DOCSLIB.ORG

How Teachers in a Jewish Early Childhood Program Bring Israel to Their School

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
How Teachers in a Jewish Early Childhood Program Bring Israel to Their School Giving HaTikvah to our Children: How Teachers in a Jewish Early Childhood Program Bring Israel to Their School By Sasha Kopp Capstone project suBmitted in partial fulfillment of the requirements of a joint masters degree in Jewish Nonprofit Management and Jewish Education HeBrew Union College - Jewish Institute of Religion Spring 2017 HEBREW UNION COLLEGE - JEWISH INSTITUTE OF RELIGION LOS ANGELES SCHOOL ZELIKOW SCHOOL OF JEWISH NONPROFIT MANAGEMENT Giving HaTikvah to our Children: How Teachers in a Jewish Early Childhood Program Bring Israel to Their School By Sasha Kopp Approved By: ________________________________ Bruce Phillips, Advisor ________________________________ Erik Ludwig, Director, ZSJNM Table of Contents Abstract .......................................................................................................................................... 4 Introduction ................................................................................................................................... 5 Overview of the Fields of Study ............................................................................................... 7 Introduction to Early Childhood Education ............................................................................ 8 Introduction to Israel Education ............................................................................................ 12 Definitions ................................................................................................................................ 19 Research Methods ................................................................................................................... 20 Research Questions ............................................................................................................... 22 Teacher Profiles .................................................................................................................... 24 Findings ........................................................................................................................................ 26 Part One: Pre-School Teachers’ Exposure and Connection to Israel .................................... 26 Introduction to Teachers’ Exposure to Israel ...................................................................... 26 Jewish Teachers’ Connection with Israel: The Impact of an Israel Experience ................... 28 Non-Jewish Teachers’ Exposure to Israel ............................................................................. 29 Non-Jewish Teachers’ Connection with Israel: The Impact of a Classroom Experience ..... 31 Conclusion on Teachers’ Israel Exposure and Connection .................................................. 32 Part Two: Israel in the Early Childhood Classroom ............................................................... 33 Institutional Goals for Teaching Israel ................................................................................. 33 Jewish Teachers’ Goals for Teaching Israel ......................................................................... 34 Non-Jewish Teachers’ Goals ................................................................................................ 36 Conclusion on Goals ............................................................................................................. 37 Introduction to Classroom Curriculum ................................................................................ 38 Teaching Israel as a Symbol of Jewish Culture and Holidays .............................................. 40 Teaching Israel through Yom Ha’atzmaut Education .......................................................... 42 Bringing the Languages of Israel into the Classrooms ......................................................... 45 Hebrew .................................................................................................................................. 46 Arabic .................................................................................................................................... 48 Part Three: How does Exposure and Connection Affect Teachers’ Comfort Discussing Israel? ........................................................................................................................................... 50 Introduction ............................................................................................................................. 50 Discussing Israeli Culture ..................................................................................................... 51 Discussing Israeli Politics ..................................................................................................... 54 Part Four: Recommendations .................................................................................................... 58 Recommendations for Teachers ............................................................................................ 58 Recommendations for Curriculum ........................................................................................ 59 Conclusion ................................................................................................................................... 62 Bibliography ................................................................................................................................ 64 Abstract “Israel is a country where everyone is Jewish!” This statement, which I have heard in Jewish early childhood centers across the country, made me acutely aware of the lack of Israel education that is provided to pre-school teachers who teach about Israel in Jewish early- childhood settings. As a Joint Masters student in Jewish Nonprofit Management and Jewish Education, I sought to understand teachers in a Jewish early-childhood program. I studied how their exposure and connection to Israel affects how they teach Israel in their classroom, as well as their ability to discuss Israel in their personal lives. This case study is based on interviews with 21 employees at a typical synagogue-based early-childhood program in Los Angeles. The educators represent a variety of religious and ethnic backgrounds, including over a third non-Jews. Interviewees were asked about their initial exposure to Israel, how they teach Israel in their classroom, their uses of Hebrew and Arabic, and their comfort level discussing Israeli culture and politics. I found that teachers who have been to Israel tended to teach Israel as a home and as a place of belonging, while non-Jewish teachers who had not traveled to Israel frequently discussed Israel as a holy and religious place. Additionally, in this early-childhood center, Israel was primarily taught leading up to Yom Ha’atzmaut. Their curriculum focuses on Israel as if it were a holiday, rather than a country with a diverse and multi-faceted society. The interviews highlight the importance of meaningful Israel educational experiences for teachers, such as an Israel trip or formal education. Implementing more robust Israel education for early-childhood educators has the potential to inspire in-depth Israel exploration that can be woven through emergent curriculum throughout the year, fostering a sense of connection, wonder, and curiosity about Israel in the next generation. 4 Introduction Israel is one of the most ubiquitous topics of discussion among the American Jewish community. It’s infused into our services and synagogue programs, it influences national politics, and it incites debate within our communities. Despite the Jewish community’s belief in the importance of Israel, there is no consensus of how, when, and why American Jewish children ought to learn about the Jewish homeland. “The socialization of young American Jews into a deep and meaningful connection with present-day Israel is not as self-evident or as ‘natural’ as it was 40-60 years ago” (Horowitz, 2012). Even within particular denominations of Judaism, there is no national curriculum or consensus on what content should be taught, or when it should be introduced. Lisa Grant and Ezra Kopelowitz wrote in their book, Israel Matters, that, “Israel education should be about integrating Israel more fully into the tapestry of Jewish life in North America, that process cannot begin with Jewish teens; it must include the emotional and intellectual lives of Jewish children as well” (Grant & Kopelowitz, 2012). Israel education is often incorporated within the curriculum for supplementary religious school; however, little is known about Jewish early-childhood education and its capacity to teach about Israel in meaningful and developmentally appropriate ways to our youngest learners and their families. This research seeks to begin to fill that gap in order to discover how early childhood educators’ personal exposure and connection to Israel affects the curriculum and methodology of teaching Israel in a typical Jewish pre-school. Throughout America’s Jewish educational institutions, Israel education is most often introduced in pre-schools and early-childhood centers. These settings, which most often serve two to five-year-olds, and their families, have no standard curriculum, which results in a wide 5 variety of content taught throughout the country. The teachers in these early childhood settings greatly differ in terms of their personal Israel education and experiences, bringing unique perspectives to their teaching. Teachers’ relationships with Israel are dynamic and are often affected by Israel exposure, education and
Load more

Recommended publications
  • Israel Engagement Beyond Hasbarah from the Editor
    THE STEINHARDT FOUNDATION FOR JEWISH LIFE AUTUMN 2011/CHESHVAN 5772 VOLUME 14 NUMBER 1 THE JOURNAL OF THE STEINHARDT FOUNDATION FOR JEWISH LIFE ISRAEL ENGAGEMENT BEYOND HASBARAH FROM THE EDITOR AUTUMN 2011/CHESHVAN 5772 VOLUME 14 NUMBER 1 ISRAEL ENGAGEMENT Eli Valley BEYOND HASBARAH Editor or decades, Israel engagement in North America hewed to a narrow narrative line. If Erica Coleman not overtly political, the methods of engagement frequently had politics just beneath Copy Editor the surface. Engagement meant understanding Israel’s importance to the world Jewish community as well as its right to exist — both in a general sense and in relation to the Yakov Wisniewski events of the day. This often turned engagement into a reactive enterprise — how the commu- Design Director nity could shore up support for this policy or for that war, and how Israel’s actions could best be presented and explained. THE STEINHARDT The reasons for this were understandable. There was a widespread perception of Israel being FOUNDATION under siege and a general sentiment that Diaspora communities could serve as Israel’s ambassa- FOR JEWISH LIFE dors. Moreover, a fear of losing young Jews to waves of anti-Israel agitation spurred campaigns to arm them with Israel’s side of the story. But ultimately, such efforts were a misuse of both Michael H. Steinhardt Israel and of American Jews. As the conflict became more nuanced and information more wide- Chairman spread, the Hasbarah method — explaining Israel through public relations — came to be dis- Robert P. Aronson credited by a more sophisticated population of American Jews, particularly among the younger President generations.
    [Show full text]
  • Rocument RESUME ED 045 767 UD 011 084 Education in Israel3
    rOCUMENT RESUME ED 045 767 UD 011 084 TITLE Education in Israel3 Report of the Select Subcommittee on Education... Ninety-First Congress, Second Session. INSTITUTION Congress of the U.S., Washington, E.C. House Ccmmittee on Education and Labcr. PUB DATE Aug 70 NOTE 237p. EDRS PRICE EDRS Price MP-$1.00 BC-$11.95 DESCRIPTORS Acculturation, Educational Needs, Educational Opportunities, *Educational Problems, *Educational Programs, Educational Resources, Ethnic Groups, *Ethnic Relations, Ncn Western Civilization, Research and Development Centers, *Research Projects IDENTIFIERS Committee On Education And Labor, Hebrew University, *Israel, Tel Aviv University ABSTRACT This Congressional Subcommittee report on education in Israel begins with a brief narrative of impressions on preschool programs, kibbutz, vocational programs, and compensatory programs. Although the members of the subcommittee do not want to make definitive judgments on the applicability of education in Israel to American needs, they are most favorably impressed by the great emphasis which the Israelis place on early childhood programs, vocational/technical education, and residential youth villages. The people of Israel are considered profoundly dedicated to the support of education at every level. The country works toward expansion of opportunities for education, based upon a belief that the educational system is the key to the resolution of major social problems. In the second part of the report, the detailed itinerary of the subcommittee is described with annotated comments about the places and persons visited. In the last part, appendixes describing in great depth characteristics of the Israeli education system (higher education in Israel, education and culture, and the kibbutz) are reprinted. (JW) [COMMITTEE PRINT] OF n.
    [Show full text]
  • HEB/SLC/JST 348/REL 311 Israeli Society and Culture
    @I ARIzon*A Srnrr UNtve RstTv GENERAT STUDIES COURSE PROPOSAL COVER FORM Course information: Copry, oni paste current course infbrmation from Class Search/Course Catalog. School of International Letters & Academic llnit CLA,S - humanities Department Cultures Sub.ject HEB Number 340 _,_ Title Israeli Societygn_{eU[UfS_" llnits: Is this a cross-listed cotuse? (Choose one) If yes, please identify course(s) No Is this a shared course? No If so, list all academic units offering this course Course description: Requested designation: Global Awareness-G Note- a separate propasal is required for each designation requested EligibiliV: Permanent numbered courses must have completed the university's review and approval process. For the rules governing approvaLl of omnibus courses, contact the General Studies Progrirm Office at (480) 965-0739. Area(s) proposed course will serve: A single course may be proposed for more than one core or awareness area. A course may satisfy a core area requirement and more than one alyareness area requiremenls concurrently, but may not satisfy requirements in trvo core areas simultaneously, even if approved for those areas. With departmental consent, an approved General Srudies course may be counted torvard both the Generai Studies requirement and the major program of snrcly. Checklists for general studies designations: Complete and attach the appropriate checklist * Literacv and Critical Inquiry core courses (L) " Ivlathematics core courses (MA) * Computer/slatistics/quantitative applications core courses (CS) n Humanities.
    [Show full text]
  • The Haredim As a Challenge for the Jewish State. the Culture War Over Israel's Identity
    SWP Research Paper Peter Lintl The Haredim as a Challenge for the Jewish State The Culture War over Israel’s Identity Stiftung Wissenschaft und Politik German Institute for International and Security Affairs SWP Research Paper 14 December 2020, Berlin Abstract ∎ A culture war is being waged in Israel: over the identity of the state, its guiding principles, the relationship between religion and the state, and generally over the question of what it means to be Jewish in the “Jewish State”. ∎ The Ultra-Orthodox community or Haredim are pitted against the rest of the Israeli population. The former has tripled in size from four to 12 per- cent of the total since 1980, and is projected to grow to over 20 percent by 2040. That projection has considerable consequences for the debate. ∎ The worldview of the Haredim is often diametrically opposed to that of the majority of the population. They accept only the Torah and religious laws (halakha) as the basis of Jewish life and Jewish identity, are critical of democratic principles, rely on hierarchical social structures with rabbis at the apex, and are largely a-Zionist. ∎ The Haredim nevertheless depend on the state and its institutions for safeguarding their lifeworld. Their (growing) “community of learners” of Torah students, who are exempt from military service and refrain from paid work, has to be funded; and their education system (a central pillar of ultra-Orthodoxy) has to be protected from external interventions. These can only be achieved by participation in the democratic process. ∎ Haredi parties are therefore caught between withdrawal and influence.
    [Show full text]
  • Civic Identity in the Jewish State and the Changing Landscape of Israeli Constitutionalism
    Claremont Colleges Scholarship @ Claremont CMC Senior Theses CMC Student Scholarship 2018 Shifting Priorities? Civic Identity in the Jewish State and the Changing Landscape of Israeli Constitutionalism Mohamad Batal Follow this and additional works at: https://scholarship.claremont.edu/cmc_theses Part of the Constitutional Law Commons, and the Law and Politics Commons Recommended Citation Batal, Mohamad, "Shifting Priorities? Civic Identity in the Jewish State and the Changing Landscape of Israeli Constitutionalism" (2018). CMC Senior Theses. 1826. https://scholarship.claremont.edu/cmc_theses/1826 This Open Access Senior Thesis is brought to you by Scholarship@Claremont. It has been accepted for inclusion in this collection by an authorized administrator. For more information, please contact [email protected]. Claremont McKenna College Shifting Priorities? Civic Identity in the Jewish State and the Changing Landscape of Israeli Constitutionalism Submitted To Professor George Thomas by Mohamad Batal for Senior Thesis Spring 2018 April 23, 2018 ii iii iv Abstract: This thesis begins with an explanation of Israel’s foundational constitutional tension—namely, that its identity as a Jewish State often conflicts with liberal- democratic principles to which it is also committed. From here, I attempt to sketch the evolution of the state’s constitutional principles, pointing to Chief Justice Barak’s “constitutional revolution” as a critical juncture where the aforementioned theoretical tension manifested in practice, resulting in what I call illiberal or undemocratic “moments.” More profoundly, by introducing Israel’s constitutional tension into the public sphere, the Barak Court’s jurisprudence forced all of the Israeli polity to confront it. My next chapter utilizes the framework of a bill currently making its way through the Knesset—Basic Law: Israel as the Nation-State of the Jewish People—in order to draw out the past and future of Israeli civic identity.
    [Show full text]
  • Tamar Amar-Dahl Zionist Israel and the Question of Palestine
    Tamar Amar-Dahl Zionist Israel and the Question of Palestine Tamar Amar-Dahl Zionist Israel and the Question of Palestine Jewish Statehood and the History of the Middle East Conflict First edition published by Ferdinand Schöningh GmbH & Co. KG in 2012: Das zionistische Israel. Jüdischer Nationalismus und die Geschichte des Nahostkonflikts An electronic version of this book is freely available, thanks to the support of libra- ries working with Knowledge Unlatched. KU is a collaborative initiative designed to make high quality books Open Access. More information about the initiative can be found at www.knowledgeunlatched.org This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivs 3.0 License. For details go to http://creativecommons.org/licenses/by-nc-nd/3.0/. ISBN 978-3-11-049663-5 e-ISBN (PDF) 978-3-11-049880-6 e-ISBN (EPUB) 978-3-11-049564-5 ISBN 978-3-11-021808-4 e-ISBN (PDF) 978-3-11-021809-1 Library of Congress Cataloging-in-Publication Data e-ISBN (EPUB) 978-3-11-021806-2 A CIP catalog record for this book has been applied for at the Library of Congress. ISSN 0179-0986 e-ISSN 0179-3256 Bibliografische Information der Deutschen Nationalbibliothek The Deutsche Nationalbibliothek lists this publication in the Deutsche Nationalbibliographie; detailed bibliographic data are available in the Internet at http://dnb.dnb.de. This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivs 3.0 License, © 2017 Tamar Amar-Dahl, published by Walter de Gruyter GmbH, Berlin/Boston as of February 23, 2017. For details go to http://creativecommons.org/licenses/by-nc-nd/3.0/.
    [Show full text]
  • Grade Objectives
    The following are the learning objectives approved for the Religious School. In addition to these learning objectives, we have many other parts of our school program such as our Music program, Mensch character recognition, Clergy in the Classroom, Shabbat and holiday programs, mitzvah trips, Family programs, etc. The objectives below do not state HOW the teacher presents this material (such as our Hebrew Through Movement program to introduce the language). It also does not explicitly state the Jewish values that are infused in our whole school and modeled by our teachers, teen madrichim, and fellow classmates. Although we often share our love of Judaism as a whole way of life, the learning objectives are divided into the following topics: Judaic Basics *Demonstrate mitzvot(commandments) and middot(values) of Judaism, making choices based on Jewish ethics and values *Identify central themes and ethical messages within the Torah and integrate them into our lives *Explore personal relationship with G-d and with Jewish community *Identify religious texts and basic Jewish religious thoughts and practices Hebrew: * Value Hebrew as the language that binds the Jewish people together through generations, as the language of the Torah and our siddur, and as the language of modern Israel *Be comfortable reading from the siddur *Translate key Hebrew prayer vocabulary *Develop a solid foundation of modern Hebrew vocabulary Prayer: *Understand why we pray and to whom we are praying *develop kavanah (intent/spirit) * Pray with comprehension, by understanding
    [Show full text]
  • Jewish Monotheism: the Exclusivity of Yahweh in Persian Period Yehud (539-333 Bce)
    JEWISH MONOTHEISM: THE EXCLUSIVITY OF YAHWEH IN PERSIAN PERIOD YEHUD (539-333 BCE) by Abel S. Sitali A THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS in THE FACULTY OF GRADUATE STUDIES Master of Arts in Biblical Studies We accept this thesis as conforming to the required standard Kent Clarke, PhD ............................................................................... Thesis Supervisor Dirk Buchner, D.Litt. ................................................................................ Second Reader TRINITY WESTERN UNIVERSITY Date (March, 2014) © Abel S. Sitali Table of Contents Introduction (i) Previous History of the Origin of Monotheism ---------------------------------------------------------------1 (ii) Thesis Overview -------------------------------------------------------------------------------------------------7 CHAPTER ONE POLYTHEISM IN THE ANCIENT NEAR EASTERN WORLD 1.1 Polytheism in the Ancient Near Eastern World---------------------------------------------------------------9 1.1.1 Polytheism in Canaanite Religion-----------------------------------------------------------------10 1.1.2 The Divine Council in the Ugaritic Texts--------------------------------------------------------11 1.2 Polytheism in Pre-exilic Israelite Religion------------------------------------------------------------------13 1.2.1 Israelite Religion in Light of its Canaanite Heritage--------------------------------------------13 1.2.2 Israelite Religion as Canaanite Religion—Identification Between El
    [Show full text]
  • Handbook of Israel: Major Debates
    Handbook of Israel: Major Debates Scientific Advisory Board Edited by Eliezer Ben-Rafael, Julius H. Schoeps, Yitzhak Sternberg and Olaf Glockner Majid Al-Haj Gad Barzilai Pierre Birnbaum Judit Bokser Liwerant Editorial Manager: Anne Weberling Chantal Bordes-Benayoun Christina von Braun Sergio DellaPergola Alain Dieckhoff Menachem Friedman Yosef Gorny Volume 1 Eva IHouz Amal Jamal Part A: Cleavages Shalom Ratzabi Shulamit Reinharz William Safran Gershon Shafir Gabriel Sheffer Sammy Smooha Zeev Stern hell Shmuel Trigano Karin Wilhelm DE GRUYTER OLDENBOURG -'-'--"-~'-~~-"'--------------------- l ":':'r*'f/]~"- 'j The project "Handbook of Israel: Major Debates" has been generously funded by the Moses Foreword Mendelssohn Foundation, Erlangen/Berlin. Israel is one of the most disputed settings in the world. Its presence in the media is incommensurate with its geographic and demographic size. Any event in the region, any incident within or without, is immediately the focus of attention from the world media. The Israelis themselves are, as a rule, avid consumers of news who debate among themselves the significance of almost every issue reaching the public agen­ da. The opinions are anything but consensual: the harshest oppositions, denials, and confrontations animate the country's public life, and beyond it, the Jewish world as a whole in tandem with world opinion. This is the context in which this Handbook is aimed at presenting major issues that divide the academic community with respect to the analysis of Israeli society. It consists of thirteen topics grouped into three parts - "Cleavages," "The Challenge of Post-Zionism," and "Israel Outward" - that discuss questions ranging from the nature of Israeli democracy to the role of religion in the state and society.
    [Show full text]
  • Gap Year Program Catalogue
    GAP YEAR PROGRAM CATALOGUE For the most up-to-date program listing, please visit www.masaisrael.org INTRODUCTION access to a wide range of immersive experiences Taking a Year “On”: that are as varied as Israel itself and help navigate The Benefits of Gap Year in Israel the entire process at every step along the way. By spending a year abroad, you will gain a You can choose from study, volunteer, internship, taste of independent living for perhaps the first international travel, and customisable programs. time in your life and enter college with more No one makes it easier for you to spend a year maturity and self-confidence, greater wisdom; “on” in Israel. and experiences to handle the challenges ahead. In fact, many leading universities in Australia In addition, Masa Israel offers a built-in encourage admitted students to defer entrance community for program participants. We host for a semester or a year to explore their interests social events, excursions, overnight trips, and before deciding what to study in college. activities that give you the chance to meet participants of other Masa Israel programs. We Israel is a country of great diversity within also provide a support system and help make sure a very small area, offering many historical, all your needs are met during your time in Israel. religious and cultural opportunities. Thousands The Masa Israel Community helps you (re)connect of years of history, a variety of ethnic communities with your fellow participants both in Israel and living side by side, and an unending flow of once you return so you can stay connected to international input via satellite and cable have your experience beyond your gap year.
    [Show full text]
  • 1 ISRAELI IDENTITY: the JEWISH COMPONENT Charles Liebman
    ISRAELI IDENTITY: THE JEWISH COMPONENT Charles Liebman and Yaacov Yadgar Our essay addresses a troublesome question first alluded to in a book Choosing Survival coauthored by one of us.1 Every survey of Israeli Jews suggests that the overwhelming majority observe many Jewish rituals. In addition Israeli Jews report that Judaism and the Jewish people are important to them. Yet, anecdotal evidence suggests that many Diaspora Jewish leaders think that Jewishness is of little importance in the lives of Israelis. Their impressions would seem to be confirmed by its secondary role in Israeli culture. That portion of the population who define themselves as religious (between 20 and 25 percent of the Jewish population) and live their lives in accordance with its ritual demands, and the media which caters expressly to them are obvious exceptions. This essay is devoted to documenting the extent of religious observance and the strength of Jewish identity among the “non-religious”, the absence of a significant Jewish dimension in Israeli culture and how one explains this apparent paradox. Attitudes Toward Jewishness and Observance of Jewish Practices Positive attitudes toward Jewishness and the observance of Jewish (religious) practices are not the same thing. Among the pioneer settlers who came to Palestine in the first decades of this last century there was, generally speaking, a positive attitude toward Jewish ethnicity, i.e. membership in the Jewish people and concern for Jews throughout the world, a nostalgia for many traditional Jewish practices but a principled objection to “religion” and hence to many Jewish rituals. The solution of these settlers was to transform and transvalue many traditional rituals and ceremonials imposing a Zionist-socialist ethos upon them.
    [Show full text]
  • Masa 21+ Program Catalogue
    GUE MASA 21+ PROGRAM CATALO MASA 21+ For the most up-to-date program listing, please visit www.masaisrael.org TABLE OF CONTENTS Introduction 4 Israel Experience Magen David Adom Overseas Internship Programs Volunteer Program 23 Habonim Dror Israel Pathways Maslul Ishi – iTrack 7 Israel Corps 24 International Conservation Center Israel Teaching Fellows 25 Saving the Stones 8 Israel Way–Oranim Project Israel Experience FREE Community Involvement 26 Career Israel 9 Yahel Israel Way–Oranim Project Yahel Social Change Program 27 FREE Eilat Hotel Experience 10 Tel Aviv Internship Experience 11 Graduate Academic Programs Menachem Begin Heritage Center in English Israel Government Fellows – Arava Institute for Government Ministries Track 12 Environmental Studies Israel Government Fellows – Environmental Studies 29 Research and Diplomacy Track 13 M.A. in Desert Studies 30 Sachlav Education Experience The Ariel University Center of Samaria Real Life Israel 14 ATZIL Research Program 31 WUJS Israel Hadassah Bar-Ilan University Intern Jerusalem 15 International MBA 32 Intern Tel Aviv 16 Postbac Pre-Med Program 33 TASP: Tel Aviv Teach and Study Program 34 Volunteer and Community Service Ben Gurion University of the Negev Programs Honors MBA 35 Adam LeAdam Leadership MAPMES 36 for Tikkun Olam M.A. Program in the Politics and Conflict 37 Environmental and Social Entrepreneurship 18 Graduate Year/Semester Program 38 Ayalim M.A. Program in Bible and Ayalim: Entrepreneurship. Ancient Near East 39 Service. Pioneering. 19 The Hebrew University of Jerusalem Bina and Daniel Centers Rothberg International School Tikkun Olam in Tel Aviv-Jaffa: Coexistence 20 M.A. Program in Islamic and Middle Eastern Tikkun Olam in Tel Aviv-Jaffa: Social Action 21 Studies 40 B’Tzedek M.A.
    [Show full text]