Israelites and lit the torch of Jewish, Christian and Islamic religion.
According to the Torah, a dialogue between God and Moses preceded that of
Moses and his brother. The Hebrew God did not command Moses, but rather deliberated
with him on his mission – and only after his arduous trial in the house of the Pharaoh and
in the desert. Earlier still were the dialogues God held with the elder fathers Abraham,
Yitzhak and Yaakov; the most salient of these concerned the innocent inhabitants of
Sodom and Gomorrah.
The dialogue of all dialogues, between Socrates and his disciples, was eternalized
in Plato’s corpus; there, the founding father of Philosophy showed that truth, unfettered
by dogma, requires dialectic – i.e., a method of collaborative and creative dialogue.
The twin fathers of the Jewish settlement in Eretz Israel, David Ben-Gurion and
Berl Katzenelson -- the men most responsible for laying the foundation of an independent
Jewish state after two millennia of exile -- survived every threat on their leadership, and
there were indeed many, by virtue of the survival energies generated from the creative
dialogue enduring between them.
The WIZO idea of appointing two directors for Hadassim, and those leaders’
ability to maintain a creative dialogue between them, was a necessary condition for the
success of the Hadassim experiment. In political and defense establishments the common
paradigm is exclusivity of command and control, because unless control rests with one
person the decision-making process becomes inefficient. But how would an efficient
process leading to bad decisions be helpful? It is only creative dialogue that yields
optimal decisions, the same kind that obtained between Rachel and Jeremiah.
Rachel and Jeremiah chose teachers for Hadassim who were inexperienced, and
this was by design: they believed experienced teachers would bring their educational
baggage with them and either distort or disrupt their unique, Schwabian conception.
Hadassim was a place of learning not only for students, but for the teachers as well. At
the head of the pyramid stood Schwabe, whom the Shapirahs continued to visit in
Jerusalem – when he wasn’t visiting their educational teams in Hadassim – and whose
spirit was pervasive in the dialogue streaming from and between teachers and directors,
the teachers themselves, and teachers and students.
In an improved Hadassim model three aspects previously unemphasized must also
Intellectuality: our progenitor, Abraham, gave birth to the principle of abstraction
when he discovered that God has real existence, only not physical. This was the greatest
discovery in history because it made science possible. An educational system must
develop the student’s faculty of abstraction to the maximal point, so that he has the
intellectual skills to analyze a wide set of phenomena and situations -- and comprehend
deeper meanings. Educational systems haven’t lived up to this function, because
Abraham’s discovery is still fundamentally misunderstood. It was so immense to begin
with that Faith literally swallowed it whole after stealing it from Reason. The student
must be shown that everything has a fifth dimension – the Abstract -- and only attend to it
will we improve our state in physical four-dimensional world.
Criticism: symmetry – and thus every idea and plan -- collapses in reality.
Therefore, everything we encounter in reality is already flawed, but will be even more so
if we don’t expose those flaws and correct them. The survival principle explains why
flaws remain in place by design, by structural tendency, so it follows that in order to
survive one has to neutralize the survival dialectics. Without a culture of criticism, that
wouldn’t be possible.
High technology: Moshe Schwabe had already observed that not enough use was
made of educational auxiliaries. In the 21st century, educational achievement must
include the sophisticated use of high technology. Technology enables us to grasp theory
and perform experiments in every field: Chemistry, Physics, Biology, History and
Geography, et cetera. Every student can now benefit from the widest array of subjects, as
against the narrow concentrations of the past. Gideon Ariel developed high level systems
for the advancement of sport, but by improving those same systems it can become
possible to study any subject matter better.
Human wisdom means converting the miracle into the routine. The Hadassim
miracle can be converted to the routine in education everywhere in the world. We hope
that writing this book has been the first step forward in that thousand mile journey.