Peulat Edah on Religion and State

Brief

This activity is designed for an entire edah. It is designed to be utilized in conjunction with the “Israeli Politics: Is There Future Leadership?” unit, but could also be utilized as a stand alone peulat erev or as a component of a Yom Meyuchad.

Equipment

• Blue-tac (amazon link)

• Printed Appendix 17 (3 copies) to hang on wall

• One of the three statements highlighted on each copy (i.e. so that each copy shows all three statements, but stresses one of the statements).

• Printed Appendices 18-20 (at least three copies but more is optimal) 

• Appendix 21 (at least 1 copy for group leader)

Activity length:

• 90 mins

Preparation

• Acquire tziyud.

• Ensure that all madrichim have reviewed the tochnit and know how to discharge their responsibilities.

• Speak to the Rosh Chinuch and/or Chevrey Mishlachat if more content knowledge is needed.

Age Groups

Middle School, High School, Staff

Topics

Politics, Zionism

Adaptable for Shabbat

Some of the sessions are appropriate for Shabbat.

Download for Printing

• Links to Additional Information

  General overview

  http://www.jafi.org.il/education/identity/4-8.html

  Kashrut

  http://www.forward.com/articles/13245/

  Shabbat

  http://www.guardian.co.uk/world/1999/aug/30/israel

  http://www.guardian.co.uk/world/1999/aug/27/israel

  http://news.bbc.co.uk/1/hi/world/middle_east/431529.stm

  http://news.bbc.co.uk/2/hi/middle_east/432598.stm

  http://query.nytimes.com/gst/fullpage.html?res=940CE3D61339F936A2575BC0A96F958260

  Personal status

  https://www.commentary.org/articles/marc-galanter/a-dissent-on-brother-daniel/

  http://www.jewishworldreview.com/cols/twersky080598.html

Goals & Overview

1. The chanichim will come to understand on a basic level various issues related to Religion and State in Israel.

2. The chanichim will develop analytical, group work, and discussion skills.

3. The chanichim will form opinions on the topic and be motivated to learn more about the theme and topic.

Thought Questions / שאלות למחשבה

1. Is Israel a democratic state?

2. What are the various ways to understand the idea of being a democratic state?

3. Is Israel a religious state?

4. Can it be both democratic and religious?

5. Since it was founded as a state for the Jewish people, does Israel have an obligation to promote or support the practice of other religions?

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Procedure:

Part A – Introduction/Values Clarification Exercise (30 min.)

1. Chanichim are to read the three models of the relationship between Religion and State (Appendix 17), which will be hanging up around the room. Once they have read each of the statements, they are to stand next to the one with which they agree most. The madrich/a should ask one or two people from each of the groups to speak about their choice and the reasoning behind it. 

2. Ask the participants which countries operate according to which model

• Model 1: the US

• Model 2: Iran, Saudi Arabia, Afghanistan, Sudan

• Model 3: Israel

3. Note that levels of religious sentiment in the US are incredibly high (a USA Today/Gallup Poll in January 2002 showed that about 50% of Americans consider themselves religious (down from 54% in December 1999), about 33% consider themselves "spiritual but not religious" (up from 30%), and only about 10% regard themselves as neither spiritual or religious).

Part B – Israeli governmental/Supreme Court deliberations (45 minutes)

1. The madrich/a introduces the theme and topic of the activity, and then divides the group into three smaller working groups. 

2. Each group constitutes an Israeli cabinet or Supreme Court bench, and will discuss three issues (Appendices 18-20), one by one. 

3. After each issue is discussed in the three smaller groups, they will return into a full group, and a representative of each of the smaller groups will relate his/her decision and the reasoning behind it, as well as any minority opinions that were expressed and the reasoning behind them.

4. Following this, the madrich/a will give a fuller explanation of the issue (none, or some, or all of the information contained in Appendix XXI, according to the mood/make-up of the group) and ask for questions.

Part C – Sichat Sikkum- 15 minutes

1. Explain that although we examined only three issues during this activity, they represent three of the four major areas of dispute in regard to the relationship between Religion and State in Israel (Shabbat, Kashrut and Personal Status). The other major issue is autonomous religious educational streams, with which we did not deal. 

2. There are countless other issues related to Religion and State, which affect day-to-day life in Israel.

3. Values clarification exercise (YES or NO only – without discussion):

• Should civil marriage/divorce be allowed in Israel?

• Should buses travel on Shabbat?

• Should shops/cinemas be open on Shabbat?

• Should Haredi Jews be drafted into the IDF/sherut leumi – national service? 

4. Do people feel that religious law should be incorporated into state law, or should the two be totally separate? (Is there a difference in people’s views regarding the question as it applies to the US/Canada, as opposed to how it applies to Israel?) 

5. Does bringing Halachah into state law infringe on people’s freedom? (I.e. will this turn Israel into a country like Iran, Saudi Arabia, Sudan, or Afghanistan?)

6. What does “Israel is a Jewish democratic State” mean? Which do you think is the noun, and which do you think is the qualifier? Which do you think should be the noun, and which do you think should be the qualifier? (Which is/which should be the supreme value – Jewish or democratic?)

7. Can there be a workable compromise (i.e. incorporate some Halachah into state law, but not all)? If so, who should decide which parts of Halachah should also be part of state law?

Sikkum:

1. No. 1- As Judaism is related to a people, a religion, and a land, the issues we discussed today are very complicated and divisive and do not generally arise in other countries (except for some Muslim states, such as Turkey – even traditionally Christian states in Europe, such as Italy or Ireland, do not really have to deal with these issues).

2. No. 2: It is important to realize that a) Israel is about more than peace and security, and that b) we should ensure that these issues are dealt with in an atmosphere of brotherly and sisterly love, tolerance, and understanding (but not necessarily pluralism).

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