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My memories of Peretz Shul

By KINZEY POSEN It was a late Friday afternoon at Peretz Shul in 1964 or so. A good friend of mine at the time whose Yiddish name was Moishe said, “That’s it! I’m not coming back to school on Monday, I’m out of here!” Ok, as an 11 year old, he might have said it in a slightly different way. It was the first day of school in September and we were just about to go home. “Sure you are Moishe, I’m sure you’ll be back on Monday,” I told him.

Grade one 150 dpi

 

Kinzey’s Grade 1 Peretz School class circa 1960
(Thanks to Sandy Shefrin for helping with identifying almost everyone; comments supplied by Kinzey)
Bottom Row crosslegged, left to right: Arthur Greenspan, unidentified, Matthew Levin (a.ka. Moishe in the story)
Second Row (l-r): Paula Wolfman, Rosa Scyzgiel, Shirley Starek, Myra Miller, Faye Golubchuk, Ruthie Rosenzweig,, Honey Leah Berman, Marcie Fleisher
Third Row (l-r): Diane McKay, Lucy Baumel, Janice Goldberg, Howard Kaplan, Sandy Shefrin, Heather Wallace, Pammy Zimmer (Kinzey’s wife, Shayla Fink’s first cousin, a beautiful person (alev hasholem)
Top row (l-r): Sidney Lieber, Martin (Kinzey) Posen, Sheldon Weidman, Harvey Zahn, Harvey Koffman (my first cousin) , Sidney Shoib, Morris Glimcher, Shawn Zell, Miss (Claire) Nelko (who is now Claire Breslaw)

Come Monday, true to his word, my friend did not come back. He had entered an alternate dimension it seemed; he was finished with Peretz Shul! Unheard of! Impossible! How did he do it? Moishe’s act of sedition was a reaction to the Yiddish teacher we had been blessed with that year and he was done. All of us in the class were in awe and Moishe, no worse for wear, having left the school, went on to become a respected ambassador for Canada’s Foreign Service.
A little while back, Bernie asked me to write about Peretz Shul from a different perspective: My own, as a student. I have often wondered why this institution. for those of us who went there, lives so large in our memories. Full disclosure: My grandmother Katya Posen Z’l, nee Gurarie, was one of the founders of Peretz Shul and a lifelong member of the Muter Farein – the women’s organization that helped establish the kindergarten and supported the school.

My father, Abe Posen, attended the school as did his sister, my aunt, Goldie Zuidema Z”l. My dad often told me stories of how various teachers at Peretz used to rent one of the rooms in their house on Burrows. To put it mildly, our family was steeped in Peretzness.
My era began in 1957 when I attended nursery school and then, kindergarten. To this day, I can still smell the matches when our teacher lit the Shabbat candles on Friday and we laid out our little mats to have a nap on. Being a socialist school for the most part, you would think Shabbat would not have been part of the school experience, but I have so many great reminiscences of those two years from making little coloured paper rings several metres long, to receiving the right colour star if we behaved. I loved getting those silver and gold ones alongside my name on the wall – wonderful, warm memories.
Our principal in those early days was Chaver Herstein – an imposing man with a wonderful head of hair and a bit of a temper. We called all our teachers by either “chaver” or “chaverteh” which, in this context, translated to “comrade”. We also called them Leher or Leheren – teacher in Yiddish. Our school was located at 601 Aikins, between Inkster and Polson Avenues. How do I remember the address? Early on as soon as we could write, we always wrote the address at the top of the left corner of the sheet of paper. Now, the building is a health community centre. Once we entered Grade One, our days were separated into half day Yiddish and half day English classes.

Grade One for me – and I am sure for my classmates, was a truly seminal experience. Pushed out of the warm bosom of kindergarten, Grade One meant getting down to serious work. Reading, see Dick run, see Jane run, see Dick and Jane run, writing, singing and my own personal challenge………arithmetic. Our Yiddish teacher, Miss Nelko, was the most beautiful woman who genuinely cared about her students. We loved her and she laid the groundwork for us learning Yiddish and how to be little menches and menchettes. Many years later, Shayla and I received a call about playing a wedding for an older couple. They came over to our house one evening and as we planned the event, it occurred to me that I knew who this woman was: My beloved Miss Nelko, some 40 years later. What a reunion it was!

Our English teacher, on the other hand, had a different style of teaching that could be best described, as adversarial. I renamed her Tyrannosaurus Rex and the invisible scars are still with me. Her approach to learning arithmetic was to say the least, extremely challenging. I was one of those kids who learned math in a different way and in those days, kids such as myself fell through the cracks and we fell deeply. All I remember is after a short explanation of one plus one equals two, etc., we all had to stand up by the blackboard as T Rex wrote a problem on the board. We could not sit down unless we put our hands up and answered correctly. Guess who was often the last kid standing? Me, of course, and I eventually memorized it all so I could finally sit down.
Another time, T Rex distributed to each of us a sheet of paper for some writing project. She gave me what we called at the time “grade one” paper. It’s where the lines were printed with one bold line and two lighter lines and then another bold line. It also had big wood chips in it. I noticed that she was also giving out what we called “grade two” paper. These were all symmetrical bold lines and I wanted one. When she finished giving them out, she asked if everyone received one and me, being me, said, “I didn’t.” My six-year-old brain conveniently forgot that my desk was in the front row and I had scrunched up the grade one paper into a ball and cleverly thought she wouldn’t see it in the wood support for the desk.
As I put my hand up and told her I didn’t get one, she approached my desk in a threatening way, reached into the desk support and said, “What is this?” I was fully chastised, and T Rex bellowed, “You will only get grade one paper for the rest of the year.”
The reality was, in those days, especially in the context of a parochial school, you sometimes had people teaching who were not trained and did not have the skills to do the job. Not only that, more than a few were survivors of the Holocaust and we eventually learned that they experienced terrible horrors in the camps and ghettos.
That being said, I had several wonderful teachers, whose voices to this day still reverberate in my head and I often reflect about their ability to connect and elevate the students.

Mrs. Gold, Mrs. Brooks and Pascal Fishman were some of them. Chaver Fishman came to us from Buenos Aires and was one of our Yiddish teachers. He had a great capacity to see potential in students and encourage them. Another of our teachers, Mrs. Wallace, taught us English and her daughter was in our class for years. The family wasn’t Jewish, but Heather my classmate, spoke Yiddish like a pro. I remember one of our later Yiddish teachers, Mrs. Korman, taught us “Zol Nit Keynmol” the Warsaw Ghetto Song, and led us in a procession to St. John’s Park in the spring, while we sang that song and others.
The year at Peretz Schul was highlighted by two major events. The annual essay contest in Yiddish and English, and the graduation, which took place towards the end of June. For each of those occasions, the auditorium would be absolutely packed and very hot. As students, we often escaped outside to cool off in the lane and we could hear what was going on by the open side doors.

The cultural offerings at Peretz were in my opinion, outstanding. We were taught so many great songs, we acted in plays and we created art. Jewish holidays were celebrated with a Yiddishe taam (Yiddish flavour). Since my Hebrew name was Mordechai/Motel, I always got the part of Mordechai in the Purim play. The music component was delivered by Chaver Bronstein or Mr. Brownstone as he was known at Talmud Torah. His classes were always held in the auditorium, where he’d stand by his easel flipping the song sheets written in Yiddish and we’d follow the words as he used his pointer. Contrary to the Talmud Torah choir experience, he never gave us names or hit us. After he retired, Mrs. Udow took over and when I hoped to join the choir, she said, “Modechai, your voice is changing, perhaps another time.”
After the principal Chaver Herstein retired, Mr. Heilik who was previously at the Calgary Peretz Shul became our new principal. He was an interesting man and because of my ‘occasional’ naughty behaviour, I got to know him a little better than most students. He was an artist. His medium was oil painting and I remember, on one occasion, we were taken out of our class and brought to the auditorium. When we arrived, we saw that all four walls had been covered with his paintings. There were dozens of them. It was a full-blown exhibition of his work.
I bring this up because I became the class artist at Peretz and my teachers often ‘commissioned’ me to draw and colour huge murals in the hallway of the school. This gave me the opportunity to get out of class. Chaver Heilik would always come out of his office to check out my work. My artistry was far below his level, but he was always encouraging and interested in what I was doing.

In my day, we all graduated from Grade Seven and you had the choice of continuing in what was called Mittel Shul. These classes were held after 4 o’clock, after you finished English school. No one in my class went to Mittel Shul and we felt sorry for those who did as they arrived at four, just as we were leaving.
For me, and I’m sure others, the experience of attending Peretz Shul, wasn’t truly appreciated until after we graduated. The real world out there wasn’t as warm and friendly as it was at 601 Aikins. I do know that the school gave me the education that my Baba and other founders were hoping to achieve: an ability to speak Yiddish, a love for the language, Jewish history known as Yiddishe geshicteh and above all, an appreciation for the Jewish people and our incredibly rich journey. I also had my Peretz Shul family, the 12 or so students in my class that I spent 35 hours a week with for nine years. We all take something different away from the experience, but I can guarantee you, many of us, including my friend Moishe the ambassador, will always carry Peretz Shul memories with us for the rest of our lives.

Post script:
Ed. note: It didn’t take me too long to figure out who the “Moishe” was to whom Kinzey refers in his article. I was actually friends myself with “Moishe”, although I knew him better as Matthew Levin.
Matthew was always very independent-minded – even as a kid. That being said, he went on to an illustrious career in Canada’s diplomatic service. Among other posts he held, he was Canada’s Ambassador to Columbia, Cuba, and most recently Spain.
It was while he was Ambassador to Cuba that Matthew, along with his wife, Rosealba, played an instrumental role in helping Cuban Jews emigrate to Israel (since Israel and Cuba did not have diplomatic relations).
When I read Kinzey’s story I decided to send it to Matthew – before I outed him as the “Moishe” in the story. Matthew was pleasantly surprised to see that Kinzey mentioned him in a story and even further that he referred to him as “Moishe”.
In my email to Matthew I mentioned that the last time I had attempted to contact him was when Stephen Harper was Prime Minister and Matthew was Canada’s Ambassador to Cuba. At the time, some low level functionaries in what is known as Global Affairs Canada interceded and said that I would not be able to communicate directly with Matthew. Instead, I was told, I could submit any questions that I had to Global Affairs, they would vet them (no doubt looking for anything that might potentially embarrass the government, such as asking about Matthew’s boyhood years in Winnipeg).
So, when I reached out to Matthew – again, this time after reading Kinzey’s piece, I said that I didn’t know whether he would even receive my email since I suspected “apparatchiks” in the government would see it first – and probably attempt to prevent me from communicating with him directly – again.
I was surprised then, to receive a very warm response from Matthew – in which he explained that he is no longer under the supervision of government “apparatchiks”.
Here’s what Matthew Levin wrote to me, in part:
Wonderful to hear from you! I’m so glad you made the effort to reach out.

I finished my posting to Spain a couple of months ago and am now back in Ottawa and transitioning to retirement. So no more apparatchiks.

First of all, I hope you’re well and coping successfully with these strange times.

Your lovely message brings back all sorts of very fond memories. It’s a long time since anyone called me Moishe (often shortened to Moish back then). I never saw most of my Peretz Shul classmates after I left the school, as Kinzey recalls, at the start of Grade 5 (a long story). Kinzey was one of the very few I did see occasionally, including a few times when he was playing with Finjan. But most of the others I completely lost touch with. Now I sometimes wonder what has become of many of them. It’s really heartwarming to think that Kinzey (Martin at the time and I believe he was Mordechai in Yiddish, or maybe Mendel) remembered me as he was writing this story. Since you and I and our group of friends never called each other by our Yiddish names I’m surprised, but delighted, that you thought of me when you saw this reference to a Moishe.
Thanks so much for sending along Kinzey’s story. I’m sending you this reply before having read it, because I didn’t want to delay getting back to you, but I’ll certainly read it with great interest and undoubtedly pleasure. I really feel honoured and delighted to be included. If you’re in touch with Kinzey, please thank him and give him a big hug – virtual of course for now – from me.

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Features

What Attachment Styles Can Reveal About Dating Habits

How many evenings with a stranger does it take before anything reliable is known about them? Most people answer with a number and then ignore their own answer. What actually gets measured across those evenings is the pattern each person carries into every new pairing, and that pattern has been studied under one name since 1987.

Attachment research began with infants and moved into adult romance almost by accident. It now supplies the best available vocabulary for a question most people ask eventually, which is why their dating life keeps taking the same shape.

A Newspaper Quiz in 1987

Cindy Hazan and Phillip Shaver tested a hunch in 1987 by publishing a quiz in the Rocky Mountain News asking readers about their romantic history. They received 620 replies. Roughly 56% of respondents described themselves in secure terms, about 25% in avoidant terms and around 19% in anxious terms.

Those proportions were close to what Mary Ainsworth had recorded in infants decades earlier. A distribution found in toddlers separated from a parent for 3 minutes in a laboratory had turned up again in adults describing love affairs, and that correspondence is what made the field take notice.

The method had obvious weaknesses. Newspaper readers who answer a quiz about their love lives are not a random sample, and every answer was self-reported by people describing their own behavior in the most favorable terms available. Later work with better samples moved the numbers around without dislodging the structure, and the structure is what has lasted.

Two Axes and Four Positions

Two questions turned out to organize the whole field. Does a person hold a positive or negative view of themselves, and do they hold a positive or negative view of other people? Kim Bartholomew and Leonard Horowitz built their 1991 model on exactly that pair.

Crossing those axes produces 4 positions. Secure covers positive views of both. Preoccupied means a negative view of self with a positive view of others, which produces someone who wants closeness and doubts they deserve it. Dismissing means the reverse, a positive self-view paired with low expectations of anyone else. Fearful covers negative views on both axes, which produces wanting closeness and distrusting it at the same time.

Two axes beat a list of 3 types, because the axes explain why 2 people who both avoid intimacy can look nothing alike in practice.

Pacing and the First Month

There is no fixed amount of dates that settles the question of compatibility, and attachment position changes how quickly a person believes they have settled it. Secure people tend to form an assessment gradually and revise it when new information arrives.

Preoccupied people often decide fast and commit to the decision before it is warranted. Dismissing people frequently take longer and still leave with less, since their default is to withhold the information that would let anyone assess them back.

Separating the decision from the feeling by a fixed interval helps the first group. Deciding after a set number of meetings rather than after a strong evening will not make the assessment more accurate. It removes the largest single source of error, which is a conclusion reached inside the honeymoon phase while everything still looks promising.

Hyperactivation and Deactivation

The mechanism underneath all of this has 2 modes. Anxious patterns run on hyperactivation, which means turning up the volume on distress to draw a partner closer. Avoidant patterns run on deactivation, which means suppressing the signal entirely to keep distance manageable.

In early dating this shows up in small behaviors. Hyperactivation shows up as checking your phone every few minutes after an unanswered message, and as the escalation of a minor scheduling conflict into something larger. Researchers call the wider category protest behavior, and it covers everything from pointed silence to deliberately provoking a reaction. Deactivation produces the pleasant evening that goes nowhere and the topic changed each time a real question arrives.

Both patterns are attempts to manage the same discomfort, pointed in opposite directions. The deactivating version accounts for most of what people mean when they call someone emotionally unavailable.

The Anxious-Avoidant Loop

The most documented pairing in the literature puts a hyperactivating person with a deactivating one. Fearful-avoidant attachment complicates the picture further, since one person can run both strategies in sequence and produce the same loop without a partner’s help. Each strategy strengthens the other. Pursuit triggers withdrawal, withdrawal triggers more pursuit, and the loop holds steady for years because neither person is doing anything the other did not provoke.

The reason this pairing is so common is easy to miss. To someone whose nervous system learned early to associate intensity with love, a secure partner can feel flat. The anxious-avoidant cycle produces intensity on demand.

Positions Move

Attachment position is a tendency, and tendencies move. Positions change across the lifespan with relationships, therapy and circumstance, and a single difficult partner can push someone temporarily toward a pattern that is not their baseline.

That matters for how any of this gets applied. A person behaving in a preoccupied way with one partner may be entirely secure with the next, so the category describes the current pairing as much as the individual in it.

It also rules out the most common misuse of the framework, which is deciding early that a new person is avoidant and treating every subsequent behavior as confirmation. Two quiet weeks can mean an avoidant pattern, a demanding job, a sick parent or ordinary early caution, and the categories offer no way to tell those apart from the outside.

Reading the Categories Correctly

There is one more thing the framework cannot do, and it is the thing people most want from it. Nothing in attachment theory tells anyone which partner to choose. It describes how a person is likely to behave once the choosing is over and the uncertainty starts, which is a different and much smaller claim than the one made by most of the writing built on top of it.

An attachment style is a description of a habit. It names what someone tends to do when closeness is on offer and they are uncertain about it, and nothing in the framework predicts what any specific person will do on any specific evening.

Used that way the idea is genuinely worth having. A person who knows their own pattern can catch it while it is running, and a pattern caught mid-run is the only kind that can be interrupted. Noticing that you commit early and regret it a month later teaches you more than any number of verdicts about the people you committed to.

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Four Seats or No Seats? Why Israel’s Final Polls Disagree Over Amcha Yisrael

Ofer Winter

Conflicting projections for Ofer Winter’s party illustrate the uncertainty of measuring public support near an electoral threshold.

A Channel 12 poll gives Ofer Winter’s Amcha Yisrael four parliamentary seats.

An i24NEWS survey reaches the same seat total.

Other final polls find that the party does not qualify for representation.

How can surveys conducted close to the same election produce such different results?

The answer lies partly in the difference between measuring a vote share and converting it into parliamentary seats.

A Statistical Boundary

Israel’s electoral threshold is 3.25 percent.

For a party receiving substantially more than that percentage, modest sampling fluctuations may change its expected number of seats without calling its parliamentary presence into question.

For a party whose support lies near 3.25 percent, the same type of fluctuation may change its projected representation from several seats to zero.

This does not necessarily mean the polls are measuring completely different political realities.

They may be producing estimates close to the same threshold but on opposite sides of it.

Sample Size Is Only One Factor

The i24NEWS survey conducted on October 22 included 5,124 adult respondents and reported a sampling error of plus or minus 1.4 percentage points at the 95 percent confidence level.

That is a substantial sample by conventional political polling standards.

But a larger sample does not eliminate every source of uncertainty.

Different pollsters may employ different recruitment methods, weighting systems and procedures for estimating turnout.

They may also differ in how they handle respondents who are undecided or reluctant to state their preferences.

These choices can matter particularly for smaller parties.

The Problem of Turnout

Opinion polls generally estimate voting preferences before actual voting takes place.

Election results reflect the ballots cast by people who participate.

Differences between intended and actual turnout can affect parties in different ways.

Analysts must therefore consider not only how many respondents express support for a party, but also whether the poll’s turnout model accurately reflects the eventual electorate.

Without transparent, comparable information about the methods used by each polling organization, it is difficult to identify which methodological difference is responsible for a particular disagreement.

Reading the Final Surveys

The appropriate interpretation of Amcha Yisrael’s polling is neither that its parliamentary representation is guaranteed nor that exclusion is certain.

The available surveys demonstrate uncertainty around a legally decisive boundary.

The four-seat projections reported by Channel 12 and i24NEWS are meaningful observations.

So are the below-threshold findings published by Channel 13, Maariv and Zman Yisrael.

Each survey is a measurement of electoral intentions under a particular methodology, not a count of actual votes.

For readers following Israel’s election, this makes Amcha Yisrael an instructive case study in how polling uncertainty interacts with electoral law.

The final result will provide the definitive seat allocation. The polls explain why the outcome was difficult to measure in advance.

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Features

What Constitutes Genocide, and is Israel Guilty?

By HENRY SREBRNIK Genocide is a grave and exceptional violation of international law, defined and prohibited by the Genocide Convention of 1948. But maybe Raphael Lemkin did us no favour in coining the word during the Holocaust. It is now used by antisemites against Israel.

Raphael Lemkin was a Polish-Jewish jurist who escaped from Europe when the Nazis occupied Poland. He moved to Washington, DC, in the summer of 1942, and went on to document Nazi atrocities in his 1944 book, Axis Rule in Occupied Europe. In this text, he introduced the word “genocide,” the destruction of a nation or of an ethnic group. This new word is made from the ancient Greek word genos (race, ethnicity or tribe) and the Latin cide (killing). 

But it’s not that cut and dried. Even before the antisemites accused Israel of genocide in Gaza, as a way of ridding themselves of any residual guilt about the destruction of European Jewry, the word had become little more than a term used by states and “human rights” groups who for one reason or another want to punish their adversaries. 

Most of the time they really are talking about “ethnic cleansing,” pogroms, massacres and war crimes. By such criteria, every participant in World War II committed “genocide.” The mass killings of civilians in Hiroshima and Dresden in 1945 would today qualify. But these were acts against even far worse perpetrators of what we now call genocide, designed to speedily end the war. 

What about the American war in Vietnam, and of course the almost numberless conflicts across Africa? The wars that dismembered Yugoslavia involved terrible massacres, particularly in Bosnia-Herzegovina and Kosovo, but did they really meet the criterion for genocide? The numbers killed needn’t be huge. About 8,000 Bosniak Muslims were murdered in Srebrenica by Bosnian Serb militias in 1995 during the Bosnian war. In the Western Hemisphere it would — and lately does — refer to the cultural and also physical extinction of pre-contact peoples from the Arctic down to Patagonia. 

Are ideological attempts to kill groups of identifiable people within a state — the Holodomor in Ukraine, but also elsewhere in Stalin’s USSR — genocide? What about the Khmer Rouge in Cambodia? Should we call this an “auto-genocide,” since it was perpetrated by the nation’s own mad Maoist regime? Was China’s Cultural Revolution a genocide? Millions probably died. Rwanda is an interesting case — obviously a mass murder by one class-cum-ethnic group against another, a giant pogrom involving intertwined peoples, but where the victims have now turned the tables. 

Actually, there have been very few ideologically intentional attempts to destroy a powerless and helpless people, in whole or in part. Only a few qualify by that definition, the Holocaust being an obvious one, as well as the Turkish mass murders of Armenians in World War I. The allegations that Israel committed this crime do not meet the established definition and standards of genocide, are unsupported by established facts, nor do they stand up to common sense scrutiny.

A finding of genocide requires evidence of acts that are intended to destroy a national, ethnic, racial, or religious group, in whole or in part. Israel has neither intended to, nor destroyed, Palestinians as a group in Gaza. Israel’s accusers allege genocide mostly because of the supposed number of civilians killed in Gaza. Such claims are rife with flaws. Genocide is not a quantitative crime; there is no specific number of civilian casualties that constitutes genocide. 

Israel set a high bar for how to conduct urban warfare against an enemy who will stop at nothing, including the death of its own civilians. What kind of genocide is it when the population of Gaza is larger today than it was three years ago? And how could it be that Israel is trying to kill innocents when the ratio of civilian-to-combatant casualties is lower than that of other urban wars fought in even less-difficult conditions?

Dave Rich, an Associate Research Fellow at the Pears Institute for the Study of Anti-Semitism, writes extensively about the intersection of anti-Israel activism, far-left politics, and modern antisemitism. He observes that people respond to the genocide charge through facts and data: Israel’s supporters take the charge of genocide on its face, as an evidence-based allegation of a crime, and try to construct the case for the defence. But there is no defence, because the charge is not made on that basis, or for that purpose, he states. 

The term “genocide,” he notes in “From Be’eri to Bondi: Global Antisemitism After October 7, published in Fathom, October 2026, has shed its legal meaning and become a political label, whose antithesis is “resistance.” These two terms represent two states of being: in a colonial setting, either you are engaging in genocide or you are resisting it. There is no middle ground. “Israel is condemned as genocidal, not by observation, but through logical deduction: Israel is colonial, therefore by definition it is genocidal. It cannot be otherwise. And Gaza represents resistance against the entire Western colonial and capitalist power structure.”

Maia Zelkha, editor-in-chief of Yad Mizrah, a Sephardi and Mizrahi cultural magazine, also contends that the left employs the word “genocide” as an ideological weapon. “Before Israel had even launched its ground invasion of Gaza, and before there was any evidentiary record of Israel’s military campaign,” she writes, in her article “Genocide and Its Jurors,” in Quillette, Sept. 24, 2026, many leftist groups “were already describing Israel’s response as genocide.”

On Oct. 8, just a day after Hamas’s massacre and kidnappings, thousands of demonstrators gathered in New York’s Times Square in an “All Out for Palestine” rally to support “Palestinian resistance.” Within days, other organizations were issuing statements describing Israel’s unfolding military response as genocide, situated within a pre-existing theory of Israel as a colonial project that had produced genocidal dehumanisation. Prominent academics, human-rights organisations, activists, journalists, and public intellectuals described Israel’s conduct as genocidal. 

Although the conviction that Israel is committing genocide against the Palestinians is not new, it has garnered ever more strength since the beginning of this war. In March 2024, the UN special rapporteur on the Palestinian territories, Francesca Albanese, published a report alleging that the Israeli war in Gaza constituted a genocide. In December of the same year, both Amnesty International and Human Rights Watch did the same. Then in July 2025 came both Physicians for Human Rights and B’Tselem, followed almost immediately by the International Association of Genocide Scholars. A resolution from the latter organization requires a two-thirds vote of its members, academics in the field of genocide studies, to pass. One would be hard-pressed to find a more reputable source for the libel.

On Sept. 16, 2025, a UN Commission of Inquiry concluded that Israel was committing genocide in Gaza; other prominent left-wing organisations and scholars have reached the same conclusion. And finally, on Oct. 9, the Norwegian Nobel Committee announced that it awarded the Nobel Peace Prize for 2026 to South African judge Navanethem “Navi” Pillay, who led the 2025 UN commission that found Israel guilty of genocide against the Palestinians while completely ignoring many of the world’s worst human rights abusers, including, of course, Hamas. Pillay’s commission found that Hamas and other Palestinian armed groups committed war crimes. Yet it accused Israel of genocide. This is a staggering moral inversion. And now the award of the Nobel; this appears to be the greatest possible legitimization of the now-established consensus about Israel’s war in Gaza. The icing on the cake!

But remember this: When a jihadist terrorist organization like Hamas applauds a Nobel Peace Prize, the moral judgment of the Nobel Peace Prize Committee should rightly be called into question.

Henry Srebrnik is a professor emeritus of political science at the University of Prince Edward Island.

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