About Dror Moshe Aharoni

I'm a physicist who became a teacher who became an AI builder — and, more recently, started asking how AI itself should be taught. For the past eleven years I've worked at the intersection of science, education, and technology: teaching physics, leading student-research programs, redesigning how an entire educational organization uses AI in its day-to-day work, and developing an independent research proposal in AI alignment.

I hold an M.Sc. in Physics from Ben-Gurion University, where I specialized in quantum optics, and a B.Sc. in Physics and Computer Science from the same institution. Before teaching I spent two years as a QA engineer at Intel (2012–2014). In 2015 I joined the Schwartz/Reisman Science Education Center (affiliated with the Weizmann Institute of Science) in Rehovot, Israel, where I started as a physics teacher and grew into program leadership — first as Head of Pedagogical Innovation, then as Deputy Director.

Teaching, CERN, and the Internal AI Rollout

At Schwartz/Reisman I taught physics to gifted high-school students, ran research projects with them, and led educational expeditions to CERN — taking groups of students inside one of the most demanding research environments in the world and helping them connect what they had studied in class to what physicists actually do.

In parallel, I built the center's AI program from scratch. It began in 2019, when I started exploring what generative AI could mean for teaching and learning. By 2023–2025 a pilot of ten teachers experimenting with prompts and bots had grown into an internal system used by over a hundred staff: shared workflows, custom educational bots, prompt libraries, and a culture in which AI was treated as a daily collaborator rather than a novelty.

I also initiated and organized two organization-wide AI conferences at the Schwartz/Reisman Institute — a full-day event in July 2023 (~40 attendees) and a larger one in July 2025 (~80 attendees), reaching a total of roughly 120 employees. Each conference featured lectures (one by me, one by an external speaker) and hands-on workshops (one led by me, 3–4 led by teachers I had trained). Both conferences were entirely my initiative, including persuading management to fund and support them.

AI in Education

Since 2023 I have also run an independent practice as an AI educator, builder, and consultant. Current and recent work includes:

AI Alignment Research — The Rearing Paradigm

Over the past year I've been developing an independent research program in AI alignment / AI safety called The Rearing Paradigm. Its core claim is that what alignment researchers are actually trying to achieve is not, in the end, programming — it is education: models that orient toward human flourishing because that orientation is part of how they process the world, not because they were told to.

The paradigm reframes alignment as developmental education rather than post-hoc constraint engineering, and draws on three sources current alignment work has not yet used systematically:

I think of my role here as intellectual catalyst rather than sole researcher — the person who saw certain connections because of eleven years standing in classrooms watching the difference between students who learn the rule and students who learn the underlying thing.

I'm currently in dialogue with researchers in education, alignment, and ethics across institutions including the Weizmann Institute, the University of Connecticut, the Technion, and the Vatican-affiliated Institute for Technology, Ethics and Culture (ITEC), and actively looking for serious co-authors and collaborators.