I had a post ready to publish today, my first that will delve into work-life in academia, which I hope will become a thread on this blog; however, as the first day of Chanukah is upon us, I thought it poignant to express my empathy with civilians on both sides of the Israel-Hamas conflict, but also to share my unequivocal denouncement of the October 7 attacks and my support of Israel, or any country, to defend itself in light of attacks on its people and institutions – more on this at the end of the post. For now, however, I want to share some thoughts on using contentious political issues in the classroom as teaching moments to authenticate the learning experience for students who might get caught up in the social media maelstrom about topics such as these.
In today’s world, where the deluge of information is as relentless as the tide, understanding the nuances of conflicts like the one in Israel is not just about staying informed; it’s a stark reminder of the pernicious effects of misinformation, the dangers of polarization, and the murky waters of ‘alternative truths.’ As educators, we must recognise the invaluable opportunity this presents to equip our students with the critical thinking skills they need in this information-saturated era.
The Landscape of Misinformation
First, let’s talk about misinformation. In the context of Israel’s conflict, misinformation can stem from various sources – biased media coverage, social media echo chambers, and even propaganda. It’s a prime example of how facts can be twisted, omitted, or exaggerated to fit a narrative. This is where our educational systems can play a pivotal role. We need to teach our students not just to consume information, but to scrutinise it. How, might you ask? First, we should understand that the vast majority of young people get their news from Social Media, and the algorithms feed them information to keep them online. The result is that their social media becomes an echo chamber for what they already think and believe, reinforcing those beliefs and not exposing them to alternatives.
So, what do we do? We need to encourage students to question everything, to ask the questions: Where does this information come from? What might be the motive behind it? Do other reliable sources corroborate it? This isn’t cynicism; it’s critical thinking. It’s about looking at the Israeli conflict – or any conflict, for that matter – and understanding that every story has multiple facets and perspectives.
The Dangers of Polarization
Like many others, the Israeli conflict is often seen in black-and-white terms, but the reality is a spectrum of greys. The danger in our hyper-polarized world is that it leads to a ‘with us or against us’ mentality. This kind of thinking doesn’t just stifle debate; it extinguishes it.
In our classrooms, we must demonstrate the value of diverse perspectives. It’s not about agreeing with every viewpoint – some are undoubtedly rooted in prejudice or misinformation. But understanding why people think the way they do is crucial. It’s about teaching empathy and the ability to simultaneously hold two opposing thoughts–or cognitive dissonance. This isn’t just academic; it’s a life skill.
Navigating Alternative Truths
The Israeli conflict is rife with narratives that, depending on one’s viewpoint, might seem like the only truth. This is a dangerous path. When alternative truths replace objective facts, dialogue becomes impossible.
In teaching our students, we must emphasise the importance of fact-based reasoning. It’s okay to have an opinion, but facts must inform it. In the age of deepfakes and misinformation, this becomes even more crucial. We must instil in our students a respect for the truth, even, or especially, when it challenges their beliefs.
The Responsibility of Teachers
As educators, our job is not to impart knowledge; it’s to shape how our students interact with the world and maximise their potential. With all its complexities, the Israeli conflict is a powerful tool in this regard. It’s a real-world example of how misinformation can escalate tensions, how polarization can lead to impasse, and how alternative truths can cloud judgment.
But let’s be clear: this isn’t about indoctrination. We may have our viewpoints (more on this in the afterthoughts), but we shouldn’t allow those views to dominate the learning environment. It’s about equipping our students with the tools to navigate a world where information is often weaponised. We need to teach them to discern, debate, and think critically. We need to teach them to ask questions, not necessarily of others, but of themselves – metacognitive questions – why do I believe this? Why do I hold this belief? Is it someone else’s opinion I’m proclaiming as my own, or do I have a learned opinion on the issue? God gave you two ears and only one mouth, as I was always told – so listen more and talk less. This is how we prepare students for the challenges that lie ahead.
Today, I use the conflict in Israel to highlight ‘teaching moments’ in the classroom. It doesn’t need to be this conflict – it can be any multi-faceted issue without a straight answer. But today, on this first day of Chanukah, I wanted to highlight the complexity of this conflict. By using it as a teaching tool, we can help our students understand the importance of critical thinking, the value of empathy, and the need for fact-based discourse. This isn’t just about understanding a conflict; it’s about understanding the world they live in.
In the words of John F. Kennedy, “The great enemy of truth is very often not the lie — deliberate, contrived, and dishonest — but the myth — persistent, persuasive, and unrealistic.” Our job as educators is to dismantle these myths, encourage inquiry, and foster a generation of thinkers who can discern truth from falsehood.
This is how we build a better world.
Personal Musings
The current conflict in Israel began on October 7 as a ruthless attack against civilian and military targets inside Israel, killing more than 1000 people and taking more than 200 hostages.
This is not the story of an oppressed Palestinian population revolting against an authoritarian Israel for their freedom, despite what one may read on social media. This is an oppressive, terrorist regime using the façade of external persecution to justify genocide – the destruction of Israel.
Make no mistake that this post is neither pro-Israel nor pro-Palestine. Israel is a country with questionable policies concerning Gaza, the West Bank and Palestinians more generally, but this is not the issue at hand. One can disagree with political policies, as I do with policies in the US and Australia, but still recognise that countries’ right to exist and defend themselves. This is not a conflict about Israeli settlements, UN resolutions or a Palestinian state, which are all valid discussions to be had. Instead, this is about an attack by a terrorist organisation against the people and state of Israel, and Israel has a right to defend itself and its population from attack. The extent of those counterattacks and the casualties incurred due to that retaliation can be questioned and debated, but one cannot challenge a sovereign’s right to defend.
The events of October 7 have led to Israel declaring war on Hamas, an important semantic distinction, over declaring war on Gaza or the Palestinians. For many, these may seem the same, but the distinction is clear – there may well be no end until Hamas is destroyed or disbanded.
So, despite this being a post about teaching, it is also about drawing a line. A line about right and wrong: remember what we said about holding two opposing views, cognitive dissonance? We need to believe it, teach it, and maybe even practice it ourselves: You can be pro-Palestinian and anti-Hamas. You can dislike aspects of Israeli domestic and foreign policy but not be anti-Israel. You can be pro-Palestine and pro-Isreal and still condemn the October 7 attacks. However, you cannot be anti-Semitic or anti-Israel and claim not to be racist, discriminatory or a bigot. My intention here is to illustrate empathy with the people of Gaza, who seek peace and condemn the violence executed on their behalf by Hamas. I empathise with their statelessness and pray for a two-state solution that brings lasting peace to the region. I also empathise with the people of Israel and pray for a speedy end to the war and lasting peace in the region, free of terrorist organisations such as Hamas. I extend my solidarity to my Jewish friends, Jews everywhere, and my unequivocal disdain and rejection of Anti-Semitism of any kind. Happy Chanukah.
Shalom.
Maximising Student Potential 