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佐藤栄作 受賞論文集

第18回佳作3.Arab-Israeli conflict in Israeli school textbooks3.1 Israel?s school systemIn Israel, the government has been providing much support for children’seducation. In particular, since the early immigration period, the Jews have builtschools for learning Judaism in order to absorb new Jewish immigrants. Zionistideology, which is fundamental in Israeli society, has a strong influence on education.After the establishment of Israel, the Compulsory Education Law was adoptedin 1949 and extended three times to provide a better education for all children. Theeducational system aims to prepare children to become responsible members of ademocratic, pluralistic society in which people from different ethnic, religious, culturaland political backgrounds coexist. In the recent amendment of the CompulsoryEducation Law, education became free of charge from kindergarten to upper secondaryschool. Therefore, education opportunities for children have increased. Compulsoryeducation is longer in Israel than in neighboring Arab countries. Students use schooltextbooks which satisfy the needs in each school. The national aim of the curriculum isto understand and put a high value on the State of Israel. Therefore, themes related tosignificant matters in the country are chosen and studied in all schools.In the Israeli education system, there are two sectors: the public sector andthe private sector. The public sector accounts for 90 % of all schools, and it is runjointly by state and local authorities. The Ministry of Education, Culture and Sportshas strong authority and supervision over the curriculum, textbooks and teacherrecruitment. Three types of schools belong to the public sector system: secular,religious, and Arab schools where the Arab population is high. Such schools aresupervised by local authorities. In the private sector, most schools are religious.Supervised by The Ministry of Education, Culture and Sports, private schools have145