Abstract:

The research question in this paper is developed from my primary core research about Anti Semitism, Holocaust, and Zionism in History curriculum and history textbooks. My second research cycle was about Human Rights and Peace Education. The present third cycle is about Gender, Individualism and Civil and military non violent disobedience. These later themes encamped Israeli history textbooks and curricula statements, and comparative studies with Palestinians, British and American history and civics textbooks.

The current article on Israeli state history curricula for general non religious middle and high schools focuses on gender, individualism and major changing factors in human history. In order to face the above challenge, this essay analyzes primary source, meaning quotations and references from the Israeli History curricula (HC). It avoids rarefying to reference collections and reference collectors, unless it is absolutely necessary: such a method of research is based on the belief that unless there is something original and genuine to write about, it is preferable to continue to read rather than write.

Therefore, the present essay focuses on a textual analysis of the goals, syllabus, and the recommended teaching methods of two Israeli Jewish non religious HC (2003, 2010). Following the introduction and methodological chapter, the analysis of the text includes: general history (not Jewish), gender, individualism, revolutions and major changes. These topics have been chosen because they have not been researched, and they reflect the self image of the Israelis and the goals of the HC composers ("the authorities"). The translated quotations and references are read according to 'open,' 'close' and missing ('black holes') characteristics, and compared horizontally and vertically according declarations of the declared goals.

The conclusion challenges the central research questions: Does these HC represent 'history teaching' or 'history education?' or in in other words: Are these curricula agents of commanding system?

Keywords:

History teaching, history education, system of command, change thresholds.