An Israeli Village: Coexistence and Conflict - Documentary 360

The Experiment of Coexistence [00:00]

• The community is described as an experiment where children live, grow, and study together.
• Initial conditions lacked basic necessities like water, housing, and education.
• The situation is characterized as asymmetric, with small Jewish and Palestinian sides.

  "It felt like this is an experiment, you know, they brought the children to live together and to grow up together and to study together."

Building a Shared Future [01:15]

• The village was founded in the late 1970s and currently has about 80-85 families.
• The goal is to be a model for how people should live together and reach out to the world.
• There is a dream to build a community from the outside in, starting with a few families.

  "We have a dream to build a gap from the outside."

Overcoming Minority Status and Conflict [02:30]

• One speaker found it difficult to live as a minority in predominantly Jewish cities.
• The community offers a unique challenge of living within a conflict while trying to understand.
• Plans for future housing are visible, with divided lots for new homes.

  "I can't live in any place in this country, especially in the big cities where they are mostly Jewish, and I don't want to confront this life of being a member of a minority within a big majority of another nationality."

The Role of Education [03:45]

• The first Jewish-Arab school was opened with a brave decision to start it.
• Currently, there are at least six to seven schools operating on the same principle.
• Education aims for children to learn their identity while being exposed to others to reduce fear and foster appreciation.

  "The way of education was very important that everyone will learn his identity and be with his identity and be with his identity."

Understanding and Empathy [05:00]

• The educational approach encourages asking about the other side's perspective before accusing.
• This process aims to reduce aggression and hatred by understanding underlying reasons.
• A historical quote from Chaim Herzog in 1985 is mentioned as a "point of light, of good hope."

  "Before you accuse the other side, you ask, you say one minute, what is his side?"

Personal Experiences of Peace and Fear [06:30]

• A speaker describes their life in Wattasalam as a comfort zone and a safe place.
• The desire for children to be born into peace and not be afraid is a central theme.
• The concept of peace is linked to finding a place where peace is actively made and experienced.

  "The son also who was already born in Wattasalam, who did not have fun at home, was he said, he asked me, he said, he said, hey, he said, I want to be sure that when a child is already in the squad, he has peace."

The Impact of Military Service and Conflict [08:00]

• A speaker expresses reluctance to go to Lebanon due to military service.
• The experience of being in the army is contrasted with the desire for peace.
• The difficulty of reconciling personal peace with the realities of conflict is evident.

  "Every one of them in the army, I don't know what's going on. I don't know what's going on for me."

A Vision for the Future [09:30]

• The speaker reflects on the fear associated with the land, air, and army.
• There's a strong rejection of participating in what is described as a "militant machine" or "aggressive genocide machine."
• Despite the pain of losing someone to the military, the commitment to peace remains.

  "I do not accept someone that will go to this militant machine. I do not accept someone that will take part in this aggressive genocide machine."

The Palestinian State and Jewish Responsibility [11:00]

• The state of Palestine is described as very difficult and in need of support.
• However, supporting it is not solely the responsibility of the Jewish people.
• The existence of people who want to destroy Israel since its establishment is mentioned.

  "It is clear that the state of Palestine is very difficult and we need to support him."

The Necessity of the Army and Non-Violence [12:30]

• Israelis are urged to listen, acknowledging their position of power.
• The speaker cannot join a violent machine while demanding a non-violent solution.
• Expecting a violent reaction from engaging in violence is highlighted.

  "I cannot join in a violent machine and demand for a non-violent solution."

Blaming the Enemy vs. Partnership [14:00]

• Living in a separate Arab village is described as easier due to shared terminology and social life.
• It's easier to have an enemy and blame them for problems.
• The community here aims to bring the "enemy" to be a partner.

  "It is much easier to have an enemy when we say we can blame him for all of your problems."

The Vision of Omer Schwartz [15:30]

• Omer Schwartz, a VFX supervisor, grew up in this village and aims to bring back the vision of parents and grandparents.
• He uses AI to create a comedy about contemporary times, envisioning how past leaders might act now.
• The goal is to help solve unsolved issues from past conflicts.

  "Into the times of the chaos that's happening now, we're trying to bring back the, kind of like the parents, the grandparents of the society and make a comedy about it."

Growing Up in Conflict [17:00]

• Growing up in the village felt like an experiment, with no initial distinction between Arab and Jewish children.
• The real difference was felt upon growing older and experiencing the country's war and conflict.
• The speaker feels torn between their Jewish-Israeli identity and empathy for Palestinian pain.

  "As you grow up in a country full of war and conflict and violence, you are somehow finding yourself in between and torn in between those two conflicts."

Living in a Lie vs. Showing Possibility [18:30]

• The feeling of living in a "lie" is discussed, but the intention is to show what is possible.
• Awareness of the surrounding situation is high, with uncertainty about future actions.
• The difficulty of living with negative sensations and the desire to leave are mentioned.

  "We hear a lot about this speech when we live in a lie. But it is not exactly what we do."

The Cycle of Violence and Fear [20:00]

• The experience of war and fighting is described as cyclical and difficult.
• There's a sense of unease and the feeling that "everything is okay" is not truly accurate.
• The fear of the unknown and the impact of violence on children are palpable.

  "You say, everything is okay, everything is okay, but it is not really okay. It's not really okay."

Personal Journeys and Understanding [21:30]

• A speaker expresses fear of someone when they were younger, but this eased with understanding.
• The desire to be a doctor and the importance of friendship are mentioned.
• Seeing things from a higher perspective and focusing on the human level helps in understanding.

  "If I bring it down to the human level, just seeing a human in front of me, I never have problems."

Ibrahim's Perspective on Coexistence [23:00]

• Ibrahim has known Nava Shalom and Muachat Salaam since fourth grade.
• Jerusalem is described as a tense place, and not being a citizen means not being able to vote.
• The concept of being a "second standard citizen" is raised, emphasizing the need to live together.

  "Here, if you are not a citizen, you cannot, of course, vote for the government."

Compromise and Acceptance [24:30]

• Peace is defined as compromise, with each side needing to give something.
• The importance of being real and accepting each other's opinions and feelings is stressed.
• The goal is not for everyone to agree, but for everyone to be accepted.

  "Peace is compromise. Each side has to compromise."

The Sound of Death and Obligation to Live [26:00]

• The sound of an airplane returning from Gaza after bombing is associated with the "sound of death."
• Despite the surrounding violence, there's an obligation to continue living and making time for loved ones.
• The speaker questions the idea of it being "good to hear the bombings."

  "For me, it's the sound of death. Especially if you know what they are doing. They are dropping bombs on people."

Finding Peace in a Difficult Environment [27:30]

• A speaker describes their positive experience after visiting the community multiple times.
• The desire for children to learn and grow up for peace is a strong conviction.
• The narrative touches on the loss of family members and the hope for a peaceful future.

  "And it's clear that all my children will learn here and will grow up for peace."