The Battle for Hope: Restoring Courage to Education
The new school year has just begun, yet the first bell did not drown out the reality that the State of Israel has been in an ongoing war for nearly two years. A war with heavy costs: loss of life, injuries, trauma, emotional exhaustion, and social consequences: deepening polarization, increasingly violent public and interpersonal discourse, and a sharp rise in cases of violence.
A study by Tel Aviv University and Tel-Hai College on the resilience of Israeli society in war found that national resilience levels have dramatically declined, and 56% of participants reported experiencing feelings of despair. A separate study conducted by the Brookdale Institute, also indicated that prolonged conflict can contribute to increased aggression. When despair, aggression, and social fragmentation become the backdrop of daily life, they inevitably find their way into schools, influencing student behavior, straining educator capacity, and threatening the classroom’s role as a stabilizing environment.
The meaning is clear and alarming: without intentional intervention, the education system, which should be a stable support for children and youth, may become another arena of social rifts. But precisely at this time of trial, when reality shakes the sense of security and belonging, education is the primary tool for rehabilitation and strengthening. Or, as we say in Village Way: “Education builds society; it does not lag behind it.”
In a society striving for life and hope, the following lines should reflect the national educational priorities, set first and foremost by the state’s leadership. Yet, since we have sadly become accustomed to politicians’ attention being directed elsewhere, it will once again fall to educators to restore optimism and hope to the classrooms.
Strengthening Inner Resilience: Deep work must be invested in the inner resilience of students. Alongside emotional support for Tikkun Halev (mending the heart), emphasis should be placed on creating a positive and inspiring “Future Vision”, what we call Anchors in the Future. Connecting students to values and to our national tradition and presenting the Jewish people’s historical capacity to overcome immense challenges can serve as a foundation for a sense of agency. In addition, integrating Tikkun Olam activities (volunteerism and social action) into the curriculum connects young people to self-worth and real contribution to society.
Education for Common Ground: Education must cultivate the ability to find common ground among diverse groups in society, with the understanding that what unites us far outweighs what divides us. Veteran educator Dr. Chaim Peri calls this “Heart to Heart”—the ability to see the other through our shared human core, not only through our disagreements. Lessons and community processes focused on this common ground can strengthen solidarity and reduce suspicion and mutual polarization.
Education for Dialogue and Discourse: This is not about slogans, but about equipping students with practical tools for respectful conversation, especially in situations of deep disagreement. Lesson plans should emphasize active listening, distinguishing between personal and ideological levels, presenting arguments without personal attacks, practicing civility and basic manners, and role-playing complex scenarios. All of these are essential to prevent discourse from deteriorating into verbal or physical violence.
Citizenship Education Beyond Theory: In today’s harshly polarized political reality, civics education must go far beyond dry theory. The structures of democracy should be taught not as boring texts but as living tools for conflict resolution, with examples drawn from Israel’s daily reality. Principles such as protecting the rights of both majority and minority, practical understanding of legislative processes, checks and balances, the role of the media, and the importance of free expression and the rule of law form society’s defensive wall against internal collapse.
Strengthening Mutual Acquaintance: Mutual familiarity between sectors cannot rely on a single class or one-time encounter but must be part of a multi-year program in which students regularly meet peers from other parts of society, religious and secular, Jewish and Arab. Learning each other’s culture, teaching more Hebrew in Arab schools and more Arabic in Jewish schools, and joint projects in community initiatives and Tikkun Olam activities can serve as a vaccine against prejudice and hostility.
Core Curriculum in Haredi Education: The issue of core curriculum in ultra-Orthodox education can no longer be postponed. This is a national, social, and economic interest, and a basic requirement of a modern society and economy. At a time when the state faces immense economic challenges, equipping every citizen for participation in the workforce is not a privilege—it is a necessity. The state must offer incentives to those who join the state education system.
Rabbi Jonathan Sacks once said that many confuse optimism and hope. He said that optimism is the belief that things will improve, while hope is the belief that together we can improve them: “To be an optimist does not take courage—just a certain naivety. But to have hope requires great courage.” Now is the time for Israel’s Minister of Education and the Israeli government to demonstrate courage and take the steps needed to restore hope for Israel’s children and for Israeli society as a whole.
The coming school year must be one of healing, bridging, and building. If we can emphasize the right priorities, from common ground to personal resilience, from respectful discourse to genuine acquaintance with the other, we will not only endure this time of war but emerge from it as a stronger society. Otherwise, we risk raising a generation growing up in the shadow of war—yet without hope.