论文部分内容阅读
近年来,在以色列教育部内部及在政治家和学者之间针对学校公民学课程和课本的内容发生了激烈的争论,很长一段时间其特别聚焦于高中课本《成为以色列公民:一个犹太民主国》。一些人认为公民学课本应该提供对民主的理解,其他人则指责课本不符合犹太复国主义精神。这场争论与犹太复国主义运动和以色列高于犹太国身份的观点中长期存在的分歧有关,尽管这个国家被正式界定为“犹太的和民主的”。结合这场争论,本研究探讨以色列实际上是如何被呈献给即将成为公民的高中生的,聚焦于对其“犹太的和民主的”的正式描述的解释,以及其所谓的存在的理由。通过研究主要的高中公民学课本,本文认为,即使这些教材是各方妥协的产物,但它们仍然作为某种国家宣言传递给了下一代公民。此外,这些课本提供了有关以色列公民社会发展的标志。在方法论方面,像通常的课本研究一样,笔者探讨了定量方面及主要的定性方面。更具体地,笔者研究了三个重要时期的主要高中课本,即:1948年以色列建国至20世纪70年代公民教育发端;20世纪70年代至90年代公民学成为大学入学考试的必考科目;以及1995年至今,伴随着试图深化公民教育研究的“克里尼泽委员会”改革。
In recent years there has been a fierce debate in Israel’s Ministry of Education and among politicians and academics on curricula and texts of school-based civics and for a long time focused their special attention on high school textbooks “becoming an Israeli citizen: a Jewish democracies ”. Some people think that citizenship textbooks should provide an understanding of democracy, while others blame the textbooks for not following the spirit of Zionism. This debate relates to the long-standing disagreements between the Zionist movement and Israel’s view of Jewish statehood, although the country is formally defined as “Jewish and Democracy.” In conjunction with this argument, the present study examines how Israel was actually presented to high school students about to become citizens, focusing on an explanation of their formal description of “Jewish and democratical” as well as what they called existential reasons . By studying the main high school civics textbooks, this paper argues that even though these textbooks are the product of compromise, they are still passed on to the next generation of citizens as a kind of national declaration. In addition, these textbooks provide a hallmark of Israeli civil society development. In methodology, like the usual textbook research, the author explores the quantitative aspects as well as the main qualitative aspects. More specifically, I studied major high school textbooks in three important periods, namely: the founding of Israel in 1948 and the onset of civic education in the 1970s; civic education became the compulsory subject of university entrance examinations from the 1970s and the 1990s; and Since 1995, with the reform of the “Kliniže Committee” in an attempt to deepen civic education research.