冲突与整合:以色列公民身份认同与学校公民教育  

Conflict and Integration:Israeli Civic Identity and Citizenship Education

作　　者：韩利利 唐克军 HAN Lili;TANG Kejun(School of Marxism,Nanjing Institute of Technology,Nanjing 211167,China;School of Marxism,Central China Normal University,Wuhan 430079,China)

机构地区：[1]南京工程学院马克思主义学院,江苏南京211167 [2]华中师范大学马克思主义学院,湖北武汉430079

出　　处：《外国教育研究》2022年第2期98-115,共18页Studies in Foreign Education

基　　金：国家留学基金资助(编号:[2018]3101)。

摘　　要：以色列是一个极具传统与现代、宗教与世俗等多重特征的民族国家,其社会背景复杂,不同的种族、民族之间冲突不断。为了弥合冲突且构建同质性公民身份,以色列公立学校的公民教育一方面向学生灌输犹太复国主义价值观,犹太民族历史叙事;另一方面又强调一些诸如民主、平等、宽容等普遍主义价值观。从以色列公民教育的做法可以看出,其始终处于民族与民主二元性价值观的博弈之中。因此,以色列要整合冲突的公民身份及实现国家认同,就需要公民教育在多样性中处理好二者之间的关系,继而培养所有公民共享的价值观、批判性思维及包容与团结的思想。Israel is a nation-state with multiple characteristics concluding tradition and modern,religion and secularism,with a complex social background,especially the ongoing conflict between different races and ethnic groups.In order to bridge the conflict and build homogeneous civic identity,citizenship education in Israeli state schools indoctrinate students with Zionist values and Jewish history,while emphasizing universal values such as democracy,equality and tolerance.From the perspective of Israeli citizenship education practice,it has always been in the game of the duality values of nationality and democracy.Therefore,for Israel to integrate conflicting citizenship and achieve national identity,citizenship education needs to manage the relationships between nationality and democracy in diversity,which in turn fosters values shared by all citizens,critical thinking and ideas of inclusion and solidarity.

关 键 词：以色列 公民身份认同 学校公民教育 冲突 整合 

分 类 号：G417[文化科学—教育学] G382[文化科学—教育技术学]