| More and more economists, sociologists and historians focused their eyes on the relation between modernization and education after the Second World War. As the "Middle East dragon", the economic achievement of Israel since its foundation attracts the world's attention. Scholars always emphasize Israel's insisting on education and its achievement puts tremendous power into the development of Israeli economy.One of the most important characters of modernization is the equilibrated development of society. The ethnic minority, part of a country, the degree of their development has much to do with the whole level of the state's modernization. This thesis tries to hackle the educational development of the biggest ethnic minority of Israel—the Arabs, and analyze the influence of it to the Arabs and the modernization of the state.This thesis consists of three parts. The preface elaborates the research condition, significance and method.The body is made up of three parts. The first part discusses the relationship among education, ethnic minority education and modernization. The author thinks that the level of modernization, especially the level of economy determines the development of education; meanwhile education provides all kinds of talents, powerful psychological support and mental base for the development of modernization. This can also be applied to the education of ethnic minority. Besides, the advancement of ethnic minority education is propitious to the improvement of ethnic relations and so provides a relatively social stabilization for modernization.The second part deals with the educational development of Israeli Arabs from the state foundation to the 1990s. It is discussed by two phases. The first phase is from 1948 to 1966. During this period, the number of schools and students and the enrollment rate, especially that of girls all increased obviously. At the same time, there were also some problems, such as lacking of fund, the low eligible rate of teachers etc. The essay also analyzes the reason for them. The second phase is from 1970s to 1990s. The Arab's education in this period is mainly manifested by comparing with that of surrounding Arab countries. The level of Israeli-Arabs are higher than theirs when it comes to enrollment rate and especially that of girls, while it is contrary on the illiteracy rate .Then the author analyzes why they can achieve such a success during this period: emphasizes that the transfer of Israeli economy since the 1970s has a new demand for the high-tech talents, this instills huge promotion to the educational reform of Israel.The third part analyzes the influence of the educational improvement of Israeli-Arabs from two aspects. On the one hand, it has tremendous affects on themselves. Economically, the occupational structure of Arabs changed, and there emerged a few Arab industry and commerce; Politically, The Arabs changed from clan system to modern election system, national consciousness aroused; Socially, they inclined to modern life style, especially women, they cast off the bondage of tradition and participated in social and economic activities. On the other hand, along with more and more Arabs and Jews contacted at schools and work, the feeling of Israeli-Arabs' adscription to the country became stronger, the attitude of Jews to Arabs altered. This promotes the appearance of a comparatively steady social environment for modernization to some extent.The epilogue points out the gap between Arabs and Jews while summarizing the background, achievement and influence of the educational development of Israeli-Arabs. It also advises that we should view questions related to the Israeli-Arabs more comprehensively, because modernization is a complex process. Educational advancement just opens a small window for Israeli-Arabs' improvement, yet their modernization is restricted by many other factors, such as the political situation in and out of the country, so it needs the cooperation of many parts. |
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