Moriah College is a school with a strong sense of identity and ethos. As a school we know who we are and are proud of our values. There is always a delicate balance between nurturing independent thinking and instilling our core beliefs and values.

At Moriah, we look for opportunities to empower our students with knowledge and with the opportunity to question and explore multiple viewpoints, whether that be within Judaism, Israel education, or the broader world.

In 1968, Brazilian intellect, Paulo Friere, introduced the ‘banking’ concept of education whereby he equated teachers with bank clerks and saw them as ‘depositing’ information into students rather than drawing out knowledge from individuals or developing inquisitive students with a thirst for knowledge. According to this approach, students passively receive information and are expected to regurgitate it without engaging in critical thinking or questioning.

Nothing could be further from the way we do things at Moriah.

When we teach our students about their heritage and religion, we teach them to be proud of who they are but also not to settle for how things have to be. In a recent panel event for our Year 12 students and staff, students were encouraged to ask any question they had about Judaism. Students asked deep and complex questions regarding Jewish practice, beliefs, equality and Israel. Through their questions, students proved their knowledge and understanding of these vast topics.

When teaching about Israel, we expose our students to viewpoints they may disagree with. It is imperative that we give our students an understanding of the complexities of Israel. If our students only learn about Israel in the bubble of a single narrative then there always exists the risk of what will result when the bubble inevitably pops. We take our students to Israel so that they be see Israel up close, to know its beauty and its flaws and to then bring that knowledge back to our Sydney Jewish community.

We show respect to our students by not shying away from narratives or viewpoints that may be uncomfortable, which includes exposing them to a variety of speakers that present a range of different ideas. Moriah students are not to be underestimated and they know how to think deeply and ask tough questions. They know how to stand up for what they believe in.

Next term, students in Years 8-12 will participate in our Counterpoint seminars. A key aspect of an authentic educational experience is the encouragement of open dialogue and respectful debate. This is what exists on Counterpoint. Counterpoint is an opportunity for students to discuss and debate various topics related to Jewish and Zionist values. This not only sharpens their critical thinking skills but also strengthens their ability to articulate their viewpoints and engage with opposing perspectives. By creating a space where respectful disagreement is valued, Moriah empowers students to become confident and compassionate leaders.

One thing that never changes in Judaism is the value and importance of learning. Friere explains the opposite of a ‘banking’ method of education is ‘problem-posing’ – encouraging dialogue, critical thinking and active participation of learners. At Moriah we set our students up for a life time of learning, seeking answers, and never losing their thirst for knowledge.

ABOUT THE AUTHOR

Talya Wiseman is the Head of Jewish Life, High School, at Moriah College in Queens Park, NSW.