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Power of Images: Memorializing the Holocaust through Film

TAU researchers explore how artistic critique shapes the memory of historical trauma.

By Lindsey Zemler

Schindler’s List is a classic representation of the Holocaust film genre because it represents the seminal historical event through an “iconic,” or heroic, figure, according to TAU PhD candidate Yael Mazor. Mazor, a lecturer at the Steve Tisch School of Film and Television, explains that alongside traditional portrayals of the Holocaust, we must leave space for new interpretations to keep the discourse about it alive.

Mazor and fellow film student Mooki Toren are among several TAU researchers whose fresh perspectives on the Holocaust are broadening the conversation on the watershed event.

It is crucial today, as the number of survivors dwindles, to “shape new ways to remember,” says Mazor. “One day, film will become the primary way to understand the Holocaust.”

“Film has always played a significant role in bringing history to the forefront, but there was a long time that it wasn’t acceptable to deal with the Holocaust in cinema at all,” says Mazor. “Eventually, in the 70s-80s, it became a popularized film genre, and more films on the subject were made, especially in Hollywood and Europe.” The definition of acceptable ways to represent the Holocaust has evolved with each passing decade, she says.

Mazor’s research on German cinema includes numerous examples of breaking convention when it comes to Holocaust films. Among them, she cites Phoenix (2014) which addressed Jewish identity in post-war Germany in an unprecedented way, thus leading to a better understanding of Germans’ memorialization of the War. Other films, such as Radical Evil (2013) and Downfall (2004) have been criticized for representing the perspective of or humanizing the Nazis. However, Mazor says that this controversial approach is important because it helps us understand how ordinary people become mass murders.

Yael Mazor

​Photo: Researcher Yael Mazor. 

Mazor’s interest in the Holocaust and German cinema stems from personal experience. Her father was a diplomat, and as a young child she spent several years living in Germany. Upon her return to Israel, she noticed that, for most Israelis, the primary association with Germany is the Holocaust.

“I observed that my personal associations with Germany, after living amongst Germans, are different from the collective memory of the Israeli people,” she explains. To this end, she is interested in how films both serve as indicators of how countries deal with their past and affect national cultural perceptions.

“Undoubtedly, the Holocaust is one of the most extreme events in human history, reaching the limits of our comprehension,” says Prof. Eran Neuman, Dean of TAU’s Yolanda and David Katz Faculty of the Arts. “The arts attempt to make it more understandable, using various representations such as extensive imagery, moving images, and spatial representation. It is this diversity that makes the intersection of art and Holocaust so interesting.”

Similarly, Mazor says that TAU’s institutional identity encourages “out-of-the-box thinking” and this is what allows TAU researchers, from the Tisch School and beyond, to refresh the discourse in their respective fields.

Mooki Toren

Photo: Researcher Mooki Toren. 

Mooki Toren, also a Ph.D. candidate at the Tisch School, examines indirect representations of trauma and the Holocaust. His research proposes that although most of director Roman Polanski’s films do not belong to the Holocaust genre, they are highly influenced by his experience as a Holocaust survivor. Like Mazor, Toren’s interest in the topic is not coincidental; his mother was born in Berlin and her family fled Germany for Israel in 1936. “Sometimes I am haunted by the notion that I owe my personal existence to the Nazis, because otherwise my mother wouldn’t have met my father, who was born in Israel,” he says.

Toren explains that filmmakers face a challenge in finding the best way to represent traumatic events; even if they don’t address the Holocaust directly, they can use visual imagery. For example, The Lamp portrays a puppet workshop burning down as a metaphor for the world watching the abandonment of children with indifference. “This imagery leads us to the conclusion that there is no hope in a world in which the Holocaust was possible. It signals a warning that this can happen again.”

Ultimately, both Mazor’s and Toren’s are significant in rethinking the conversation on the Holocaust. Mazor’s analysis of German films goes beyond labels of “offensive” or “unacceptable” to consider what valuable perspectives were brought forward by films that were shunned by the mainstream. Toren’s new approach to methodically analysis of a single filmmaker’s work sets a precedent for further study of films not within the Holocaust genre can represent the Holocaust.

Prof. Raz Yosef, Head of the Tisch School, reinforces the importance of film and the arts in Holocaust memory. “The Holocaust is not representable in its unfathomable, inhuman enormity and yet it is a horror we have a duty to convey to new generations and protect from oblivion, denial, politicization and trivialization,” Yosef explains.

Toren goes one step further. “Memorializing the Holocaust through film can function as a call to action to ensure that it doesn’t happen again,” he says.

Featured image: Director Steven Spielberg with cast on the film set of Schindler’s List (1993).

New Study Presents A Gloomy Climate Future for the Middle East

But Raises Hope the Region Could Become Part of the Solution to the Climate Crisis.

A fresh study conducted by Professor Dan Rabinowitz, Department of Sociology and Anthropology, Gershon H. Gordon Faculty of Social Sciences at the Tel Aviv University, surveys regional climate models for the Middle East, analyzes climate inequalities and examines threats posed by global warming to security and political stability in the region.

In a new book published by Stanford University Press entitled ‘The Power of Deserts: Climate Change, the Middle East and the Promise of a Post-Oil Era’, Professor Rabinowitz argues that the region, already hotter and dryer than most parts, could soon see exacerbated water shortages, decreased agricultural productivity, large scale displacement and conflict as a result of a deteriorating climate.

  “The tragic cases of Sudan and Syria”, says Rabinowitz, “demonstrated what could happen when shrinking agricultural outputs force millions to leave rural hinterlands and seek refuge in cities which are ill-equipped and often unwilling to absorb them”. “Global warming”, he warns, “could turn such scenarios to a new normal in the Middle East, fanning further friction between ethnic groups, damaging instability and creating conflict”.

In a chapter dedicated to climate inequality, the book demonstrates that wealthier and more technologically advanced countries in the region, which are responsible for higher per-capita emissions of greenhouse gases, have the means to adapt to the Post Normal Climate Condition and protect themselves from its perils. This while poorer neighbors, whose contributions to the climate crisis has been significantly smaller, stand to suffer most.

‘The Power of Deserts’ however offers more than somber warnings. Its latter part in fact raises the surprising, counterintuitive notion that the Middle East could eventually become part of the solution to the climate crisis. Using his deep knowledge of the region and an ability to present scientific data with clarity and poise that has made him a leading Israeli voice on climate change, Rabinowitz makes a sober yet surprisingly optimistic exploration of an opportunity arising from a looming crisis.

The past 70 years, he says, in which oil reigned supreme, helped the oil-rich countries of the Persian Gulf accumulate legendary wealth. But with renewable sources of energy now eclipsing fossil fuels in transport and in electricity production everywhere, the age of oil is coming to an end.  Add a disconcerting climate prognosis, and the oil rich countries in the Middle East now look at a precarious future. The need to calculate a different pathway going forward has become imperative.

Their best bet, Rabinowitz argues, could be exploiting solar energy.  With  more than 300 sunny days a year, abundant unproductive land, good capital reserves available for investment and a good track record of integrating new technologies in civil infrastructure,  the Gulf states could drastically expand their use of solar energy for their domestic electricity production; invest heavily in renewable technologies and capacities around the world; then, at the right moment, turn their backs on oil and natural gas completely and, using their market power in the energy market ante, carve themselves a leading role in the energy universe of the future.

“Rather than resisting the energy transition, which was underway even before Covid-19 and was accelerated since,” says Rabinowitz, “the Gulf States could switch to the ‘right’ side of history, join the struggle to curb climate change and gain respect in the eyes of many who once looked at them with suspicion and contempt. Significantly, this transformation on their part does not hinge on an ideological rebirth and the adoption of a ‘green’ outlook. It could transpire as a rare historical junction where self-preservation on the part of some works to the benefit of many others”. 

Dan Rabinowitz, Professor of Sociology and Anthropology at Tel-Aviv University, is Chairman of the Association for Environmental Justice in Israel. He was Head of TAU’s Porter School of Environmental Studies and Chairman of Greenpeace Mediterranean. He received the Pratt Prize for Environmental Journalism (2012) and the Green Globe award for environmental leadership (2016). 

The Toolkit of Prehistoric Humans

New discovery: Early humans used chopping tools to break animal bones and consume the bone marrow.

Researchers from the Sonia and Marco Nadler Institute of Archaeology at Tel Aviv University unraveled the function of flint tools known as ‘chopping tools’, found at the prehistoric site of Revadim, east of Ashdod. Applying advanced research methods, they examined use-wear traces on 53 chopping tools, as well as organic residues found on some of the tools. They also made and used replicas of the tools, with methods of experimental archaeology. The researchers concluded that tools of this type, found at numerous sites in Africa, Europe and Asia, were used by prehistoric humans at Revadim to neatly break open bones of medium-size animals such as fallow deer, gazelles and possibly also cattle, in order to extract the nutritious high-calory bone marrow.

The study was conducted by Dr. Flavia Venditti of the University of Tübingen and Prof. Ran Barkai and Dr. Aviad Agam of the Sonia and Marco Nadler Institute of Archaeology at Tel Aviv University, in collaboration with the Laboratory of Technological and Functional Analyses of Prehistoric Artefacts (Sapienza, University of Rome) and researchers from Sapienza, University of Rome. The paper was published in January 2021 in the PLOS One Journal.

Prof. Ran Barkai: “For years we have been studying stone tools from prehistoric sites in Israel, in order to understand their functions. One important source of tools is Revadim, an open-air site (as opposed to a cave) dating back to 500,000-300,000 years before our time, and rich with remarkably well-preserved findings.  Over the years we have discovered that Revadim was a highly favored site, reinhabited over and over again by humans, most probably of the late Homo Erectus species.  Bones of many types of game, including elephants, cattle, deer, gazelles and others, were found at the site.”

צילום: פרופ' רן ברקאי

A chopping tool from late Acheulian Revadim.

The researchers add that the prehistoric inhabitants of Revadim developed an effective multipurpose toolkit – not unlike the toolkits of today’s tradesmen. After discovering the functions of some stone tools found at the site, the researchers now focused on chopping tools – flint pebbles with one flaked, sharp and massive edge. Prof. Barkai: “The chopping tool was invented in Africa about 2.6 million years ago, and then migrated with humans wherever they went over the next two million years. Large quantities of these tools have been found at almost every prehistoric site throughout the Old World – in Africa, Europe, the Middle East and even China – evidence for their great importance. However, until now, they had never been subjected to methodical lab testing to find out what they were actually used for.”

The researchers analyzed a sample of 53 chopping tools from Revadim, looking for use-wear traces and organic residues. Many specimens were found to exhibit substantial edge damage as a result of chopping hard materials, and some also showed residues of animal bones, preserved for almost half a million years! Following these findings, experimental archaeology was also applied: The researchers collected flint pebbles from the vicinity of Revadim, manufactured replicas of prehistoric chopping tools and used them to break open bones of dead medium-size animals. Comparisons between the use-wear traces and organic residues on the replicated tools and those on the prehistoric originals significantly substantiated the study’s conclusions.

Prof. Barkai: “Early humans broke animal bones in two to extract bone marrow. This requires great skill and precision, because shattering the bone would damage the bone marrow.  The chopping tool, which we examined in this study, was evidently outstandingly popular, because it was easy to make, and highly effective for this purpose. This is apparently the reason for its enormous distribution over such a long period of time. The present study has expanded our knowledge of the toolkit of early humans – one more step toward understanding their way of life, tracking their migrations, and unraveling the secrets of human evolution.”

Featured image: Prof. Ran Barkai producing a replica of a chopping tool in order to be used in experimental marrow extraction.

Opening Gates and Scaling Mountains

The TAU women breaking convention in the Jewish world.

By Lisa Kremer

A young girl, captivated by her family’s lively Talmud discussion around the Shabbat table, is prohibited from studying Talmud at school. A frightened girl squeezes her eyes shut as she dunks her body into the ritual bath so that she will be officially recognized as Jewish. A Hassidic high school teacher steals into university lectures and does not tell a soul when she enrolls in a master’s program. A young ultra-Orthodox (Haredi) woman interviews heads of state, writing under a male byline for her political column in a Haredi newspaper, just happy to be published.

These seminal experiences of youth combined with relentless intellectual curiosity drive TAU’s Prof. Vered Noam, MA student Daria Tass, Senior Lecturer Dr. Nechumi Yaffe, and PhD candidate Estee Rieder-Indursky to achieve academic fulfillment. They come from different backgrounds and places. Yet their common ability to overcome the frameworks that might limit them; to break convention; and to forge new academic perspectives led them to find a home at TAU.

Opening the gates of Jewish learning

Prof. Vered Noam. Photo: Muki Schwartz

Prof. Vered Noam, outgoing Head of TAU’s Chaim Rosenberg School of Jewish Studies and Archeology, was awarded the 2020 Israel Prize in Talmudic research—the first woman to be recognized in this subject that women have traditionally been prohibited from studying. “In my family the Talmud [rabbinical discourse on Jewish law and tradition] was a living, breathing part of the atmosphere. It was a way that people I loved connected with one another, and I wanted to participate. But the beit midrash, the Jewish study hall, was closed to girls. I chose academia because I wanted the gates of Jewish learning to open for me, and I knew they wouldn’t in a traditional way.”  

Noam’s scholarly work on rabbinic and Second Temple literature and the early halachic period is renowned in academic circles worldwide, yet the Israel Prize committee also noted her tireless efforts to unlock Talmudic literature for all Israelis. For example, she created a virtual beit midrash—the “Yomi” Facebook group—where learners from different backgrounds discuss a daily Talmudic page in a friendly and non-hierarchical atmosphere.

Her inclusive vision has been colored by her many years at TAU’s Entin Faculty of Humanities. She explains: “I am happy that I teach at the most Israeli university—with students from across the spectrum of the population—at the center of Israeli life.”  She is particularly proud of Ofakim, the Rosenberg School’s program that trains outstanding students to teach Jewish culture in secular high schools, which was founded and supported by the Posen Foundation. “Ofakim alumni are leaders in Jewish philosophy education, presenting high-level Jewish studies in a pluralistic way.”

Noam believes her first love, the Talmud, encapsulates an open approach to Jewish texts and tradition. Similarly, Noam insists that her accomplishments should not be appraised from a gender-centered perspective; the Talmud should belong to everyone. “Male scholars are free to speak of their research without referring to their gender all the time.”

“Talmud is a charming world brimming with color, humor, and logic. It grants freedom to create bold new ideas and a discussion linking generations across time and place,” she concludes.

A Talmudic tale about continuity and change

 

Moses ascends Mount Sinai, but God is not ready: He is adorning the Torah’s Hebrew letters with crowns for Rabbi Akiva, who will be born generations later and interpret the Torah through his understanding of these crowns. Moses wishes to meet this great rabbi, so God directs him to “walk backwards” into the future.

Moses finds himself in a study hall. Disoriented, he doesn’t understand a word of Rabbi Akiva’s teaching, but his ears perk up and he settles in comfortably when Rabbi Akiva says, “This is Halacha from Moses of Sinai.”

Babylonian Talmud, Tractacte Menachot 29B

“Moses represents written Torah, and Rabbi Akiva oral Torah, or Talmud,” explains Prof. Vered Noam. “This tale shows that Jewish culture has the freedom to change, and the courage to admit change is possible when continuity and ancient texts are honored.”

The personal is powerful

Daria Tass is a recent graduate of TAU’s Ofakim program. Tass’s family immigrated to Israel when she was four years old. Like many post-Soviet Jews, she had to undergo a conversion process.

“I never had a place to process being Russian in Israel—the emotions you feel when you hear you are not Jewish enough, not Israeli enough. ​

Daria Tass. Photo: Yoram Reshef

My mother decided for me to go through the conversion process. To protect a collective identity, we do need guard posts and gateways, but the process was hurtful and in no way spiritual. I was so terrified standing in the mikveh—the purifying ritual bath.” Tass continues, “Ofakim helped me understand my connection to Judaism, and realize I could and should talk about these things. I can use my personal Jewish history to reach out to secular students and communicate Jewish culture in a way that will speak to them.”

Tass’s feelings reflect the experiences of many Jews from the former USSR, who were persecuted for being Jewish in their birth countries, and then upon arrival in Israel were not considered Jewish.  

Starting this academic year, Tass will be teaching at a Tel Aviv high school and continuing at TAU as a master’s student in ancient history, specializing in Persia. While both of her parents and her grandmother hold master’s degrees, having grown up as a new immigrant in a peripheral town, Tass does not take her career in academia for granted. Similarly, her choice of topic for graduate research comes from a personal place. “I am interested in purity as a concept in ancient times. Obviously, my research connects to my experience of being regarded as somehow unclean or not Jewish enough, as well as my experience as a woman, the idea of the mikveh, and aspects of purity relating to women. Female historians bring a different perspective to the study of history; it’s not just about chronicling famous battles. I have been inspired by both men and women scholars at TAU, but in the women, I can see my future self.”

The essence of human dynamics

Senior Lecturer Dr. Nechumi Yaffe gazes out her window at TAU’s Department of Public Policy and feels thankful. Yaffe is the first Haredi woman on tenure-track at an Israeli university, and for her, the green academic village reflects the possibilities before her.​

Dr. Nechumi Yaffe. Photo: Yoram Reshef

Yaffe studies poverty in the Haredi community, and “how psychological mechanisms, social norms, and rabbinic authority play a role in creating and perpetuating poverty.” Yaffe seeks to give her MA students, who come to TAU’s Gordon Faculty of Social Sciences with strong opinions formed by years in public and private sectors, “a completely different narrative for thinking about poverty, and how it interacts with psychology, sociology, and public policy.”

Yaffe continues, “My students had to swallow hard when they saw me—I mean I wear a sheitel [wig, for modesty.] Many hold assumptions about the poor as being unmotivated and lacking character, making poor decisions, and leading unbalanced lifestyles. Yet those in poverty are trapped by social structures. And so I present how the burden of change should fall on social systems, rather than on the individual. I have not had one class end on time, as my students ask question after question. They hold leadership positions, and this knowledge can change their professional decision-making and have real-world impact.”

Growing up on her father’s coattails on the men’s side of the synagogue, she was often told that she would have made a great rabbi if she were a boy. Yet finding an outlet for her intellectual curiosity was challenging. As a history teacher armed with a BA, she was tasked with rewriting the curriculum and textbook for Haredi high schools in Israel. To do so, she accessed the National Library on the Hebrew University campus in Jerusalem. “I saw students studying, read fliers about courses and lectures, and knew I had to become part of what was happening—I even snuck into classes,” she laughs. Yaffe chose an interdisciplinary degree to grant her broad knowledge.

She began MA studies in conflict resolution without telling anyone—including her husband, who was surprised to find a tuition receipt in the mail. “I didn’t know political psychology existed,” Yaffe says. “But I was interested in group dynamics and power structures, something I became aware of as a child when my parents divorced and my siblings and I dealt with the reaction of the community and our school. We were judged for something we had not done, and we knew that was wrong.”

After earning an MA and PhD at Hebrew University, Yaffe moved her family to Brooklyn, New York, for her postdoc at Princeton University. There, she worked at the research center of Nobel Prize winner Prof. Daniel Kahneman, together with Eldar Shafir, the center’s director, and MacArthur Prize Winner Betsy Levy Paluck—both of whom she continues to collaborate with today.

Transitioning her family back to Jerusalem, she found her daughter in a similar position to hers after her parents’ divorce: a persona non grata due to Yaffe’s occupation. “People in the community are nicer than anticipated about my career,” Yaffe continues, “But the system is meaner. It took a long time to find a good school that would accept my daughter.”

Yaffe has tirelessly pursued what she wants—to expand her intellectual universe and remain within the folds of her community. These two desires may seem at odds, but Nechumi Yaffe insists she is simply being herself: A Hassidic woman with intense curiosity and intellectual ability. “It is not a contradiction for me to be in academia,” she explains. “Hassidism looks at the essence, the inner reason for why things happen. My scientific work discovering the essence of human dynamics is another form of Hassidism.” 

Scaling the beautiful mountain of academia

Estee Rieder-Indursky. Photo: Yoram Reshef

Estee Rieder-Indursky is completing a PhD in the Gender Studies Program at the Porter School of Cultural Studies, Entin Faculty of Humanities. She is the 2020 recipient of the Dan David Prize for Doctoral Students for her research on discourses of Haredi women who study the Talmud. “As a Haredi woman, I never considered that women would learn Talmud,” says Rieder-Indursky. “Now, I have interviewed over 30 for my research.” In fact, many things have come to pass that Rieder-Indursky could not have imagined earlier in her life.

​Rieder-Indursky married in her early twenties and quickly separated, a young son in tow.  She worked as a journalist, “interviewing experts and heads of state and writing about politics for Haredi newspapers under a male byline, because it is a ‘men’s subject.’ It didn’t even occur to me to question that—I was happy to be working, published, and able to support my son.”

“Growing up, I had a public library card, which was rare in our community. I was a voracious reader, which I guess taught me to write. Later, when I interviewed academic experts for work, I loved visiting campuses and would come early and leave late just to soak it all in,” says Rieder-Indursky. After she was granted a Jewish divorce, she remarried at age 38 and began undergraduate studies in government at IDC Herzliya. “I was debating about the Haredi community with a professor and he said, ‘If you want to be taken seriously, you need a doctorate.’ And I thought to myself, ‘Okay, I am going to be you.’” And she meant it.  

At around the same time, she experienced a feminist awakening when she was invited to a meeting of Haredi women in a Bnei Brak basement. “We shared our experiences. I listened to myself tell my story, and I listened to others’ stories about being a wife, a mother, a woman in our community. By the time I climbed the steps out of that basement, I was a feminist.”

“I am interested in uncovering the theoretical structure of Haredi feminism. I want to give voice to women who have not been heard from before in academic research.” She is a board member of Itach Maaci–Women Lawyers for Social Justice, and took part in the No Voice, No Vote campaign—a political movement for Haredi women’s representation. She was an active member of a coalition that petitioned the Supreme Court and, in 2018, achieved a historic correction: Haredi political parties can no longer bar women from their ranks de jure.

Her MA thesis on Haredi women and political activity was published in a prize-winning Hebrew book, Invisible Women. Rieder-Indursky’s book—and her unique perspective in Israeli academia—made waves. In addition, former TAU President Joseph Klafter advised with her on integrating Haredim into academia.

Now, alongside her doctoral research, she teaches two TAU courses, “Media, Activism, and Multiculturalism through a Feminist Prism” and “Women in Politics—the Personal is Political.” “Students have told me that my courses transform the way they think and speak,” Rieder-Indursky says. “If you had told me twenty years ago that I would be pursuing a PhD and teaching at Tel Aviv University, I could never have believed it. Back then academia was a beautiful mountain that I never knew I would have the chance to climb.”

featured image: Photo: Yoram Reshef. 

See you in Dubai

The new agreements between nations have created new opportunities – A TAU student meets students from the University of Dubai.

Oleg Ben-Avi, a third-year student in the Digital Society Studies Track at the Gershon H. Gordon Faculty of Social Sciences, was the first student from TAU to meet with students from the University of Dubai.

Connecting through Instagram

Oleg’s meeting with the Chairman of the University of Dubai’s Student Union, the Union’s Consultant and the Head of its Gaming Club, was coordinated by Ido Montaniez, Head of Culture, Sports and Foreign Affairs at the TAU Student Union, who says:  “We have good relations with universities in the UAE, and every day we form more ties. But our ties with the Student Union of the University of Dubai are especially close.” Ido recounts how he created the initial contact through the Instagram: “We conduct thorough research on every institution we wish to contact. If we find that a certain institution is especially active on a social network, we use that channel. Encountering too many obstacles in the University of Dubai’s formal channels, I turned to the social networks, and it worked,” he smiles.

Once the channel had opened, Oleg, a TAU Union representative on holiday in Dubai, was more than happy for the opportunity to make new friends. He shared his experiences with us:

  •  What did you as a student gain from this encounter?

“As a student of Digital Society Studies (Sociology-Anthropology and Communication), I wanted to get to know their culture and social perceptions. At the beginning the conversation was a bit guarded, but gradually they opened up, and I found people who are not very different from us. They are cynical like we are, they enjoy free humor – as long as it does not offend their religion, but even this rule can be bent at times. They are in favor of criticism, and open to discussions and questions that can be challenging. For example, the standup performances of Achmed the Dead Terrorist are very popular over there.”

  •  What insights did you gain from the meeting?

“I realized that the degree I am studying for can really be useful, today and in the future. I saw how active they are on the social networks, and how the technological revolution has helped Dubai grow and become a world power in quite a few areas. It was also clear to me that this meeting was only the beginning. They expect to establish numerous collaborations with us, between our universities specifically, and with Israel in general. My new friends just can’t wait to visit Israel. I played some Israeli music for them, which I thought was their style (based on what they had played for me) and told them that we have an enormous range of music genres. They loved it!” 

  • What about a return visit to Israel?

“The Student Union is planning official visits, joint seminars and student exchange programs with its UAE partners. A full week of online events is planned for March, including both social and academic meetings between students. I invited them to Israel and promised to be their guide. I do hope they’ll take me up on it.”

Pic: Oleg, Ahmed, Matt and Abdullah at a café.

TAU’s Foreign Office

Behind the scenes, planning meetings and collaborations between students, we also found TAU’s VP International, Prof. Milette Shamir, and the team at TAU International – responsible for TAU’s interface with universities worldwide, serving international students and proposing suitable programs.

“From the moment the agreements were signed it was clear that, in addition to forming new academic connections and collaborations, we must also define the role of academia in building bridges between nations and cultures,” says Prof. Shamir. “Ties between students are an excellent basis for all the rest. The spirit of Tel Aviv University, which places great emphasis on innovation and entrepreneurship, as well as the city of Tel Aviv – an international hub of entrepreneurship, go very well with the spirit of universities in Bahrein and the UAE, especially in Dubai and Abu Dhabi, where entrepreneurship and innovation also predominate.”

“One high-potential aspect of our connection with the UAE is the prospect of bringing over some of their outstanding students. Many young people from the UAE go overseas to study, and traditionally they prefer elite academic institutions in the UK or US. Now they can attend excellent universities closer to home, offering programs that can suit their fields of interest, and an environment that feels more like home. 20% of our students know Arabic from home. We are in the Middle East. We have hummus in our cafeteria.”

Featured image: Oleg Ben-Avi and his friends from the University of Dubai

Building Community during Crisis

When COVID-19 broke, hundreds of students who participated in “TAU Impact,” the University’s flagship community leadership program, were forced to abruptly terminate their field work.

In response, the TAU Impact team, run by the Dean of Students, transformed their roster of community service programs from hands-on to virtual “overnight,” according to TAU Impact director Rachel Warshawsky. This involved guiding schoolchildren who were learning remotely, as well as online and phone work with the elderly, blind, mentally ill and other groups, among other activities. The popular TAU program offers accredited courses integrating academic knowledge with community service and will soon be a requirement for all undergraduate students.

Ravid Yehezkely, a medicine and life sciences student, had been teaching a movement class for physically disabled adults for her TAU Impact course when the pandemic started. She was immediately recruited by Warshawsky’s team to tutor high schools students. In addition to assisting them with schoolwork, she helped them cope with the hardships of the lockdown.

In another successful TAU Impact project, students in the course “Ethics of Big Data in Smart Cities” created an app called TAU-Walks, which helps the blind and visually impaired navigate TAU’s campus.

“We succeeded in carrying out meaningful social projects which helped many people in the community—even if from a distance—as well as the students themselves, who were gratified that they could contribute to society during this difficult time,” concludes Warshawsky.  

During the Fall 2020 semester, TAU Impact students continued to carry out their field work remotely.

Featured image: Student Ravid Yehezkely. Photo: Moshe Bedarshi.

Academic First Responders

How TAU sparked a learning revolution in the wake of COVID-19.

By Idit Nirel

When COVID-19 broke in Israel in mid-March and the country shut down, Tel Aviv University (TAU) decided to continue teaching all courses online—almost overnight.

While many professors and students struggled to adapt, Prof. Guy Mundlak was ready.  

Prof. Guy Mundlak

​Prof. Guy Mundlak. Photo: Yoram Reshef.

Mundlak, who teaches both at the Buchmann Faculty of Law and the Department of Labor Studies of the Gordon Faculty of Social Sciences, made the change to online teaching 4 years ago. One of his courses, “Labor Law,” is a hybrid course; students study theoretical materials on their own through online videos of lectures, and the in-person sessions are dedicated to discussions and analyzing the latest case studies. Mundlak’s motivation to go digital preceded COVID-19 and stemmed from a different reason:

“Teaching this course for over 20 years, I couldn’t reinvent the wheel and find new ways to teach the same material every time,” he says. Making the course digital refreshed it.

Mundlak sees online learning not as a constraint, but as an opportunity: “The format allows students to learn the general concepts at their own pace, and I can focus my classroom lessons on what interests us here and now, without worrying if I’ve covered all of the material in time for the exam,” he explains. “This approach leaves me more room for spontaneity, for dealing with matters of the hour, and for diving deep into topics with the students. As a result, I don’t just lecture to my students; I engage and involve them in issues that touch their everyday lives—which is the best way to learn.”

With the pandemic and lockdown crushing the economy, Mundlak’s course became especially relevant to his students in the spring of 2020. He dedicated his classes—taught via Zoom—to employment issues that emerged during the Corona pandemic, such as the ramifications of layoffs and furloughs. Because most of his students had been working as waiters or in other hourly jobs to finance their studies, these subjects were not just academic theory, but reality, for many of them.

Coronavirus Pushes Learning Online

Dr. Tal Soffer. Photo: Yoram Reshef.

Providing Prof. Mundlak with digital tools for online teaching was Dr. Tal Soffer, Director of Virtual TAU, the unit responsible for enhancing the University’s digital teaching capacity and resources.  According to her, “online courses or integrating digital methods into other courses allow for learning that is customized to students’ needs.” At the same time, “online learning can provide students with skills for lifelong learning, which are crucial for success in today’s labor market—such as time management and the ability to learn independently.”

As Coronavirus spread in Israel and lockdown appeared imminent, Soffer and her team were already working around the clock to facilitate the shift to online studies. It was a success. More than 90,000 live online lessons took place over the spring semester, in addition to thousands of lessons recorded for independent study. All in all, online learning during the lockdown accounted for more than 50,000 hours and 10 Terabits in digital volume.

 

TAU student Michal Ferenz. Photo: Yoram Reshef.

Soffer and her team set up a technical support hotline for online learning; they received as many as 700 calls per day. In addition to assisting professors in overcoming the technicalities of online teaching, the team also created more than 50 video guides showing lecturers how to use online learning tools to make lessons more engaging.

The team also conducted large-scale surveys among 7,000 students and 750 faculty members. They found that a vast majority of students wanted to incorporate online learning into their studies in the future.

Like other universities around the world, TAU also faced the new challenge of conducting online exams and evaluations. Spring semester exams were conducted from home with supervisors overseeing students through Zoom.

During the 2020-2021 academic year, TAU is introducing a pilot computerized authentication system for online exams. The new technology will secure online exams by verifying students’ identity and monitoring their presence and activities during the exam. Although this is a big step forward, Soffer is aware that in the long run adopting more of these technologies may be intrusive. Instead of relying on anti-cheating applications, Soffer says, the University should also encourage alternative evaluation methods, such as essays and group projects.

“The Corona crisis profoundly disrupted higher education and forced it to make the transition to the digital world—and, in a way, I believe this is exactly the kind of disruption that was needed. The question is, how do we move forward from here?” Soffer says.

Innovating on all Levels

“Universities all around the world understood a long time ago that they have to transform learning and to enhance their online and digital tools,” says Yuval Shreibman, Director of TAU Online – Innovative Learning Center.  The Center started producing online courses long before Corona to make academia more accessible through technology.

“COVID-19 caused us to leap forward and address problems that we could previously overlook. At the same time, it shows us that we need to make complementary classroom learning more active and engaging.”

Given the volatile reality and constantly changing regulations, TAU prepared for all possible scenarios for the new academic year. While it intended to offer first-year students the option to physically attend classes, studies were conducted online for the duration of the first semester. In response, Virtual TAU has launched an unprecedented effort to arm lecturers with versatile presentation tools and introduce additional courses that are fully online.


Virtual TAU Team. Photo: Yoram Reshef.

Admissions to the University are also going online, with a new admissions track based on participation and success in specific online courses chosen by each faculty. The new track is currently intended for candidates who, because of COVID-19, could not take standardized university admissions tests. Yet, it also provides greater access to the University for young Israelis from disadvantaged backgrounds or outlying communities, who otherwise might not be able to study at TAU.

In the fall of 2021, TAU plans to launch a new fully online international MBA program, the first of its kind to be offered by an Israeli university. It will combine video courses that students will watch independently, with personal guidance from teaching staff, online study forums and projects. Based on the same high entrance requirements as the regular MBA programs at TAU’s Coller School of Management—recently ranked as the 13th school in the world for producing VC-backed entrepreneurs—the program is expected to attract ambitious students from across the globe.

COVID-19 underlined the importance of online learning at TAU so much that President Ariel Porat created a new position to oversee educational innovation; Prof. Liat Kishon-Rabin became Dean of Innovation in Learning and Teaching in July. “TAU has always prided itself as a leader in educational innovation, but the Corona pandemic has highlighted the need to focus on this field even more,” says Prof. Porat. “I trust that Prof. Kishon-Rabin will build on our existing achievements and lead us through the post-Corona era with vision and success.”

Read about Minducate, an innovation and learning center at TAU. 

Providing Critical Support during Online Learning

Alberto Meschiany. Photo: Moshe Bedarshi.

Despite the positive insights gleaned about online learning, TAU must take into account students who struggled with remote learning as it prepares for a new academic year in the shadow of COVID-19. Alberto Meschiany, Head of the Psychological Services Unit at TAU’s Student Services Division, says that at the beginning of the crisis, his unit experienced a 15% rise in requests for psychological support.

“For many students, the anxiety resulting from the pandemic itself and its economic implications was coupled with the stress of having to study and take exams from home,” he says. “For students who live in the dorms or come from lower socio-economic levels this was exceptionally difficult. Many of them don’t have a quiet place to study. Some live in remote towns that don’t have the Internet network to support continuous online studies.”

Yet, according to Meschiany, it isn’t only the logistical and technological barriers that made the shift to online learning difficult for many TAU students. “Distance from other students can create feelings of alienation and loneliness. All the technology in the world cannot replace the support that students get from their peers,” he says. “In addition, the lack of a personal lecturer-student relationship has a negative effect on academic development. The ability to knock on a lecturer’s door and ask a question or discuss a topic spontaneously is lost with online learning.”

Meschiany believes that as the University adopts more online learning methods, it should make an effort to tailor them to accommodate students with various difficulties. “They will need our active help,” he says.

The Student Viewpoint

Looking back at lessons learned from the “first wave” of online learning, there is no question that TAU can learn the most from its students. Jonathan Berkheim, a master’s student in chemistry and spokesperson for TAU’s Student Union when the pandemic started, experienced the lockdown and its aftermath from several perspectives.

As a senior member of the Student Union, he fielded numerous calls from students who struggled to study within the new framework. Even students who fared well felt shortchanged, according to Berkheim. “The social interaction, class discussions and campus life are crucial parts of the package that students expect from university studies.” 

Jonathan Berkheim. Photo: Moshe Bedarshi.

At the same time, Berkheim says that the unusual circumstances broke traditional, hierarchical barriers between students and professors. They found themselves communicating directly on WhatsApp groups, saw each other’s homes during Zoom sessions, and shared similar experiences of life during the lockdown. “I hope that the University will embrace this new paradigm for student-professor relations in the future.”

In addition, as a teaching assistant, he experienced distance learning from the other side of the virtual podium: “Something gets lost in translation. Students get distracted more easily. It was hard for me to know if they really understood what I was teaching.”

Finally, as a student himself, he found that watching recorded lessons at his own pace was convenient. “Face-to-face learning in the classroom is crucial, but combining it with independent online studies will have great benefits for students,” Berkheim concludes.

Among TAU students studying remotely are also hundreds of international students from over 100 countries, who are enrolled in over 60 English-led academic programs offered by TAU International. In the midst of the crisis, TAU International launched an online summer course, titled: “COVID-19: From Crisis to Opportunity,” which attracted more than 80 participants from Asia, South America, North America and Europe.

Read about how TAU Impact, the University’s flagship community service program, adapted to the pandemic.
 

As TAU heads toward another academic year, it is clear that life with COVID-19 has become the new normal. All players involved in online learning understand that TAU must embrace the advantages moving forward.

“Until recently, when I was presenting my own field of research—which deals with future trends in the labor market and predicts that people would increasingly shift to working from home—people would tell me that it sounds too futuristic,” says Prof. Mundlak. “Now it is has become a reality. The future is here.”

Featured image: TAU Life Sciences Prof. Nir Ohad films a remote lecture at the TAU Online studio. Photo: Yoram Reshef.

Social Work Student Sees Light in Unexpected Places

For Glaser Scholar Lea Tamanyo, making positive change starts with helping individuals.

By Melanie Takefman

TAU graduate student Lea Tamanyo isn’t afraid of challenges; she’s had to overcome many herself, both in her personal life and academic career.

For example, as an undergraduate student in social work, she chose to gain practical experience in one of the most difficult and complex subfields at the outset—mental health. “This area is considered hard-core in social work, but when I first started I wanted to explore different fields so I took the plunge.”  

As she enters her second year of a master’s degree at TAU’s Bob Shapell School of Social Work, Tamanyo realizes that this field, despite its complexities, is her calling in life.

Even before becoming a social worker, Tamanyo, a recipient of the Herbert and Sharon Glaser Foundation scholarship, worked at an assisted living facility for men who suffer from mental illnesses. Many of them have had particularly difficult lives. At first, it wasn’t easy, she says, but slowly she became absorbed in their lives. She developed an especially strong relationship with three of her clients. “I quickly understood that their diseases don’t define them. They have so much more to them than that.

“I was drawn by the fact that I could be the one to make a positive change, that I could help them lead their best lives. I felt like I had reached the right place,” she says, the emotion patent in her voice. “The work fulfills me and gratifies me immensely.”

Now, armed with an undergraduate degree in social work, she works part-time at the same facility, alongside pursuing graduate studies at TAU.

Tamanyo’s interest in social work was sparked during her post-high school national service at Schneider Children’s Medical Center of Israel. “The way all the different professionals interacted to help the children captivated me,” she says. She chose social work because she likes the idea of “helping people help themselves.”

Tamanyo herself, the seventh of eight children, is no stranger to adversity. Her parents immigrated to Israel in 1991 from Ethiopia and were sent to live in a caravan compound in northern Israel. Lea says that it was difficult for them to learn Hebrew, acclimate to the Israeli mentality, and earn a living. Her father is fully disabled, and her mother works as a caretaker for the elderly, the only job she could get without an education.

“My siblings and I studied by the skin of our teeth,” said Lea. “Our parents couldn’t help us with schoolwork, and there was no money for private tutors or extra-curricular courses. I learned how to be self-reliant and teach myself.”

Despite her parents’ modest means, they instilled in their children a strong sense of purpose, perseverance, and the value of education. “They want us to succeed professionally, so that we will have what they didn’t.”

Lea says her parents encountered a lot of ignorance, on the part of veteran Israelis, about their culture. “Sometimes, it’s simply a lack of awareness, not something intentional, because when you’re not familiar with something, it can appear strange… At the end of the day, we are all immigrants, and we have to accept the other. Everyone brings with them a different color.”

Although Lea herself hasn’t encountered the difficulties her parents did, it’s clear that their experiences have shaped her identity and professional path. Seeing the best in every person, beyond their background or social identity, is something that guides her.

Herbert and Sharon Glaser

Doron Kochavi and Tammy Glaser Kochavi

“Lea is a very talented, ambitious and forward-looking young woman, who is committed to contributing to the country through her professional skills,” says Doron Kochavi, a TAU Governor, who, with his wife, fellow TAU Governor Tammy Glaser Kochavi, selected Lea as one of the recipients of the Herbert and Sharon Glaser Foundation Scholarship. 

​​“We believe that the way to create positive change in this country is to support individuals, like Lea, who want to strengthen the melting pot in which we live. In this respect, social workers play a vital role because they help the weakest members of society overcome challenges and realize their potential.”

“I am grateful to the Herbert and Sharon Glaser Foundation, and the Kochavi family for my scholarship because it frees me from financial worries and allows me to focus on my studies,” says Tamanyo. “Especially now in the era of Corona, when there is less work, it is truly a blessing.”

featured image: Glaser Scholar Lea Tamanyo. Photo: Moshe Bedarshi. 

Accelerating Jewish-Arab Entrepreneurship

TAU’s jumpTAU program helps bicultural teams found start-ups and friendships.

By Lindsey Zemler

“If you put a law student, a medical student, a social sciences student and an engineer in a room—it’s not the start of a joke. It’s the start of a creative idea,” says Yair Sakov, Managing Director of TAU’s Innovation and Entrepreneurship Center and its accelerator program, jumpTAU. 

The four-month program provides a framework for teams of TAU students and recent alumni to develop a business or social venture. In 2020, the Center, which promotes the integration of diverse communities into Israel’s entrepreneurial ecosystem, focused on bringing together Arab and Jewish students. 

Although Arab society constitutes more than 20% of Israel’s population, relations between Arab citizens and the Jewish majority are often characterized by ignorance, prejudice and fear. The same is true on Israeli campuses: “Connections between Jews and Arabs are happening in the workplace,” Sakov says, “but in academia we don’t see it enough.”

According to jumpTAU participant Lena Polevoi, a Jewish biomedical engineering student, having Jews and Arabs working together gave her team unique insights into developing a product. She acted as CEO of a student group developing a digital platform called Chatty, which aims to reduce loneliness among the elderly. “We discovered that loneliness is less prevalent among Arab seniors because they generally live with their families, while Jewish seniors do not,” she says.

 

Lena Polevoi. Photo: Yael Tzur.

Polevoi adds that she entered the program ready to learn as much as possible before graduating, especially in the field of digital marketing.

Similarly, Arab-Israeli Osaid Watted, a second-year mechanical engineering student, applied to jumpTAU to cultivate his entrepreneurial skills. He also wished to forge connections to the Jewish business world. Watted was part of the team that launched Game On, an online social platform for amateur athletes to find sports games to compete in. The team members’ different fields of study enhanced the business development process, he says.

The jumpTAU novice entrepreneurs received guidance from industry veterans and executives with decades of experience. All of the program’s volunteer mentors are TAU alumni. Most important, the mentors provided an entry point into the business world, which was a major advantage, especially for the Arab students; finding a job, for example, says Watted, would otherwise be very difficult for him, who has no experience or contacts in Israel’s business community.

Osaid Watted. Photo: Yael Tzur.

Osaid Watted. Photo: Yael Tzur.

In addition to networking opportunities, the program, funded by the U.S. Embassy and USAID’s Conflict Mitigation and Management (CMM) Program, provided additional benefits to participants, says Sakov. 

Jewish students gained a rare window into the Arab market through their Arab peers, a huge market opportunity locally and globally, he says.

Polevoi emerged from the program with new knowledge and skills and a refined direction in life. The experience led her to take a job in a solar energy venture upon graduation from TAU. She also became good friends with her Arab teammate and says that participation in the accelerator was an opportunity to get to know a new culture first-hand. 

For Watted, the experience provided enormous personal and professional benefits; “the entrepreneurial sense in me just grew, and I became more confident in my abilities, like how to actually build a start-up—it’s just priceless.” He now plans to start his own company, based on the values he was raised on: to provide an egalitarian and empowering work environment for disadvantaged groups within the Arab community, including Arab women. 

“Respecting each other and working with each other creates a feeling of tolerance,” said Watted. 

By the program’s end, two out of eight teams had raised investment funding for their start-ups to continue beyond the accelerator. Yet, to Sakov, securing funding is but “the icing on the cake.” 

“Professional collaboration is where humanity begins,” concludes Sakov. “When you work with someone, you trust them. All of a sudden, the label that says Jewish or Arab disappears, and you see the person behind it.”

featured image: jumpTAU students. Photo: Yael Tzur.

2020 Kadar Ceremony Celebrates Pioneering Spirit and Hard Work

In its sixth year, the Kadar Family Award continues to nurture research and excellence in teaching at TAU.

Four outstanding junior and senior TAU faculty members on campus were presented with the 2020 Kadar Family Award for Outstanding Research at a special online event as part of the 2020 Board of Governors meeting. The winners, Prof. Tal Ellenbogen (Engineering), Prof. Ilit Ferber (Humanities), Prof. Ishay Rosen-Zvi (Humanities) and Prof. Ronit Satchi-Fainaro (Medicine), were selected from multiple candidates who went through a rigorous review process.

Nadav Kadar, TAU alumnus, recently elected member of the TAU Board of Governors and co-founder of the Naomi Foundation, delivered remarks at the virtual event. Also present were Prof. Yoav Henis, outgoing VP for Research and Development and Chairman of the award committee; TAU President Prof. Ariel Porat; and outgoing TAU Rector Prof. Yaron Oz.

“My family joins me in congratulating the 2020 recipients of the award. Thank you for your magnificent contributions in your respective fields,” said Nadav Kadar on behalf of the Kadar family during the ceremony. “Our award honors outstanding research and scholarship in the sciences and the humanities and celebrates the pioneering spirit and hard work necessary to change the world. My mother, Naomi Prawer Kadar, taught Yiddish at schools and institutions of higher learning around the world including the International Yiddish Summer Program at TAU. We are proud to support Tel Aviv University as a hub of innovation.”

Prof. Henis, chair of the event, gave special thanks to the Kadar family for supporting the award for the sixth year in a row. “We truly hope that this important tradition will continue.”

“The Kadar Award has become the most prestigious research award at TAU,” said President Porat at the ceremony. “In order to become prestigious, an award must meet two conditions: candidates must be high quality, and the selection committee members must be distinguished scholars who are able to make judgments outside their field. The committee has done a wonderful job year after year.”

The Kadar Family Award is funded by the Naomi Foundation, which honors the memory of Naomi Prawer Kadar PhD, a lifelong educator and the late wife of physician, educator and innovator Dr. Avraham Kadar, a TAU graduate and benefactor. Naomi and Avraham Kadar’s three children, Nadav Kadar, Einat Kadar Kricheli, and Maya Kadar Kovalsky, are alumni of TAU and active board members of the Foundation alongside their father.

The 2020 Kadar Family Award laureates:

Prof. Tal Ellenbogen is the Head of the Laboratory for Nanoscale Electro-Optics at the School of Electrical Engineering within the Fleischman Faculty of Engineering. He studies light-matter interactions in the atmosphere to develop and improve optical technologies. Ellenbogen strives to influence industry and humanity by improving technologies that are used everywhere; mobile phones, camera lenses, computer screens, car scanners, and more.

 

 

Prof. Ilit Ferber is a member of the School of Philosophy, Linguistics and Science Studies at the Entin Faculty of Humanities. Her research examines the relationship between human communication and painful emotions such as melancholy, loss and anxiety. These emotions, generally perceived as negative, can cause language communication to collapse, making it difficult to express pain. Ferber believes, however, that painful emotions can open up a new world of communicating these feelings without words.

 

 

Prof. Ishay Rosen-Zvi belongs to the Rosenberg School of Jewish Studies and Archaeology at the Entin Faculty of Humanities.  He specializes in Talmudic literature and culture and has researched and written on the Midrash and Mishnah, as well as on issues of self-formation and collective identity in Second-Temple Judaism and rabbinic literature. He is a recipient of the Alon Fellowship and serves as a mentor for numerous master’s and PhD students.

 

 

Prof. Ronit Satchi-Fainaro is the Chair of the Department of Physiology and Pharmacology at the Sackler Faculty of Medicine. Her research focuses on the interactions between cancer calls and their microenvironments, including tumor progression and angiogenesis. For the past five years, she has worked on using the immune system to attack cancer cells using nanotechnology. In 2020, her team pivoted their work to find a COVID-19 nano-vaccine, and plan to translate research findings into clinical trials soon. She has published close to 100 scientific articles and registered numerous patents.

 

 

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