IDI's Shuki Friedman laments the existence of separate education systems for each sector of Israel's population, which reinforce, rather than bridge societal divides. This op-ed first appeared on Times of Israel.
Israel needs to abandon the vindictive approach of trying to reform ultra-Orthodox society through force and budget cuts, and rather start investing heavily in education and job creation in the ultra-Orthodox sector. This op-ed was first published in the New York Jewish Week.
One of the most fundamental principles of democratic government is the delicate system of checks and balances that prevents the arbitrary exercise of power by the majority. Israel, the sole democracy in a dangerous and unstable neighborhood, has long been an exemplar of these checks and balances. We cannot allow Israel's democratic foundations to gradually erode. Israel’s survival and prosperity hinge, in the final analysis, on its democratic vitality.
In this memoir, Prof. Yedidia Stern recounts the murder of Prime Minister Yitzhak Rabin and calls on the Israeli public to turn that horrid day into an annual “Israeli Democracy Day." This article was first published in the Jerusalem Post.
IDI Vice President Prof. Mordechai Kremnitzer and Noam Lautman, Chairman of the Lautman Fund, recommend ways in which the Israeli educational system can strengthen democratic values, and warn that students should not be forced to choose between two competing alternatives—Israel as a nation-state or as a "state of all its citizens."
In this article from Haaretz published on October 3, 2010, Former Education Minister Rabbi Itshak Levi, head of Policy Implementation at IDI, objects to the cultural coercion involved in a mandatory core curriculum, and advocates requiring only the study of Hebrew and Civics of all students in Israel.
Researcher Michael Philippov exposes stereotypical views of Russian immigrants and suggests that criminality is a product of Israeli society's obtuseness and indifference. He encourages Israel to consider Aliyah absorption seriously and to focus on fundamental problems such as the lack of development of the peripheral regions and insufficient investment in education.