Research Into Practice in Israel Education: Beyond “Hugging and Wrestling" - Toward a Knowledge-based Israel Education

For decades, Israel education in North American day schools has centered on fostering positive feelings toward Israel. But is “feeling good” about Israel the right goal? Drawing on qualitative research with Jewish day school students, Jonah Hassenfeld challenges the assumption that connection must precede knowledge. Explore why knowledge and connection are inseparable, why complex topics including conflict, inequality, and diversity are essential for building both, and how educators can design experiences that help students develop their own informed perspectives. Leave with concrete strategies for creating classrooms that invite deep inquiry into Israel’s history, politics, and culture—without fear of “ruining” students’ connection. Dr. Jonah Hassenfeld Director of Learning and Teaching at Schechter Boston Jonah oversees curriculum and instruction across general and Judaic studies. His research on Israel education has been published in Contemporary Jewry and Journal of Jewish Education. A former high school history teacher, Jonah writes and speaks widely about how schools can engage students in complex and sometimes controversial topics without sacrificing intellectual rigor or community connection.