Precisely between Holocaust Martyrs 'and Heroes' Remembrance Day and Independence Day, the Minister of Education announced the designated reform, which centered on the abolition of external matriculation examinations in the humanities - identity subjects: citizenship, literature, the Bible and history. Multidisciplinary. "We will focus on history: Will one of the works in the future focus on the connection between the Holocaust and the revival?
"Beacon of Resurrection" is a well-known phrase, whose basic meaning is the existence of a causal connection between the Holocaust and the resurrection of Israel.
But this causal connection is controversial.
Prof. Dan Machman, a prominent historian of the Holocaust, summarizes his research on the historiography of the concept:
"Many factors ultimately led to the growth, establishment and establishment of the State of Israel ... The simplistic view of the process, expressed in the slogan 'Beacon of Resurrection', is therefore a myth."
He admits that "the power of the imagination influenced by the myths is usually greater than the power of the complex picture, which is revealed following an in-depth and balanced historical study."
Every sane person understands that in order to conduct an argument at the most basic level, basic knowledge is needed.
Knowledge of the Holocaust and knowledge of the revival of Israel is needed.
Only then can an argument be made about the nature and nature of the relationship between them.
It now turns out that there are those who challenge the same need for knowledge.
Some proponents of the reform tend to deny, let alone ridicule, what they describe as memorizing material that is forgotten immediately after the exam.
In doing so, there is a contempt for learning whose purpose is the accumulation of knowledge, centered on the facts and reality as it has existed in the past.
However, experience teaches us that professions in which the exams are only internal - tend to be harmed.
Gradually there will be increasing pressure, overt and covert, to transfer study hours to the "important" subjects, those in which there are external exams.
And that will happen after today's study material is cut anyway, as part of the reform.
In the "internal" professions, it would also not be so bad if we included teachers who were not exactly proficient and specialized in the profession in question.
It's just an "internal score."
Anyone who wants to know where some of the concluding works will come from is invited to the notice boards at the universities.
You can pick up the phone numbers of "professional and experienced" people who offer "scientific editing help", a laundered phrase that means "I will write you the work for a fee".
A separate article is needed to discuss the critical question of whether and to what extent teachers are qualified to supervise multidisciplinary summary work.
Most of all, the reform raises concerns that it is in fact a postmodern trend, consciously and unconsciously.
No more dry facts, but narratives, stories.
Not "what happened in reality," but "what deserved to happen."
Not the pursuit of historical truth, for there are seemingly several possible truths.
This is how the historian Prof. Yoav Gelber described his innovative approaches in his book "History, Memory and Propaganda": "Virtual speculative history ... which blurs the differences between reality, desirable reality and discussion."
All of this will get into classrooms more easily.
Future students will not write about the connection between the Holocaust and the revival, because this reform will lead to ignorance in both the Holocaust and the revival.
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