The chapters of this book present the reader with a broad and complex picture of the challenges that Israel’s higher education system is facing today. Despite the impressive contribution of the academic system in Israel to the national culture, economy and society and its value as a prolific creative center for intellectual growth, scientific and technological innovation, it has experienced major upheavals in the past two decades. This book reviews these crises. The chapters of this book examine the growth of Israel’s academic system since the beginning of the millennium, the upheavals it has undergone, and the policy directions that may help stabilize it and improve its ability to cope with the challenges it faces today. Chapter 1 examines historical conflicts that took place during the 1950s about the scope of freedom and institutional autonomy as defined by the Council of Higher Education Law, 1958. The Law followed a decade of dispute in the Knesset, which ended with the establishment of regulatory bodies, the Council of Higher Education and the Planning and Budgeting Committee and the opening of the gates to academic studies to almost half of year book since the 1990s . Chapter 2 examines with the "lost decade" when budget cuts of approximately 25% affected academic standards across academia, but took a heavier toll on the Humanities and Social Sciences. Chapters 3 and 4 examine policies that encouraged the integration of ultra-Orthodox Jews and of Arabs into higher education by removing barriers. Analyzing th e policy tools and steps needed to integrate these two communities into the academic system aimed inter alia, to reduce poverty among them. Chapters 5 and 6 examine disparities in the quality of research and teaching , disciplines based on sixty-one reports by international committees appointed by the CHE to assess the quality of the disciplines in Israeli universities and colleges since 2006. The findings of these committees shed light on the achievements and weaknesses of various areas of research and teaching. A preliminary analysis of the commissions’ reports found that the experts recommended that the CHE and PBC adopt a policy of corrective measures and preferences to support neglected disciplines, which in many cases didn't happened. Chapters 7 and 8 examine the politicization of higher education and its impact on regulatory bodies . For approximately half a century, the CHE and the PBC enjoyed freedom in navigating their roles. Accrediting a new university in Judea and Samaria in Ariel caused upheaval in academia and an ongoing crisis of trust between its senior officials and the government. Once political interference created this rift, and membership of the regulatory bodies was changed so as to ensure that the government could pass resolutions as it wished, it continued to widen and erode the authority of the entity entrusted with planning higher education. Chapter 9 examines the failure of a committee appointed by government . The committee was charged with reviewing and updating the regulatory bodies of the higher-education system, and recalibrating the balance between academia and the state in policy decision-making. The goal was to intensify the state’s participation in planning higher education, while preserving the freedom of the institutions. The government eventually vetoed the committee’s bill, fearing that the governance mechanisms proposed would limit the scope of its influence on the higher education system. Chapter 10 is dedicated to recent efforts to discard traditional teaching models. It reviews preliminary steps toward a new pedagogic model that changes students’ study patterns and lecturers’ teaching styles, by examining policy measures taken by six universities and three colleges. Chapter 11 summarizes the research findings. The Epilogue examines the possible consequences of the attempted regime overhaul by Israel’s 37th government on for the country’s higher education system.

This book deals with the cultural and emotional world of Jewish schoolchildren in the “Tarbut” school network in Poland between the two World Wars. It is based on a unique corpus of about 80 letters, written between 1934-1935 by 10-11-year-old fifth graders in the Tarbut school in the town of Nowi Dwόr in Poland to their beloved teacher who had immigrated to Eretz Israel – the place and destination they too dreamed about. In these letters – all composed in Hebrew – the children write about their class, their school, but also about themselves and their families. The pupils’ letters are analyzed in light of the educational practice of pen-pal culture which was developed in and encouraged by “Tarbut” schools, especially between pupils in the Diaspora and their cohorts in Palestine. The letters are also examined as ego-documents that reveal personal stories about the intimate and private world of children, their experiences, fears and hopes, their relationship with their teacher, their families and their friends. Studied as a corpus, they reflect the complexities of the educational experience in a Hebrew Zionist school in Poland. The uniqueness of this book is that it is attentive to children – not teenagers or adults – in their own voice and in real time, telling about their lives, and not from a place of retrospection or later memory. Sources that allow us to hear the authentic voice of a child in real time are very rare indeed. The letters, which were critically edited and published in full next to a clear photograph of the letter, are discussed from various perspectives including Jewish, Hebrew and Zionist education, the history and culture of the child, and the relationship between the Diaspora and Eretz Israel. The book also offers a short history of the influential, now almost forgotten, school network – Tarbut. Finally, the book presents a detailed history of one class in one town in Poland a few years before this world vanished.

In 1925, teacher David Idelson shared a pivotal insight with his colleague Yehuda Polani, reflecting on their educational endeavors in Tel Aviv: 'We were the novelty!' Both had migrated to Jerusalem from Germany in 1905 and were united by a vision for innovative Jewish education, inspired by cutting-edge Central European pedagogical methods. This journey from theory to practice reached its peak in 1922 with the founding of a distinctive school in Tel Aviv, promoting autonomy for teachers and child-led learning. The Children Community School stands as one of four key studies in this book, examining significant themes in the educational discourse in pre-state Israel and the formation of Hebrew education. The work delves into important milestones in the history of Hebrew education spanning more than half a century: the revival of the Hebrew language; building Hebrew teacher training; pedagogical innovation and its relationship with political ideologies; and the role of Eros in education. This historical perspective offers valuable insights, pertinent to ongoing educational debates.

After four volumes primarily focused on the British Mandate period, the fifth volume of the History of the Hebrew University of Jerusalem series delves into the first two decades of the State of Israel: 1948–1967. This comprehensive and diverse volume explores the intricate relationship between the university and the nation-state. The 1948 war and the “sovereign turn” sharply altered the university's status from an institution of higher education under British rule to an institution pertaining to an independent state. The university of the Jewish people, located on Mount Scopus, became an Israeli university with campuses scattered across a divided Jerusalem. Bringing together articles by senior and early-career researchers, this volume analyzes the university's history between rupture and continuity, as an autonomous institution strongly tied to the establishment of the state. It examines the university within its external geo-political context on one hand and considers its internal structure as a research and teaching institution on the other. Editorial assistance: Amit Levy

The Rebellion of the Daughters reveals for the first time the phenomenon of young Jewish women from Orthodox families escaping their homes in Krakow and its surroundings at the end of the nineteenth century and the beginning of the twentieth century. In extreme cases, hundreds of these young women sought refuge in a convent in Krakow and converted to Catholicism there, and in other cases they sought to exercise their right to higher education, including at a university that recently opened its doors to women. The book relies on an abundance of archival documents, including police and court investigations, correspondence and memos of government ministries as well as personal letters, press reports and literary works, including the well-known story "Tehila" by S.Y. Agnon. Through all of these, the stories of three of the young women who run away are reconstructed and the background to their escape is revealed, the struggle of their families in trying to bring them back to their home, and the stormy discussions that the phenomenon of the Rebellious girls provoked in Jewish society in its various guises. The last part of the book describes how the crisis of rebellious girls later motivated Sarah Schnirer, a young woman from Krakow, to establish an afternoon school for girls, an institution that provided girls with religious education in a formal framework and later developed into the Beit Ya'akov educational chain.

An Internal-External Journey presents an interdisciplinary educational approach, a toolbox and lesson plans developed by the author on the topic of creative education: integrating the arts in teaching and education. The approach was developed following many years of experience in the field of education, and the lesson plans were passed on to teaching students at Kibbutzim College. The book is intended for educators engaged in guidance, teaching and training of teachers. Creative education and the integration of arts in teaching allow students to embark on a two-way journey: inward to themselves, and outward to the cultural and academic texts. The book describes an initiation process using paint, newspaper clippings, glue and plasticine, and a combination of meditation, writing, reading and the play, knowing that it is important for future teachers to experience the springs of creativity up close. "This is an educational gem. It is a very unusual book with a lot of pedagogical understanding, a very interesting work, based on the wisdom of the field and a lot of experience." - Prof. Anat Zohar, School of Education, The Hebrew University of Jerusalem

The collective memory is not an innocent conduit carrying the cargo of the "authentic" past into the present, but a subject of constant struggle between different social forces, which have their own history. The discourse of the Holocaust in Israel has also undergone several incarnations during the last decades that reflected the complex interrelationship between "silence" and speech and the various tensions between private memories and collective memory. In this pioneering book - What Shall We Tell the Little Ones? - Yaakova Sacerdoti examines how Holocaust literature for preschoolers developed in light of the recurring questions on this topic over the years: Is it right to expose children to these horrific events of the past? And if so, how can the indescribable be described? The book examines these questions by describing over thirty children's books about the Holocaust, published since the beginning of the 1990s. Thus, Sacerdoti tries to reveal the literary and poetic techniques - both textual and visual - that children's writers used to try to circumvent the difficulties involved in conveying the experiences of the Holocaust to preschoolers.

Problems of Discipline explores the social and cultural function of the state system of secondary education in the Russian empire’s north-western provinces in the second half of the nineteenth century. It shows how schools facilitated socialization into informal, yet non-radical forms of political and social activism, and demonstrates, furthermore, how ideas of civil activism and communal commitment, typical to the contemporary Russian critical public discourse, led to the creation of a distinctive Jewish student subculture which contributed, subsequently, to the emergence of a new socially committed Jewish-Russian elite. Thus Problems of Discipline suggests a new conceptualization of the emergence of local – Jewish and other – elites and, in a broader view, a new understanding of the modes of Russian imperial socialization.

This book's aim is to assist school counselors with ethical and professional dilemmas in various complex situations. It is structured as a series of case studies written in collaboration with professionals and students, presenting versatile solutions based on the seven steps model detailed in this book. This pioneering book is designated for school counselors, school principals, teachers and parents.

Imagine 100 high school-aged teens – boys and girls, city and suburb dwellers, “heavy smartphone users” and regular users – disconnecting from their smartphones for one whole week. It may sound fictional, but this exactly is what occurred as part of a fascinating experiment that we recently conducted, which serves as the basis of this book. For a long and challenging week, these teenagers documented their experiences in personal diaries, and described them in personal and group interviews. They described their physical and psychological feelings about life without their devices, the effect that disconnecting from their devices had on their social life, their family life, and their management of time and routine tasks. The participants described how their lives looked without a smartphone in school and during their free time, how they missed their device and felt its absence upon waking in the morning and in the moments before falling asleep, and how they even felt it in their dreams, which were filled with longing for the digital friend that had been taken from them. This book provides deep insights into the role of the smartphone in the daily lives of teenagers, and the culture of “cellphones natives,” members of Gen Z. The book offers a new point of view on questions occupying researchers, parents, educators, and professionals: how and why did the smartphone become the dominant medium of communication in the lives and culture of teenagers? How does it shape and influence their daily lives? Can the relationship with the smartphone really be characterized as dependence and perhaps even as an addiction, as many claim, or is it relationship of a completely different nature? In a world full of technology, the aspiration to better understand teenagers and even ourselves requires acknowledging the ways in which these technologies are woven into every moment of our daily lives, for good and for bad.

This volume offers rich accounts of pioneering leadership development projects and other education-related programs operated or supported by the Jack, Joseph and Morton Mandel Foundation over the last thirty years - initiatives designed to advance the Foundation’s mission to enhance the vitality of the Jewish people and to strengthen Israel as a just, compassionate and inclusive society. Scholars, educational leaders and philanthropists will find much to ponder in this book. It offers multiple perspectives on the qualities needed for effective leadership; on leadership development, with attention to the role of the humanities and policy studies in this process; on ways to foster educational and social change; on philanthropic engagement; and on the role of research and profound ideas in efforts to strengthen educational practice and communal life.