Once a large, difficult, bloody conflict with many losses has begun, it is not the guiding policy of politicians that determines what happens in the … - Shulamith Hareven

In an era when patriarchal, hierarchical, patronizing attitudes have lost their importance, when we do not accept the patronage of one culture over another, when women are no longer treated as inferior beings, and when children have their legal rights, management and cooperation are prevailing over war. The horizontal society of equals rather than one of perpendicular hierarchical groups, a society that creates worldwide networks, is the society of peace. Minorities struggling for recognition have taught us that assertiveness is good, while aggression is dangerous; that empowerment is good, while the abuse of power can be catastrophic; that discrimination is not to be tolerated. We now describe situations rather than groups at fault. All these constitute a modern dictionary of terms unknown to our grandparents.

What should we do about myth: tell it from generation to generation, love it, and, in some part of ourselves, even believe it a little; but also open it, and add to it another midrash and another interpretation and some more knowledge, ours and that of others. There is no contradiction to them; "all are words of the living God," and the ability of man to contain different things is limitless. We may discuss myth at the dinner table, and say the blessing over these candles without any difficulty, and know and tell our children that the jar of oil, as a metaphor for continuous culture, will never be lacking. ("What Should We Do about Myth?")

Whoever wants theater to "beautify" reality, the papers to "beautify" reality, literature to create "positive" heroes, and the nightly news to be "constructive" is raising loyal subjects, not citizens. The "ornamental" perception of life...has no place in an education system whose goal it is to raise citizens and autonomous adults. And if a teacher does not have the courage to look reality in the eye as it is, together with her pupils, and to think with her pupils, the education of pupils should not be placed in her hands. It is not them but herself that she shields from reality; it is she, in essence, who does not have the strength to cope with reality. And self-pity has little to do with education.