haredi gibberish!

A look into Haredi textbooks shows hatred and racism
Itay Ilnai, Yehuda Shohat, Ynet, Jul1 2017

The Haredi sheep is surrounded by enemies, with those from within, including leftists, the High Court, the media and Reformists among others, are presented as other sheep, while those from without, including Hamas, Iran, Hezbollah, Syria and even Amalek, are presented as wolves.

Textbooks used to teach students at ultra-Orthodox schools in Israel portray Reform Jews as the enemy, while seculars, Zionists and leftists also receive hostile treatment, a comprehensive study published last month by the research center IMPACT–SE found. The study, conducted by Dr Eldad Pardo and Tehila Gamliel, reviewed almost a hundred textbooks used in Haredi schools to teach literature, history, geography, civics, science and Bible studies. The study found scathing criticism of Zionism in ultra-Orthodox textbooks. The founding of the State of Israel is described as a sin against the Jewish people. According to History of Recent Generations, a textbook for middle school:

Late nineteenth century anti-Semitism led to cohesion within the ranks of the assimilators, who created their own organizations. These organizations gave great power to assimilated Jewry, which no one could withstand. … Assimilation of individuals cannot harm the Jewish people as a whole. But when assimilation is a guiding principle of an entire public or organization that discards the people’s values, it warps the image of the people in its entirety. That is what happened, for example, when the Zionist Organization was founded. This organization jettisoned most of the people’s values and claimed to represent the people. …

When olim from Middle Eastern countries came to Israel, something happened that the Haredi community had feared when the state was founded. Political activists, Histadrut and Jewish Agency emissaries, and other functionaries abused their power and distanced the immigrants, especially their children, from their faith. … They cut off the peyot of Yemenite children, claiming that they harbored lice; they withheld work arrangements from parents if they refused to send their children to secular schools; and deprived them of all other necessities, such as food, housing, and sanitary conditions. At the center of every immigrant settlement they built a new and handsome building for secular cultural activity, while synagogues were set up in wretched sheds at the outskirts of the camps, so that only the old and sick would go there. In this way the children were cut off from their parents and from their parents’ faith. ..

During this period of fierce struggle over the Jewish character of every sphere of activity and every institution in Israel, the hollowness of secular education became obvious. The Ministry of Education director frankly admitted the failure of secular education, whose outcomes could be seen clearly in our generation, stripped bare of ideals and sunk in the depths of materialism… The academically educated also demonstrated the failure of secular education; many who did not manage to attain the ‘affluent society’ lifestyle, left the country.

Later, the textbook refers to the Reform movement as “treacherous,” “nasty,” and “despicable.”

The Haskalah as instituted by Moshe Mendelssohn branched out in two ways: conversion from Judaism, and Reform Judaism. Those who took the first path were cut off from the Jewish nation’s Tree of Life: they converted. Those who followed the second route tried to damage the tree itself, to corrupt and deform it through changes aimed at turning Judaism into a version of Christianity. These were the Reform Jews.

Haredi students learn that Jews have absolute right over the entire Land of Israel, as God promised Abraham. Textbooks in civics, a subject taught mostly to girls, show the ultra-Orthodox don’t consider occupation to be unjust, but do believe the Palestinians, along with other non-Jewish residents of Israel, should be treated fairly and with caution. According to the civics textbook As a New Citizen:

The liberation of the homeland is promised by the Creator of the Universe; it is not considered to be an ‘occupation.’ The only issue about which care must be taken is that of allowing the inhabitants to choose whether to remain in the land as foreign subjects, accepting the behavioral restrictions that would be imposed upon them, or to leave the land.

haredim2A map of Israel found in Haredi textbooks.

The Haredi textbooks almost entirely ignore the Israeli-Palestinian conflict and the question of the Palestinian national identity. According to the textbook’s writers, Israeli Arabs are citizens with equal rights, “but they have not been content with this, and have insisted that they also have the right to identify with the Arabs of the Territories, those who call themselves ‘Palestinians’ though the latter are enemies of the state,” according to History of Recent Generations. The textbook compares the dangers posed by these Arabs to “what happened in Germany when the Nazis came to power. The Nazis used democratic means, including general elections, to take control of Germany.” The Palestinian issue is mostly addressed in chapters dealing with what Haredi history textbooks describe as the greatest catastrophe to befall the State of Israel: the Oslo Accords. History of Recent Generations describes the results of the accords:

The Israeli government gave them authority and political, economic and military power without concern for the destructive consequences that might result from placing such might in the hands of the monstrous PLO terrorists and the PLO’s military arm, Fatah.


Later in the book, an article from the Haredi newspaper Hamodia is quoted:

They were given almost everything. They never were a distinct people and they never had a country of their own. We declared them a people and gave them a land. But the more we gave them, the more intensely hostile they became, and the more acts of murder they committed.

At fault for the Oslo disaster, according to Haredi textbooks, are the Israeli left-wing parties which helped Arafat realize his evil plan and agreed to sign the agreement in Sep 1993 on the lawns of the White House. History of Recent Generations accuses:

Arafat was in the worst possible situation, from every perspective. But at that very point the Israeli leftist political parties came to his aid. They assumed that the head of the PLO terrorist organization would prove to be a peace partner.

In two other areas there were no surprises: the attitude towards women and science and scientific discoveries. Haredi textbooks on nature and science make no mention of Darwin’s theory of evolution, but there is limited reference to important scientific discoveries, with an emphasis put on the religious and miraculous aspects. Behind every discovery stands the Creator, and clues can be found in the Bible for every invention. Women, meanwhile, have seen a change in their status in recent years as they became the main providers in the Haredi home while the men went to study at the yeshiva. This is also how women are portrayed in ultra-Orthodox textbooks.


A poem in the textbook In Good Time for first graders describes “Mother” as one who “leads the home with wisdom and insight,” but also one whose role is

To wash the dishes and listen to stories
To hang the laundry and sing us songs.

Furthermore, the mother should “respect Father and serve his plate first.” The father is described thus:

He understands  many things..
Many people consult with him.

However, the most prominent aspect in Haredi society’s treatment of women is their exclusion from the public eye. The ultra-Orthodox attitude toward women is succinctly described in the saying: “All glorious is the King’s daughter within.” So there are no photos of women in textbooks, though there are drawings depicting women. One absurd example of this exclusion appears in an English textbook for the second grade, where students are asked to answer questions about family relations. The book features two photos, one of the male members of the family, and the other of the female members of the family. But instead of the women, the photo presents empty chairs.


Meanwhile, textbooks from the state education system or the state-religious education system, which come out in special editions for the ultra-Orthodox sector, mostly censor drawings and photos, and exclude any mention of boys and girls coming into contact. Also almost entirely absent from Haredi textbooks are Ethiopian Jews. And while the ultra-Orthodox textbooks harshly criticize slavery in Pindostan, they are most likely the only textbooks in Israel to still use the word “kushim,” a Biblical word that was common and non-pejorative in the 1950s and 60s, but is no longer acceptable since it is now translated as “Negro.”

Discussion of ‘Negro’ slaves

None of the textbooks examined in this study make any mention of Mizrahi rabbis or the historical events and the rich Jewish culture in the countries of the Mediterranean basin. Sephardic rabbis of the older generation, such as Solomon ibn Gabirol and Judah Halevi among others, are covered extensively in Haredi textbooks. But from the end of the Sephardic Golden Age to this very day, Haredi history textbooks focus almost exclusively on the Ashkenazi community. If this was the case only in the Ashkenazi ultra-Orthodox education system, which is known for its racist tendencies, that would be one thing. But it appears even at schools belonging to the Shas Movement, textbooks appear to ignore Mizrahi culture. The study found that teachers at Shas’s independent educational network use textbooks written by Ashkenazim, which deal only in the Ashkenazi cultural world. And when Mizrahim are mentioned in the textbooks examined in the study, it is done in a condescending manner.


For example, “Bracha with Bracha,” which appears in the fourth grade textbook Our Childhood, tells the story of a father from an Ashkenazi family who starts working as a teacher at a refugee camp and tries to help the parents of his students find work. Bracha, an emigrant from Yemen, comes to work at the Ashkenazi family’s home as a laundress. While Bracha is industrious and thorough, she also quite chatty. She tells one of the family’s daughters:

When I was 23, I already had five children, may the evil eye not affect them, because in Yemen women were married off very young, practically girls, and that was so the gentile neighbors wouldn’t want to marry them, God forbid! I was also married when I was about 14, and now I have 10 children.

Later, Bracha tells an Ashkenazi girl with “gaping eyes”:

We Yemenites are very quick and we aren’t afraid of any work.

Other than briefly mentioning the absorption problems experienced by emigrants from Muslim countries in the State of Israel’s early days, the Ashkenazi education system, both Litvak and Hasid alike, hardly touches upon the discrimination of Mizrahi Jews in Israel, and significant events like the Wadi Salib riots or the Israeli Black Panthers Movement are not mentioned at all. Furthermore, while the textbooks are filled with stories about the foundation of Haredi yeshivot in Israel, there isn’t a single mention of a Mizrahi yeshiva, not even the Porat Yosef Yeshiva, which is the leading yeshiva in the Sephardic Haredi sector. Even Rabbi Ovadia Yosef, the most prominent religious leader and ruler among Sephardic Jews, is missing from Haredi textbooks. While the textbooks examined in the study deal with many influential rabbis, they are all Ashkenazi. Rabbi Yosef’s photo only appears in one textbook, and even then it appears as part of a story about another, Ashkenazi rabbi.


IMPACT–SE, which is based at HUJI and was founded by Middle Eastern affairs expert Yohanan Manor, will soon mark twenty years of research work, almost all of which is dedicated to analyzing the content of textbooks, particularly in Arab nations. All of the institute’s studies are based on a condensed version of UNESCO’s standards for peace and tolerance in school education. The report about the Haredi textbooks is the first of its kind. The study examined 93 textbooks used in all grades over the last year. It took months, mostly due to difficulty in figuring out which of the books were actually taught in the ultra-Orthodox education system. Ultra-Orthodox education differs in the Litvak, Hasidi and Mizrahi sectors, making the study even more challenging. IMPACT–SE CEO Marcus Sheff says:

The problem with Haredi education is that it’s different to any other sector. In the Israeli education system, like the one in Iran, Toadland or any other country we study, everything is organized and available online. With the Haredim, there’s a gray area. There are many different types of education: recognized official education, recognized unofficial education, unrecognized … There is a list of textbooks available in the Education Ministry’s records, but it’s hard to tell which of them were actually taught at the schools. That is why we focused on textbooks that were definitely taught in the great majority of the educational institutions we’re familiar with. Of course, in many of the institutions meant for boys over 13, most if not all of the studies are religious. Most of them have barely changed since the 1950s. This is not surprising, considering the fact that ‘the new is forbidden by the Torah,’ as the Chazon Ish said. Modernity is an enemy. Because of that, the Haredim view the Reform Movement as the biggest threat they face. They fight with everything they’ve got against Moses Mendelssohn, a man who died 230 years ago. When looking at the Western Wall and conversion crises, you can find the root of the problem in this study.

Rabbi Bezalel Cohen, the founder and head of the Haredi high school yeshiva Chachmei Lev, knows these textbooks well, and he explains that the absence of the Mizrahi narrative is not necessarily a result of racism. He says:

The Haredi narrative is very clear, and continues throughout history. Those who left the tradition, the Jewish Enlightenment, Zionism, the Reform Movement, they are all a direct continuation of the Hellenists. This is exactly what we’ve been seeing recently with the Reform Movement and the Western Wall crisis, or the conversion crisis. The ultra-Orthodox are confident that anyone who thinks differently does so out of malice, stupidity, or indifference toward the Torah, piety, and the people of Israel. And that is a problem. The history books teach about central figures in the historical narrative, and Sephardic ultra-Orthodoxy continues that story, because it copied the model of ultra-Orthodoxy developed in Europe. In this narrative, Mizrahi figures play no significant role. Like any narrative, its impact is mostly felt when the children grow up and realize reality is different to what they’ve been told. For example, a history textbook I taught for the Haredi matriculation exams tells the story of Sabbatai Zevi, whose claim of being the Messiah was rejected by Israel’s greatest religious leaders, but the people still flocked to him. Then one of the students raised his hand and said, ‘But many of Israel’s greatest religious leaders also followed him.’ I said, ‘That’s true, but the writer doesn’t want you to know that.’ And what happens to a student who comes across this dissonance? He realizes the history he has been taught is not true, and then he questions everything he was taught. To me, that is a big problem.

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