ע - מכללת ליפשיץ - Macam

XI
Abstracts
specific values of that particular school. These communities,
especially in the urban settlements, frequently seek to distinguish
between themselves and the other sections of the religious
population in the area. However, since local communities often
reflect groups of people from a common country of origin, this
works against the social policy of the “integration” of the various
Jewish communities that came to Israel from different countries of
origin.
According to the outlook of the National-Religious Network of
institutions, which sees in the national revival in Israel “the first
sprouting of the Redemption” spoken of in Biblical prophecy, the
broad national identity supported by religious tradition is an
integral part of its identity. A broad conception of religious
education follows from the notion of “togetherness” as a
constitutive factor, on the one hand, and, on the other hand, serves
to exemplify its “national” character. ”Nationalism”, in this sense,
is to be tested not merely by the aims and methods of education,
but also by the success in achieving its goal of establishing a
worthy example of the Jewish education of Israeli children in their
homeland. An outlook which sets up the common “togetherness” as
something central is liable to be regarded as an empty slogan if the
National-Religious Network of institutions fails in practice to
achieve this aim within the relations between the different
communities which it serves.
Sharon Cohen
Strengthening Religious Values in State-Religious Schools
The challenges that stand before the "state religious school" system
in our times are the search for a solution to the paradox between
"state" and "religious", the setting of a correct order of priorities