Tag Archives: Europe

Israel and the Enlightenment

by nerissa's ring on Flickr

The Enlightenment achieved many things, some good, some bad. About a year ago, in a conversation, I realized that one of the good things was eliminating the role of religion in public discourse and policy in Europe. One of the bad things, perhaps, is stigmatizing spirituality in the personal sphere, an unfortunate side-effect of its elimination from the public sphere.

You see, there’s absolutely nothing wrong with people having faith in something supernatural, so long as they know their belief is their own business. In Israel, the Jewish religious establishment tied in with the state has never internalized the Enlightenment. The establishment, and the mainstream Judaism to which the secular majority belongs (together with some of the orthodox minorities) rejects the Enlightenment outright, denouncing it as “Hellenizing” and foreign.1

This is no accident, of course, as religion provides some of the classic arguments for the Zionist project and the resulting existence of the state. And indeed, when one views Israel through a naive Judeochristian lens, it’s really pretty amazing that a Jewish state with its capital in Jerusalem exists today. This fact, particularly in isolation, has tremendous emotional power, and the state clearly cannot afford to shut up about that kind of thing.

The problem is that religion-oriented political discourse has been losing currency in the developed world for a couple of centuries now. In most of Europe it’s a thing of wacky backwards foreigners and the crazy past. That the United States re-elected George W. Bush seven years ago is evidence that in America this is still a divisive issue.

Israel is swimming backwards in this current. Where the founding generation’s Judaism was a secular nationalism with some religious symbols, religion has been creeping into politics for decades. In recent months it’s been getting positively scary. As such, it’s probably too much to hope that Israel will realize sometime soon that in today’s world, you sound like a crazy person when you claim the Bible as an authority in your favor in a dispute over land.2

And as long as hasbara goes back and forth from sounding like an attempt to change the subject to sounding like the politics of a time predating the invention of the airplane, Israel will not convince the world of anything.

I remember there used to be a load of public outcry amongst the Israeli secular and reform regarding religious coercion (kfiya datit). What ever happened to that? Is that simply a battle we’ve already lost?

Footnotes

  1. Ironically, certain well-known European fascists called the Enlightenment a Jewish plot. All nationalist projects need an outside force to associate universalism and humanism with, so that they may be rejected. One cannot see all human beings as equal and at the same time consider one’s own nation especially important. []
  2. Consciously or not, this is using an excuse that has little direct bearing on most people’s current reality but is used to justify gross injustice towards large groups of people. As such, it is morally reprehensible and should be rejected outright. []

[Video] The Democratic School in Roskilde, Denmark

Germany’s international broadcaster Deutsche Welle has made a nice little video about Den Demokratiske Skole in Roskilde, Denmark:

I’ve had the pleasure to know the founders/staff and the fortune of spending some time in the school (it was pretty funny seeing Christina and Niels with an English voice-over rather than just talking English!)

I could quibble about some details of how the school was presented but it was mainly just nice to see positive media coverage of a Sudbury school.

Addicted to insecurity

I handwrote the following post on the train to Dresden on December 24th. I had to edit it less than I thought I would. I apologize for the very sparse sources. If any particular fact seems dubious to you, please leave me a comment and I’ll try to track down some links.

Many people have pointed out how society is addicted to the concept of security — in the US, in Israel, in the UK,  really everywhere in the developed world. This can lead to some paradoxical situations. For example, as Roi Maor points out, the wave of xenophobia in Israel is far more dangerous to the African refugees than they are to the Israeli public. The primal fear of the Other plays a central role here, as does the government’s utter failure to address the needs of the poor neighborhoods and of the foreigners that gravitate towards them.1

I think another factor is the Israeli addiction to insecurity — the inseparable flipside of our addiction to security, as well as a bit of residue from Diaspora. You could call it chronic societal paranoia. Continue reading Addicted to insecurity

My German Manicure

Pink nail polish.
Image via Wikipedia

After my previous guest post Beware: Adult Content generated a high volume of traffic to Michael’s blog, he invited me back, and I will be contributing occasionally (even though we both know what really drove the traffic surge were the key words “adult content”). As I end my visit to Leipzig I offer you a piece I wrote during a previous visit two years ago. It is long.

My German Manicure

By Shoshana London Sappir

I am ushered to a downstairs room in the beauty salon. The manicurist, walking a step behind me, says something in German about “links.” My mind flashes straight to Dr. Mengele on the platform. Links – left –means life. Rechts – right – means death. She wants me to take the seat on the left, I realize. I sit down.

“English?” I ask. She struggles with the words “only a little,” giggles and shrugs. I answer with a big smile, trying to convey: “Don’t worry, we’ll be just fine.” Continue reading My German Manicure

A rant about degree requirements

University of Leipzig, in 2009 partly occupied...
Image via Wikipedia

Lately I’ve been having a very hard time accepting the structure of the university program I am in. It’s hard to put my finger on it, but I certainly have not been happy with the requirements this semester.

Over the four semesters I completed so far, I mostly took courses in linguistics. They were not all exactly my cup of tea (only about half of them) and I don’t have to repeat what I think about being tested at the end of every semester, but for the most part I was happy to jump through the hoops, knowing it was progressing my understanding of the discipline and domain of research that I had chosen. My fascination with linguistics and language grew over time as I learned more, understood more, and appreciated new ways of approaching the subject matter. I could accept the expectation that all of us learn a little of all of it, even the approaches we are not interested in pursuing.

However, the way this BA program is designed is a little strange. After the 4th semester, there are no linguistics courses anymore. For the last year of our studies — the year in which we are expected to write our BA thesis in linguistics, mind you — the plan is to take courses from the three different lists of more-or-less elective courses. In total, the program requires 180 ECTS credits throughout the six semesters of study, corresponding to the unrealistic total of 900 hours of class and self-study time per semester. (Hardly anyone at the university, student or instructor, takes this requirement seriously. It seems like something the Bologna process dictates and the universities do their best to fulfill, mostly on paper.)

90 credits — half of the program — are to be obtained in linguistics courses, including 10 credits for the thesis. The other half is composed of:

  • 30 credits: courses you get by lottery (from your first few choices) from other departments, university-wide, usually limited to introductory offerings
  • 30 credits worth of courses from an “obligatory electives” list, which lets you choose from exactly 70 credits worth of courses from other departments — introductory computer science (20), inter-cultural communication for Russian (10), philosophy of language (10), the languages of Africa (10), the system and history of German (10), or basic Hausa (10)
  • 30 credits worth of “key qualifications” courses, being a strange mixed bag of courses offered by different parts of the university on a basis which is not quite interdisciplinary as much as it is simply unrelated to any of the disciplines of those who might take the courses. Luckily, 10 of these credits have to be taken in a language course and the other 20 can be semi-officially replaced by language courses.

I have a feeling this is a case of good intentions gone amiss. There is apparently a social norm of going straight from highschool into university if you were in the academic “gymnasium” highschool system — which you are selected for at the age of 10. As a result, most beginning students have no clue what they’re getting into. So it’s probably doing many students a favor to force them to get a taste of other disciplines before giving them a degree, and indeed the majority changes to another program, or quits, by the second year of studies. But perhaps it’s just cruel, seeing as those of us without wealthy parents have two semesters of grace in which to switch majors, after which financial aid is no longer available.

But I digress. The point is that the structure of this program — not the content — is crushing my interest and desire to complete it. I can’t emphasize enough how this is not a matter of content. I feel like those 80 credits worth of linguistics courses both gave me an excellent, broad understanding of the discipline (and sub-disciplines) of linguistics, as well as giving me a chance to develop real interest in research.

The problem is that the structure of the program makes it entirely impractical to continue pursuing that interest. It’s not just that I have to take some other courses. It’s that a student like me, who is engaged in extra-curricular activity and dependent on financial support, can’t realistically do much besides the required work.

Right now I feel trapped. I am working as a tutor in the introduction to linguistics, and as a research assistant in a language documentation project. I decided to take these jobs both in order to stay involved in linguistics and to work towards more financial independence. I’m very glad I made that choice, and I think it is entirely in line with what engaged and serious students are supposed to do (faculty seems to agree entirely). Yet with all of the time and effort my work requires, I’m struggling to keep up with the computer science coursework, and just desperate to devote more time to reading linguistics literature and perhaps work on some research of my own. (With theoretical grammar as my primary interest, research is thankfully something I can do without any special equipment.)

It makes me furious that in order to receive my BA in linguistics, I am expected to now more or less put my interest in linguistics aside and focus on hoop-jumping.

A note

As some of you may know, as of last Thursday I’m taking time off from my work on EUDEC Council, until the end of 2010. This makes some much-needed room in my schedule for dealing with these requirements. Hopefully it will also give me more time to blog.

I do not expect to make a habit of personal, emotional posts like this one, lacking a clear and general point. It’s just something I had to write about today. At any rate, comments are open and I’d love to hear some of your thoughts on all of this.

The dangers of state-controlled education

Schoolklas begin jaren '50 / Dutch classroom a...
Image by Nationaal Archief via Flickr

In Germany, I have often heard that maintaining state control of the school system and its curriculum is important for maintaining democracy. This argument is used against the idea of private schools and homeschooling: if people can teach children whatever they want, the argument goes, religious fundamentalists of all kinds will raise the next generation for intolerance.

In Israel, this argument has now been turned on its head: Ha’aretz reports that “The Education Ministry has cut most of its budget for the intensive civics classes for 11th and 12th grades, and the regular civics classes for 10th grade, and will invest the sum in the teaching of Jewish studies.” Who needs to teach democracy, equality and civil rights when instead you can push a religion that is now being used by popular religious racists to promote and support the practice of killing children?1

The good news for Israel is that it has a larger proportion of democratic schools than any other country in the world. 2 These schools will be far less affected by these cuts, and moreover, students in democratic schools finish high school with years of first-hand experience in democracy. The bad news is that a major reason it’s so easy to start a democratic school in Israel is that the system is designed to let in religious schools with essentially no requirement that any particular topic be or not be in their curriculum. There are many more religious schools than democratic schools, and I’m willing to bet few, if not none of them, use that freedom to promote democracy and fight intolerance.

Totalitarianism cannot rise without having a firm control over education in some way or another. The governments of Germany — ridden with national guilt as they have been for the past 60 years — use their tight grip on education to promote democracy; but having such central control makes it possible for shifts in the opposite direction, like the one we are seeing in Israel right now. Wherever intolerance is fostered we must speak out against it and fight it. But a democratic state is always at risk of electing intolerant leaders, and in case that ever happens, we had better make sure those leaders don’t have the power to indoctrinate the young generation. As we say in EUDEC, democratic education is a sensible choice for democratic states.

Footnotes

  1. I certainly do not mean to equate Judaism with this sort of racism. My family is full of terrific people who happen to be religiously Jewish and are at least as disgusted by this racism as I am. However, the mainstream in Israel does seem to support a rather nationalistic view of the religion, and the linked article reveals some very disturbing things. []
  2. I did not have the time to find a source to cite for this datum (a quick google search was not enough). I have, however, heard it many times; specifically, I recall Ya’acov Hecht saying that by sheer number of students in democratic schools, Israel has more than any other country in the world — even much bigger ones. There are about 30 democratic schools in Israel, which has a population of about 7 million. I know of no comparable situation in any other country today; the Netherlands had a similar proportion of sociocratic schools (which are a similar thing) but I understand that their numbers have gone down drastically in the past five years. []

EUDEC General Meeting 2010 Report

In case you were wondering what I’m so busy with that I can’t write a proper post anymore, part of your answer lies in the EUDEC 2010 AGM Report. Take a look — it’s short and readable, and full of pictures and links! It was really a great meeting, and as always after these meetings, there’s a lot to do now, and it’s a lot of fun.

Still, I’m going to try to post here more in the near future. There are a couple of things I want to post very soon. If I find the time between all that EUDEC stuff and moving.

[Video] Democratic Schools: Where are they Heading?

I participated in a panel at IDEC 2010 titled “Democratic Schools: Where are they Heading?”, moderated by Yaacov Hecht. AERO filmed the discussion and posted it (and other workshops) on the AERO blog.

Below (after the jump) is the part with my thoughts about the future of democratic education. I talked about EUDEC, the power of networks, collective outreach, and suggested we should be emphasizing that democratic education is a human rights issue. Let me know what you think. Continue reading [Video] Democratic Schools: Where are they Heading?

Contra Hecht: A Likelier Success Story for Israeli Democratic Education

I spent most of the day at the IDEC conference in Tel Aviv, and will be going back tomorrow. The first day has already brought up a whole lot of really interesting issues, but I want to address just a small one right now. I want to respond to a claim made by Yaacov Hecht of the Israeli Institute for Democratic Education: that the big secret to Israel’s success in democratic education is the mandatory military service. Continue reading Contra Hecht: A Likelier Success Story for Israeli Democratic Education

Open Rights Group: How copyright extension actually works

The Open Rights Group’s Sound Copyright campaign has put up this helpful YouTube video to explain the issue of copyright extension in sound recordings.

YouTube: How copyright extension in sound recordings actually works

The European Parliament will soon vote on doubling the term of copyright in sound recordings. This measure will benefit the record labels but hardly anyone else. If you’re in Europe, go over and sign Sound Copyright’s online petition: link