Yesterday, an opinion of Prof. Asher Cohen was published over the pages of this newspaper, in which it was argued that "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."
Although I was reluctant to argue with the respected professor and only about myself to tell I knew, but in my fresh experience from the field, there was not a single topic in the study material of the humanities in adulthood that did not deal in one way or another with the Holocaust and revival.
So that the professor's rests, the issues themselves do not change in the new reform, the Holocaust and the revival are still with us and they are here to stay.
The reform announced by the Ministry of Education, in which the matriculation exams in the humanities will be abolished and in their place the students will prepare multidisciplinary works and also receive an internal assessment, is in my humble opinion the end-time vision of the matriculation exams in the humanities.
Throughout high school, the humanities teachers who taught me repeated the same saying: "In school, the humanities are only memorized for the matriculation exam, and it's a shame they are only memorized."
This view, which they also passed on to me, is that a matriculation exam in the humanities is not an effective thing, and that if you have a good memory or memorization ability - you will pass it easily, and the day after the exam you will probably forget the material.
It seems that this understanding has also permeated the decision-makers in the Ministry of Education and caused a change, to the new reform.
In the words of Education Minister Yifat Shasha Bitton: "Today's world is changing at a rapid pace, and the teaching method must adapt itself in adulthood as well."
I have no doubt that the change is due to the change of generation to the generation of redemption, the Z generation.
I'm a twelfth grade student and a native of Generation Z.
There are many stigmas about my generation.
For example, many claim that my generation is "the generation of screens", or "a generation born with a smartphone in hand", or "a generation that the only thing that interests it is social networks", and so on, not sure I listened.
mere.
These descriptions are not false, in fact they are facts on the ground.
Yes, we were born for screens.
Yes, sometimes they interest us more than "life itself."
My average screen time is ten hours a day, if you ask.
But the globalization into which Generation Z was born, a generation that is far from the push of a button of all past and present information and knowledge, has brought with it change and innovation, even in the education system.
This change and this innovation bring with them a lot of blessing.
For example, today there is no real need to memorize facts about the Holocaust and its revival.
No need to go to libraries anymore.
Today knowledge is accessible, and a different learning experience is created.
We can learn about the Holocaust and resurrection as much as we want, if only we want, so the emphasis is on creating interest and curiosity - and these are not created by learning and memorizing for exams.
The new emphasis should be on the learning experience, and the reform purports to create it.
The burden of proof is on her - but it's a step in the right direction.
Let's really admit: the humanities teaching method needs to undergo a software update, and pretty much one hour earlier.
Were we wrong?
Fixed!
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