Yaron London
צילום: ערוץ 2
Values versus knowledge
Focus on studying well a good way to impart values to Israeli students
Once in a while, a “storm of values” shakes up our education system. There is always one reason for this: We are unpleased with the behavior of young Israelis and we think that our schools are at fault.
In our view, schools are at fault for our young generation’s loudness, violence, selfishness, and materialism, as well as its detachment from our nation’s historic heritage. We think schools are to blame for our youngsters’ search for foreign inspirations, drug abuse, tattoos, the corrupt songs they hum along with, and their adoration of silly cultural icons.
The per capita rate of Israeli Nobel Prize laureates is among the highest in the world, yet our students lose knowledge-based competitions against students from insignificant countries. The root of all evil, say the parents, educators, politicians, and journalists is the absence of values. If we provide our youngsters with values, we will see a better society.
The problem with this notion has to do with the fact that “value” is an elusive entity. Its status depends on those who define it, and they find it difficult to characterize this or that preference as a “value.” One culture appreciates obedience and manners, while a neighboring culture admire solidarity. Elsewhere, individualism reigns supreme, while others believe that devotion to the cause is the noblest of al values, or the way to achieving a goal.
Within a diverse society, it is impossible to reach agreement on the needed values, and even concurrence on “basic values” is hard to come by. Indeed, energetic politicians attempt to do just that on occasion, yet they quickly discover how difficult it is to invent and apply methodologies that entrench the selected values in the students’ minds and hearts.
Adopting values ‘on the job’
It appears to me that young Education Minister Gideon Sa’ar feels that the endless debate regarding the impartation of values has marginalized the required discussion on the impartation of knowledge. However, I am not sure he will be in agreement with me if I suggest that he put aside the values and focus on other school roles: Teaching well, teaching students to study well, and also teaching students that life is good for good students, while less so for negligent students.A long list of values is needed in order to study well, and hence, talking less about values does not take away from the values being conveyed – however, students end up adopting them “on the job.”
In order to study well one needs to make an effort. The willingness to make an effort is a value. In order to study well, one needs to prioritize and give up more tempting pursuits. Restraint too is a value. To study well, one also needs to cope with tests – there is no other way to check whether students know something. Adapting to pressure and stress is a value. In order to distinguish oneself, one needs to be equipped with ambition, which is both a personal and communal trait. Nurturing ambition is a value.
Meanwhile, making students realize that these days, studying diligently grants young people the best chance in life can also be considered a value. Let’s not underestimate that one.
