The Exodus Program offers outstanding undergraduate students an in-depth introduction to the foundations of classical liberal thought, one of the central pillars of Western philosophy and culture.
From the Tablets of the Law to the Social Contract, from the Magna Carta to the Declaration of Independence, from popular sovereignty to human rights, from Greece and Rome to Jerusalem, come and explore our story.
The program provides students with a profound intellectual foundation, unique in the Israeli academic landscape, with the potential to make a significant impact in the intellectual and political arenas of the people of Israel.
The Tel Aviv “Sterling” Exodus cohort operates thanks to the generous support of Mr. David Sterling.
The program covers five central areas of study: political thought, Zionism, economics, law, and culture. In preparation for class, participants read selected works in depth from the finest writings in these fields. In the classroom, the texts are discussed together under professional guidance, with the aim of deepening, solidifying, and sharpening the underlying ideas they contain. Some sessions are taught by guest lecturers — experts and leading figures from Israel and abroad, from academia, economics, and the world of ideas.
Selected readings include:
Aristotle – Politics
Machiavelli – Discourses
Edmund Burke – Reflections on the Revolution in France
Alexander Hamilton, James Madison, and John Jay – The Federalist Papers
Alexis de Tocqueville – Democracy in America
Friedrich Hayek – The Constitution of Liberty
Irving Kristol – Reflections of a Neoconservative
Robert Nisbet – The Quest for Community
The Exodus Program offers outstanding students an in-depth study of five central pillars: political thought, Zionism, law, economics, and culture, engaging with the key questions that shape each of these fields through close reading and discussion of foundational texts.
As part of the program, participants receive books and comprehensive readers, coming to class having read the relevant materials. They are expected to engage in intensive reading and deep discussion of the masterpieces studied.
This track introduces students to the foundations of conservative political thought, setting it in contrast with opposing political theories. After providing the necessary background on modern political philosophy, classes focus on the works of three major thinkers: Edmund Burke, Alexis de Tocqueville, and Friedrich Hayek. Through extensive reading and analysis, students explore Burke’s Reflections on the Revolution in France to understand his objections to the Revolution of 1789, examine his polemic with Thomas Paine, and discuss the book’s central themes.
To address the question “How can liberty be preserved in a democracy?” students study de Tocqueville’s Democracy in America, along with core issues in democratic thought such as the relationship between liberty and equality, the role of religion, and the dangers of democratic governance. Finally, they are introduced to Hayek, the liberal voice within conservative thought, through his The Constitution of Liberty. Key concepts such as “knowledge” and “tradition” are explored in the context of Hayek’s vision for balancing law and liberty, minimizing coercion in society while ensuring maximum freedom for citizens.
Before each class, students read selections from the great works of conservative political thought and engage in guided discussion.
This track offers a deep examination of the Zionist movement’s relationship with the Jewish tradition. In contrast to the common view of Zionism as a one-time movement detached from the Jewish past, it presents a more nuanced perspective, highlighting both the conservative and revolutionary elements within Zionism.
The discussion begins with the biblical revolution and its political and historical consequences, drawing on Yehezkel Kaufmann’s monumental work The Religion of Israel. Students then survey the different political forms Judaism has taken across various times and places. The identity crises faced by the Jewish people in the modern era provide the backdrop for understanding the Zionist response, which is then evaluated for its meaning and contribution to modern Jewish existence. The track concludes with a literary examination of the masterpieces of the Hebrew revival period, asking whether modern Hebrew literature was a continuation of Jewish tradition or a revolution against it.
This track delves into the philosophical foundations of law. Common concepts such as “justice,” “morality,” “rule of law,” “separation of powers,” and “binding precedent” have deep theoretical roots in different philosophical schools and legal theories. Students explore natural law theory, legal positivism, and the historical school of jurisprudence, studying thinkers such as Aristotle, Fortescue, Selden, Coke, Kelsen, Austin, Hart, and Dworkin.
The program examines the link between a society’s particular character and traditions and the legal system it develops, comparing different systems of law: the inquisitorial system, the continental German–French model, the Anglo-American adversarial system, and common law. This comparative framework is used to better understand the Israeli legal system — its court structure (magistrate, district, supreme court, High Court of Justice), its unique hybrid nature, and its rapid, layered development from multiple sources.
The track concludes by sharpening the conservative approach to law, which sees a dialectical relationship between law, society, and its national and civic heritage. In this view, changes in society, as reflected in law, should be gradual, deliberate, and rooted in tradition, historical experience, and the capacity for correction.
This track introduces students to economic analysis and its application to a range of real-world problems, equipping them with new insights into human action and its outcomes.
The classes begin with a deep dive into the meaning of prices in a market economy — what they represent and their importance for a free and prosperous society. Students then confront the “big question” of economics: why did humanity live in poverty for most of history, while today many enjoy unprecedented wealth? This question is addressed from institutional, moral, and sociological perspectives.
Students apply economic tools to analyze political systems, exploring why democratic governments often adopt policies that most citizens do not support. This includes examining the roles of voters, elected officials, and bureaucrats, and considering the challenges of government intervention in the economy. The Israeli case is studied in depth, reviewing its economic history, current conditions, and future challenges through the lens of the principles learned.
The final track exposes students to an essential but often overlooked field in Israeli society — the study of culture. The track is divided into three sessions that examine Jewish culture from a conservative perspective, focusing on its expression in the civic realm rather than solely in its religious dimension.
The central argument developed throughout is that Israeli society must engage with the full breadth of Jewish heritage by teaching Judaism as culture. Students define “culture” through the writings of leading philosophers in the field, consider its role in shaping collective identity, and reflect on its importance to the flourishing of both Western society in general and Israeli society in particular.
The approach in the culture unit is not purely analytical — it also engages the emotional dimensions of culture. Students are invited to experience culture together, not only study it.
This track introduces students to the foundations of conservative political thought, setting it in contrast with opposing political theories. After providing the necessary background on modern political philosophy, classes focus on the works of three major thinkers: Edmund Burke, Alexis de Tocqueville, and Friedrich Hayek. Through extensive reading and analysis, students explore Burke’s Reflections on the Revolution in France to understand his objections to the Revolution of 1789, examine his polemic with Thomas Paine, and discuss the book’s central themes.
To address the question “How can liberty be preserved in a democracy?” students study de Tocqueville’s Democracy in America, along with core issues in democratic thought such as the relationship between liberty and equality, the role of religion, and the dangers of democratic governance. Finally, they are introduced to Hayek, the liberal voice within conservative thought, through his The Constitution of Liberty. Key concepts such as “knowledge” and “tradition” are explored in the context of Hayek’s vision for balancing law and liberty, minimizing coercion in society while ensuring maximum freedom for citizens.
Before each class, students read selections from the great works of conservative political thought and engage in guided discussion.
This track offers a deep examination of the Zionist movement’s relationship with the Jewish tradition. In contrast to the common view of Zionism as a one-time movement detached from the Jewish past, it presents a more nuanced perspective, highlighting both the conservative and revolutionary elements within Zionism.
The discussion begins with the biblical revolution and its political and historical consequences, drawing on Yehezkel Kaufmann’s monumental work The Religion of Israel. Students then survey the different political forms Judaism has taken across various times and places. The identity crises faced by the Jewish people in the modern era provide the backdrop for understanding the Zionist response, which is then evaluated for its meaning and contribution to modern Jewish existence. The track concludes with a literary examination of the masterpieces of the Hebrew revival period, asking whether modern Hebrew literature was a continuation of Jewish tradition or a revolution against it.
This track delves into the philosophical foundations of law. Common concepts such as “justice,” “morality,” “rule of law,” “separation of powers,” and “binding precedent” have deep theoretical roots in different philosophical schools and legal theories. Students explore natural law theory, legal positivism, and the historical school of jurisprudence, studying thinkers such as Aristotle, Fortescue, Selden, Coke, Kelsen, Austin, Hart, and Dworkin.
The program examines the link between a society’s particular character and traditions and the legal system it develops, comparing different systems of law: the inquisitorial system, the continental German–French model, the Anglo-American adversarial system, and common law. This comparative framework is used to better understand the Israeli legal system — its court structure (magistrate, district, supreme court, High Court of Justice), its unique hybrid nature, and its rapid, layered development from multiple sources.
The track concludes by sharpening the conservative approach to law, which sees a dialectical relationship between law, society, and its national and civic heritage. In this view, changes in society, as reflected in law, should be gradual, deliberate, and rooted in tradition, historical experience, and the capacity for correction.
This track introduces students to economic analysis and its application to a range of real-world problems, equipping them with new insights into human action and its outcomes.
The classes begin with a deep dive into the meaning of prices in a market economy — what they represent and their importance for a free and prosperous society. Students then confront the “big question” of economics: why did humanity live in poverty for most of history, while today many enjoy unprecedented wealth? This question is addressed from institutional, moral, and sociological perspectives.
Students apply economic tools to analyze political systems, exploring why democratic governments often adopt policies that most citizens do not support. This includes examining the roles of voters, elected officials, and bureaucrats, and considering the challenges of government intervention in the economy. The Israeli case is studied in depth, reviewing its economic history, current conditions, and future challenges through the lens of the principles learned.
The final track exposes students to an essential but often overlooked field in Israeli society — the study of culture. The track is divided into three sessions that examine Jewish culture from a conservative perspective, focusing on its expression in the civic realm rather than solely in its religious dimension.
The central argument developed throughout is that Israeli society must engage with the full breadth of Jewish heritage by teaching Judaism as culture. Students define “culture” through the writings of leading philosophers in the field, consider its role in shaping collective identity, and reflect on its importance to the flourishing of both Western society in general and Israeli society in particular.
The approach in the culture unit is not purely analytical — it also engages the emotional dimensions of culture. Students are invited to experience culture together, not only study it.
PhD in Political Science; specialist in traditions of political thought and Zionist philosophy.
PhD in American History; founder of the Exodus Program; expert in political economy; Head of the Adam Smith Program at the Argaman Institute; Editor-in-Chief of Hashiloach.
Head of the Argaman Institute and Dean of the Center for Israeli Liberty.
PhD in International Relations; research focuses on worldviews and strategic security thinking; Captain (Res.), IDF Intelligence Directorate.
Lecturer in Law at the Peres Academic Center; Senior Fellow at the Begin Center for Law and Zionism; Editor of Reshut HaRabim.
Brigadier General (Res.); former Financial Advisor to the IDF Chief of Staff, Head of the IDF Budget Division, and Head of the Ministry of Defense Budget Department (2014–2017); Senior Researcher at the Institute for National Security Studies.
Undergraduate students in their second year or higher
Minimum average grade of 85
Qualified candidates will be invited for an admission interview
