I'd like to weigh on Stuart Zweiter's observations.
Regarding Natan Sharansky's comments, I think what he says was very true a few years back, but I also think it is different today. Students are more organized, better educated and certainly more willing to stand up and express themselves on Israel. A few weeks ago, in response to a mock checkpoint set up at Columbia University by Students for Justice in Palestine, a number of Jewish student organizations and Jewish students, among them some of my former students, participated in a quickly organized and quite effective counter demonstration. They were not scared, they were not intimidated and were not afraid of what would happen to their academic careers. (see: [
vimeo.com]). While the sentiment expressed by Natan is true on some campuses, that is certainly not the case where students are better educated, better motivated and better prepared. Also, while some campuses are "hotbeds", others are basically quiet, even though the occasional anti-Israel demonstration or event often brings a panicked reaction from outside organizations. One former student of mine bemoaned the fact that some of these organizations create an unnecessary ruckus in places where the vast majority of students are personally (albeit often silently) pro-Israel.
Having said that, it is still apparent that many students are uncomfortable with the task of "defending Israel" and have difficulty understanding what that is. For many with Orthodox backgrounds, they were taught to believe that anyone who promotes a political solution that recognizes Palestinian Arab rights, thinks about ceding territory or admits that aspects of the 'occupation' are problematic is essentially not "pro-Israel". For many with more liberal inclinations, the fact that Israeli policy may not follow all the principles and ideology associated with progressive liberal thinking makes it a less than perfect entity and one that cannot always be supported.
Both these approaches are developmentally naive and show a lack a sophistication that is required when dealing with what Israel is today. Students who are taught romantic notions of Israel, complete with mantras of "advocacy training" are being cheated out of an education that delves into the real predicament of modern Jewish life in Israel. Students who are not taught about the religious-secular divide, the dilemmas of human rights, the challenges of a Jewish democracy and a Jewish state and other modern day issues are being cheated out of a real education and are getting a version of Israel that is based on Bible stories or notions of the film "Exodus" and flag waving at the Salute to Israel Parade. When they are then exposed and see things that are not so flattering that involves Israel, they tend to be embarrassed and resort to the "I like Israelis but not Israel" line.
On the issue of education, I am still amazed at the phenomenal lack of basic knowledge some students have regarding Israel after high school. I often need to spend several sessions teaching students the difference between Haifa and Bethlehem and Tel Aviv and Nablus-Shechem (they usually see no difference and don't understand that "Israel" is not necessarily "Eretz Yisrael"
. They almost never are able to differentiate between an Israeli Palestinian Arab and one who lives under the PA. They have little to no preparation related to the notion of Israel as "Jewish" state. And they inevitably have an awakening when they begin to realize that many of the social and political dilemmas that find expression in the media and on campus are issues that we Israelis deal with all the time.
A mature and intelligent approach to Israel education must start from the understanding that Israel is a real county with real problems, dilemmas, challenges and issues related to civil society. Not all these problems and challenges can be attributed to the continuing concern we have with our Palestinian Arab neighbors and not everything can be explained away as having to do with defending oneself and security. Unfortunately, while this approach would be educationally honest, it would not meet the unique framework of Jewish political correctness present in many Jewish schools. It would also require teachers who are prepared to handle these topics, something that is apparently sorely lacking.
What often results is the type of student I see at the beginning of their post high school year. Bright, inquisitive and very loyal to Israel, but dumbfounded and confused once when they realize that the Israel they thought they knew is not the Israel that really exists. Once educated however, they inevitably feel stronger in their beliefs and what results is the type of student, such as those that participated in the Columbia counter-demonstration, who can intelligently and confidently discuss Israel on campus.
irwin j (yitzchak) mansdorf phd
director
program in israel-arab studies
midreshet lindenbaum
jerusalem
