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Abstract
In the divided society of Israel, educators committed to the future and the well-being of young people should incorporate peace education in all the dimensions of doing and learning in the educational system. While the formal educational system does not have a peace education policy, throughout the country, many schools undertake diverse practices of peace education. However, these practices have neither succeeded in changing students’ attitudes and emotions about other groups members, nor have they succeeded in transforming conflictual relationships, between different social-ethnic-religious groups, into relationships of trust, understanding, and reciprocity. In this article, I review the accepted practices of peace education and suggest a potential explanation of the failure of these practices. The main purposes of the article are first to argue that many educators, who engage in peace education, aspire to cultivate tolerant, or even pluralistic relationships among the conflicting groups, while not engendering intercultural relationships that might ’endanger’ group identities. The second purpose is to suggest a possible solution, namely, to use humor. Using humor in peace education - in a way that is cognizant of the different cultural sensitivities - might lead to attentive dialogue among the groups and improve peace education’s effectiveness.
Highlights
Alienation, racism, and hostility among members of different social-ethnic-religious-national groups in Israel society threaten citizens‟ security, their moral identity, and the democratic society‟s stability
Using humor in peace education - in a way that is cognizant of the different cultural sensitivities - might lead to attentive dialogue among the groups and improve peace education‟s effectiveness
In Israel‟s divided society, it is important that educators integrate peace education into all dimensions of doing and learning in the educational system; many schools in Israel undertake varied practices of peace education
Summary
Alienation, racism, and hostility among members of different social-ethnic-religious-national groups in Israel society threaten citizens‟ security, their moral identity, and the democratic society‟s stability. Even when peace education practices are implemented in the educational system, social-political and military events and developments, and the tensed public atmosphere, enormously weaken the chances of attitude‟s change and of turning the confrontational relationships between society‟s different groups into relationships of respect, understanding and cooperation. This is true of the religious and secular, Ashkenazi and Mizrahi (Note 1) veteran and newcomers, left and right, and Arabs and Jews, divides. The main goal of this article is to argue that if we persevere with peace education, implement it in creative ways and include humor, as I propose below, it can lead intercultural dialogues that might change the social and political conditions themselves
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