Teacher for Democratic Life, Part 2
- Ayala Shalev
- Sep 11
- 7 min read
Today I’m bringing part 2 of the conversation with Meir Baruchin – where he talks about politics and education, about education for values, and about hope. I wish the voice he brings were a more common one among educators, and in general.
Ayala Shalev, Editor, That’s About Us
Teacher for Democratic Life / Part 2
Talking about dialogue, it’s clear that Kisch, our Education Minister, isn’t part of any dialogue, neither democratic nor otherwise.
Kisch decided that topics related to liberal democracy – principles of democracy, rule of the people, pluralism, tolerance, rule of law – won’t be included this year in the matriculation exam material. Okay? That’s the Ministry of Education’s directive. What will be emphasized is Jewish identity, the nation-state, and the Nation-State Bill. He says, “I won’t allow politics in the classrooms.” But education – any education – is political. What he himself is doing – isn’t that political? Or if I took students to the Cave of the Patriarchs – isn’t that political? Or if I were a teacher in a Yeshiva high school, where teachers are actually expected to bring their own agenda... I believe students have the right to know their teacher’s political views. Then they’re free to process them – they can accept or reject them – and anyway, teachers are not there to impose their views on their students, but to challenge them, so they develop their own views.
Nowadays there’s a tendency to claim that Kisch’s values represent “love of the country” – so I want to say something about that. I don’t love the country, I don’t hate the country, I’m not proud of the country, nor am I ashamed of it... The country, in the words of Leibowitz, is an organized political system meant to provide needs – such as security, education, health, and so on. The country is a tool. I don’t open my toolbox and tell the hammer or screwdriver that I love or hate them. A country is meant to serve the needs of its citizens.
On the other hand, Judaism is not something you need; it’s a matter of will. You don’t have to observe Shabbat or kosher laws. You want or don’t want to observe them. And once it’s a matter of will, there’s the element of personal choice, and once you choose, you also have to take responsibility for what you chose. Okay?
Actually, I completely reject the phrase “education for values.” I talk about this in the book I’m writing right now. I don’t educate for values. I present values. That’s why the idea that teachers mustn’t express their opinion on current issues is flawed. People think a teacher should be neutral, objective. I see that as an absurd, fundamentally wrong notion because it denies students transparency about their teacher’s worldview. They might even think that what the teacher says isn’t to be questioned or challenged, so there’s no reason to ask questions.
I believe that for a civics teacher, there’s nothing better than presenting students with topics the official system chooses to silence or hide. It’s the forbidden fruit, the coveted fruit. It’s what sparks students’ curiosity. They realize that what’s silenced can affect both their awareness and consciousness. Then they start asking questions. When you raise a controversial topic, it stirs emotions because disputes generate interest and thought and stick in your memory. In the end, students understand that the teacher respects them even though – or maybe because – he challenges their views, wants to hear what they think and have to say, and sees them as partners in dialogue, as people who can influence reality.
Wait – what book are you writing?
About nine months ago, Prof. Dror Feitelson, a professor of computer science and mathematics who recently retired from the Hebrew University, approached me and asked me to join him. We’re writing a book on how Civics should be taught in the State of Israel. We don’t expect the Ministry of Education to approve it. We want to speak the truth. We want this book to be on the shelf, so whoever wants can use it.
That’s really intriguing, good luck with the book, and let me know when it’s out...
And really, yes, that friction you’re describing, engaging in this discussion that’s the process through which people, students, develop their worldview. So, I’m wondering – in my imagination, I see how during the Inquisition groups continued to study Judaism underground. Are there groups, teachers, responsible adults here who, under the radar, will continue to teach humanism or talk about freedom and equality even in this period we’re entering?
There’s a small group, really tiny. I believe they will do it, but I don’t think it will be significant – maybe a few dozen at most.
Because people are scared. You can’t imagine how deeply fear seeps in. When I was in the eye of the storm, I received, I think, over a thousand supportive messages from teachers and principals, all off the record: “Meir, I’m with you, but I have children to support,” “I’m with you, but I have a mortgage to pay,” “I’m with you, but my daughter is getting married,” “I’m with you, but we just started renovating the house.” You can’t imagine the excuses. They’re afraid.
But here’s the thing: if you give in to fear, the price you pay will only grow. You’re playing into the hands of those who spread that fear. And at the end of the day, you still have to look yourself in the mirror.
Look, when we talk about commitment to values, many people don’t even know what “values” really mean. They don’t realize that commitment to values is tested above all when you’re asked to pay a personal price. They’ll talk about values, but when a real test comes, they reveal themselves as pretty weak because they’re not willing to pay the personal price.
Personally, when I act according to my values, I think about the Righteous Among the Nations, those who were willing to risk their own lives just to save Jews. I’m certainly no Righteous Among the Nations, ok? I’m insignificant compared to them. But they are my moral model.
Maybe that’s one of the qualities a good leader needs.
Could be. Willingness to pay a personal price as part of a commitment to values. Yes. Leading by example. Definitely. And unfortunately, there aren’t many like that.
You mostly see it in times of crisis. Look, every day I get dozens, sometimes hundreds, of photos and videos from Gaza. Most I don’t even upload, I simply can’t. But I tell you, Ayala, I think, I feel, that we are at the lowest moral point in Jewish history. It’s a harsh thing to say, but that’s where we are, and we keep sinking.
You’re not bringing hope here.
What do you mean, “I don’t bring hope”? I’m a realistic person. And I’m a teacher, so I can’t lose hope. It’s the one thing we have that no one can take from us.
I don’t rule out the possibility that someone like me could be murdered. We’re already getting beaten at protests, spat on, cursed at – and by whom? People who vote for Gantz-Lapid, not Ben-Gvir! And despite my abhorrence and aversion towards Ben-Gvir, he hasn’t done one percent of what Ben-Gurion or Rabin did, and we named streets, schools, universities, airports after them...
Or try talking to students about the Nakba – the expulsion of 750,000 people, the erasure of 600 villages... You’re not allowed even to say the word!
Or the fact that the Police is calling school principals asking for lists of students, and no one is crying out! Not even their parents!
Look, I think the worst is still ahead of us. But I’m a historian. I look far ahead. I understand that it’s impossible to keep five million Palestinians under occupation for the long term. Most Jews living here think we will kill them, hurt them, destroy their homes, confiscate their property, uproot their olive trees, put them under lockdown during Jewish holidays, and they’re expected to accept it. And if they don’t like it, they can leave. And if they react violently, it’s their fault. We will respond accordingly. That’s the mindset, the thinking of the majority. And no one is doing the interactive thinking – what would I do if I were Palestinian?
We’re in a very difficult crisis period now, and I think it requires us to revisit fundamental questions about who we are as Jews, as human beings, as Israelis. We must insist on teaching democracy. We must recognize equality among all people, including Palestinians. We need some kind of restart... Only if we understand the connection between what happened in ’48, and even before, and what’s happening today, only if we understand that connection, maybe then we can begin to write this story, maybe we can start imagining a shared future that is not aimed at one ethnic group alone but for all people living in this region who want lives with a common horizon. And maybe, if we persevere, Inshallah we’ll reach the day when Jews and Arabs live here in peace, equality, respect, friendship, and cooperation.
Thanks, Meir, for this difficult conversation. Maybe a message of hope or inspiration to end with?
Look, I was released from detention on November 13, 2023, but my phone was only returned to me by the police about three weeks later. When I opened it, thousands of messages poured in, and one really caught my eye:
“Hi Meir, I hope you remember me. I heard you’re detained. I really hope you’re okay overall and that you keep staying strong. It can’t be easy. If it helps, I thought it would be a good time to tell you that the lessons I had with you in 12th grade meant a lot to me. Thank you for what you taught me. I never had the chance to say this before. Thanks for fighting for justice and equality. I think you’re very brave and loyal to your values and principles, no matter what. I’m trying to adopt that approach in my life, and it’s not easy. Even if I didn’t always agree with you, I found your classes fascinating. You’re an amazing teacher, and especially at a time like this, the lessons I remember with you stay with me a lot. So just know there’s at least one student who admires and appreciates you.” This is a student who graduated two years ago.
So that’s the hope?
Yes. I think so.
Meir Baruchin specializes in the history and politics of the United States, a teacher of civics and history, and an activist for human rights.
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