On March 9 an evening of discussion took place, in cooperation with the Shazar Center, on questions of how and if to teach topics in history that may be considered problematic, create disagreement or harm religious or national identity.

The discussion dealt with questions of forming identity amongst youth and the ramifications of learning “complicated history” on educational policy in the context of what content is appropriate for discussion in the classroom and whether certain topics should be avoided. How much time should be given to complex subjects in the curriculum? What should be included in the formal curriculum and what should be discussed independently by each teacher or educator?

The discussion brought up the challenges that arise from the tension between the need to meet the requirements of matriculation exams as opposed to the need to study history in depth.

Historians, educational policy makers, history teachers and curriculum writers participated in the discussion.