The conflict that has defined the Holy Land for decades can often feel like it is never-ending. Nadav Lowenstein argues that this is a short chapter in a much longer story, which demonstrates that the many cultures and religions that stake a claim on the land can coexist - and work together for their shared interests.

The Holy Land is not the exclusive domain of a single people. It preceded us - and it will endure long after us. Over millennia, this homeland has been woven from a tapestry of cultures and religions, some that called it home, others that used it for their own ends: Canaanites; Israelites and Judeans; Assyrians and Babylonians; Jews and Samaritans; Greeks and Persians; Romans and Palestinians; early Christians; Muslims; Christian crusaders; Ottoman Turks; British; Jordanians and Egyptians.

Each layer left an indelible mark on the landscape and identity of the Holy Land, creating a space in which our identities are inextricably intertwined. As a peace activist in today’s State of Israel, I believe that the best, and indeed the only way, for all of its different cultures and religions to share this homeland, will be through education. A system of education that serves as a platform for promoting peace - rather than continuing to block dialogue.

By using a framework based upon federalism, as has been done in the European Union, it could be possible for the State of Israel and the State of Palestine to provide children with a shared historical narrative, serving as a bridge in a place that has been in conflict for over eighty years. This is not about eliminating the national identities that have formed - it is about creating shared institutions that are founded on equality.

Understanding the history that we share is key to a future where sovereignty is part of an inclusive framework that enables collaboration, instead of the tool for exclusion that it is currently used as. That is why peace activists, some of whom are Israeli, some of whom are Palestinian, have joined together to call for a federal education system that should form part of any peace agreement.

Towards a federal education system

Our proposal is that a federal education system should operate along two, complementary axes:

The national track: the curriculum in areas such as language, as well as specific forms of cultural and religious history, would continue to be handled by each state, with an understanding that it would be taught with respect for the other’s differences. The supranational track: the curriculum in areas that are dedicated to the region at large, the areas of its history that are highly intertwined, as well as deconstructing the barriers formed by decades of conflict, would be handled instead by new, joint institutions.

Under a federal education system, students should be given the tools to understand ongoing conflicts and not just their history - but the way how it shapes the way people on both sides think and feel. This means students need to be taught about collective trauma, memories, and fears, and how they create stereotypes and simplistic views of reality.

Equally importantly, students should be able to explore how these patterns can change, and how they do so through cooperation and the sharing of lived experience. The concept of the “enemy” should be investigated as being one that is constructed, not something that is natural or permanent. The intersection of history, politics, and society will play a major role in breaking down the barriers that exist.

It is only through evidence-based learning, exposure to different narratives, and real interaction in equal settings, that Israelis and Palestinians will be able to begin questioning and breaking down the images they have formed of the other side. Education needs to embrace differences, not preserve them.

What it would require on each side of the conflict

On the Palestinian side: this means moving away from any portrayals of Israelis and diaspora Jews, as well as Christians to a lesser extent, as outsiders and purely negative figures. Instead, education should present them as communities with deep historical, religious, and cultural roots in the land - a positive and integral part of the region’s shared human story.

On the Israeli side: this means shifting how Arabs and Muslims are often perceived as being permanent enemies to the potential partners, and indeed friends, that they are. It involves recognising the deep historical and spiritual connections of Muslims, Druze, and Christians to the land, and understanding that it has long been home to diverse communities aside from Israelis and diaspora Jews.

At the same time, both sides should learn to recognise each other’s national identities as legitimate and as something that developed over time within this shared land. The goal is not to erase differences, but to understand them in a way that allows both sides to achieve coexistence and work towards a constructive and stable form of partnership.

Forming a Levantine ethos from both cultures

Alongside the preservation of unique national identities, we must cultivate a shared civic identity based on our belonging to the Levantine region. This historic region has always served as a global crossroads for the encounter of cultures, commerce, and ideas. Students would study the history of the land as a multi-layered continuum.

Understanding the continuity from the Canaanites through to the British Mandate for Palestine would allow students to perceive themselves as being born in a homeland that has been passed through by multiple empires. Crucially, it would give them an understanding of the Levant as a vibrant, living space to which they belong.

This land is special to many people. It is the birthplace of Judaism, Christianity, and Islam, as well as being home to communities like the Samaritans, Druze, and Bahá’í. Learning about these traditions helps each group feel proud of who they are – while also understanding others better. The goal is not just tolerance, but a real curiosity and respect.

Students should explore each other’s stories and connections to the land. But at the same time, education must protect freedom and in particular the freedom of religion. In this spirit, students need to be taught to share and respect important places, from the Western Wall, to the Al-Aqsa Mosque, to the Church of the Holy Sepulchre, to the Baháʼí Gardens. By combining identity, freedom, and respect, different communities can build a shared and peaceful future.

Breaking the cycle of trauma

Both Israelis and Palestinians carry deep historical pain, a pain that shapes how each side sees the other. Education should help students understand this and not remain trapped in it. Narratives that treat Palestinians as modern incarnations of Biblical or mythological villains, or Israelis as all being supportive of oppression and colonialism, need to be challenged.

The goal is not to erase these experiences, but to move beyond them. By recognizing each other’s trauma, both sides can begin to see one another as real people. That is always and will always be the first step towards resolving conflict and beginning to look towards what is possible in the future.

Building a shared education system will not be easy. It will take brave teachers and open-minded students. Instead of giving a simple story of right and wrong or black and white, educators need to help students explore the full picture. Different narratives are not always about truth and lies, but often simply different ways people connect to the same homeland.

Under a federal education system, it would stop being about us and them - and it would start being about building a space for real understanding. It would help students see each other not as enemies, but the partners they are. And that is what underpins our proposal: a future built not on winning, but on recognising each other’s value and building something, together.