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This article analyses the intellectual religious national and moral processes which a democratic society has had to confront in its day-to-day routines under the ever-present threat of terror It discusses the effects of the terror over the character of Israeli society and the critical debates in its system of education As far as it can be ascertained through the observations in this study the general publics attitude could be defined as a mildly moral realistic one people think that terror and violence have objective foundations but certainly embody some subjective human conventions and beliefs Is it possible in a democratic society to aspire to peace during a long period of war and terror and how should moral education be taught in accordance with critical and reflective principles in such circumstances What are the intellectual and spiritual options to explain the existence of terror in Israeli society a daily fact of life that compels an entire society to carry on with their day-to-day routines under the ever-present threat of terror How then should teachers start their daily teaching routine or react in front of their pupils to the reality of living with the constant threat of terrorism or actually experiencing acts of terror These questions and many other similar questions are asked in every Israeli classroom as well as in many other places all over the world By definition it is quite obvious that terror is a universal method of exercising power by spreading fear and horror In that case if terror is a constant universal reality should teachers put aside their regular daily teaching in an attempt to give explanations again and again about what has happened Would this be a successful way of providing a channel to filter students responses while allowing them to vent their feelings If everyone in every society could be a target of terror are there any particular proficiencies or skills that would enable teachers to explain what
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