting different narratives. Strengthening the school as a safe place that allows space for different opinions and diversity. It must be recognized that contentious discourse is a challenge facing all teachers.
- Encounters between Jews and Arabs and increase the opportunities for encounters within the existing frameworks. Such encounters have a significant positive impact.
- Over the years, the Abraham Initiatives, together with other organizations and in cooperation with the Ministry of Education, has carried out numerous types of encounters for students and teachers, including Arabic/Hebrew language and culture programs; joint study of a selected school subject; training teaching staff in education against racism, and more. So far, these activities have been run on a limited scale. Today, however, in light of increased extremism, the Ministry must expand programs that promote shared society throughout the education system in order to cease this escalation.
