Oy to the World?

Getting back into the blog, posting some older pieces that never went online. 

If you have spent five minutes on social media, Amazon or in Homegoods, you have likely seen a mug, napkins, a sweater or a pair of socks with an image of a Chanukiah (Chanukah Menorah) with the phrase “Oy to the World!” imprinted on it. I am not going to rant about mixing Christmas-based phrases with Chanukah imagery – although I am sure that among us we have many different opinions. I hope that as members of a Reform congregation, we can agree that many of our homes mix the themes, images and phrases quite readily – since the members of our families and friend groupings bring so many different ideas and beliefs to the table, and enrich us all.

I want to spend a moment looking at why we should be a little more careful to keep these two celebrations a little bit separate. I am not so concerned with one “winning” over the other. Adam Sandler’s song notwithstanding, I do not really think there is a competition. One of the core values in Kehilah and at B’nai Israel as a whole is Derekh Eretz – literally “the way of the land.” A good interpretation might be “doing the right thing.”

Let’s look at the significance of each celebration to those who hold it dear. To believing, practicing Christians, Christmas and Easter are the High Holy Days. They celebrate the birth and the resurrection of the central figure of their faith. Trees, carols, gifts and retail sales are not actually part of the central belief system. Sure, they are part of how many – perhaps most – who celebrate choose to do so. If we were try and name the two Jewish holy days on par in terms of importance, I think we would all come to agree that Rosh Hashanah and Yom Kippur are our two most sacred days.

Chanukah on the other hand – while a completely awesome holiday, especially for kids – is of relatively minor importance from a religious perspective. In fact, the rabbis of the Mishnah and Talmud (200 BCE – 500 CE) did not think any of the four Books of the Macabees were suitable for inclusion in the collection we now call the Hebrew Bible. They felt the events were too recent to be raised to the level of sacred text. (And there may have been some concern that the Maccabean kings were not descendants of King David, yet another story.) In Israel, Chanukah is very popular as a celebration of Jewish independence. And the winter school/work break is timed to whenever Chanukah falls.

Scholars like to point out that the timing of these holidays have less to do with the religious/historical events they celebrate and more with the emotional/spiritual need for light at the darkest time of the year. And that likely predates both faiths. Okay.

Let me suggest we rejoice in Chanukah. Let’s make latkes and sufganiyot. Let’s spin dreidels and tell the story of the Macabees. Let’s give tzedakah – which is a part of nearly all of our celebrations. And let’s support our Christian friends and family members in their celebration of Christmas in whatever way is meaningful to them.

And let’s be clear that each celebration has a unique meaning. One is not better than the other. If it is your celebration, it is wonderful. Chanukah does not need to borrow memes or slogans from Christmas. Both holidays have one more thing in common – bringing people together to celebrate and be with one another. Let’s do that too!

Chag Chanukah Sameach! (Happy Chanukah!)

Ira

 

 

Even the way you hold your glass matters

On August 28th the world tipped a little further on its side for some of us. That was the day Mark S. Shapiro, my rabbi, died. Now there have been a number of rabbis who I have called MY rabbi. MSS, as many of us who speak or write about him, was my first rabbi. We joined B'nai Jehoshua Beth Elohim when I was entering second grade in 1968. My Grampa Leo had died that summer, and sometime before he did , he told my mom it was time I started Hebrew school.

MSS was not just the rabbi who told Chelm stories on the bimah and gave you a pen with the temple's name on it when he called up all of the September birthday kids. (It was usually in pieces before the Oneg.) He was not just the rabbi encouraged us all to go to Olin Sang Ruby Union Institute. He was not just the rabbi who pulled out his guitar and sang "We're in the same boat brother."

"I see you." Many others have written about that Na'vi greeting in the movie Avatar means so incredibly much. it is about seeing deeper than the surface. It is about seeing the person inside the wrapper. MSS saw each of us. It wasn't that he knew what felt or thought - although sometimes it seemed he did. The idea, and I have now heard may who knew him describe it different ways, is that no matter who you were or how old you were, he listened. He saw you. And he was happy to wait until you showed yourself, and got to see him back. And he taught me - and many others - the patience to see others.

I started a closed Facebook group called "I am a Jewish Leader and Mark S. Shapiro was my rabbi!" many years ago. Dozens of us went on to become Jewish professionals. Dozens more became teachers and lay leaders in Jewish communities around the world. What follows is something I posted there two weeks after MSS died. I realize now, that he was teaching us how to try and see God in our actions and in one another.

I am not usually one to post in Shabbat. The dishes are done and I wanted to share a teaching I learned from MSS that I shared two weeks ago tonight with my family (not for the first time). So close your books (this is what MSS would say when it was time for the sermon).

It may have been at temple. It may have been in the Rotunda at OSRUI, either in the summer or on retreat. We were all about to sing the Kiddush when rabbi looked around and said (approximately-it was at least 40 years ago):

"It is important to think about how you hold your Kiddish cup. When you are holding it up high with one hand it looks like you are making a toast. Not a bad thing - maybe 'Here's to You, God.'

But we are not drinking a toast. We are saying Kiddush, making Shabbat holy with our blessing. So we should hold it in two hands because we are receiving a gift...the gift of Shabbat."

Thanks rabbi. I have taught that to my students and campers ever since. Shabbat shalom y'all.

Virtual Experiential Education: It Works!

I do not believe that anyone who is reading this does not already know about eJewishPhilanthropy.com, an amazing curated blog that covers Jewish Philanthropy and Jewish Education. "To assist organizations progress as they adapt to the continuing changes and challenges of the 21st Century, eJewish Philanthropy was launched in 2007 as an independent on-line publisher and a facilitator of resource mobilization serving the professional Jewish community."

There are some very important articles that originate or end up there. This is on of them. If you want to make a comment, I urge you to so on their page: https://ejewishphilanthropy.com/virtual-experiential-education-it-works/ in order to engage in the wider conversation. I include the article here because I think it is relevant and would like to talk about it with you.

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Virtual Experiential Education: It Works!

By Anna Serviansky

In designing JustCity/CityStage 2.0, JTS’s Pre-College summer program for teens, our team of educators intentionally crafted a setting and learning environment where the objectives of experiential education would be met. While we were unsure how this unchartered territory of an online format versus the in-person experience we had curated for years would be received, it took only the first day of seeing the program unfold in action to realize that our careful planning was producing the results we hoped for. A community of learners was formed, the social emotional needs of the group were met, and the teens were excited to learn in the dynamic, experiential environment we engineered. As we step back to review what made our program a success, I can distill the elements that took place and see that in fact they mirror what researchers have been studying for decades.

While some might question whether excellent experiential education can happen online, if certain conditions are present, then the setting is less important and learning outcomes will be met in the positive, reflective manner that contributes to the personal growth of our learners. While informal Jewish education, which includes experiential education, tends to be tied to say the place of camp, JCC, youth movement, or synagogue as juxtaposed to the formal classroom setting, this notion of “place” is becoming less important to where informal and experiential education can thrive and accelerate outcomes.

In fact, as Dr. Barry Chazan writes describing informal Jewish education, “It works by creating venues, by developing a total educational culture, and by co-opting the social context … it does not call for any one venue but may happen in a variety of settings.” (Chazan, The Philosophy of Informal Jewish Education, 35). Our finding was that indeed, in our virtual platform, we were able to create a venue and social context where our learners could process their own Jewish identity within the current milieu among a community of like-minded peers and knowledgeable educators.

Moreover, reviewing Dr. Jeffrey Kress’s rubric of quality experiential Jewish education, we have a road map for not only what made our program successful, but also what can be translated to future impactful virtual programs. (Kress, Experiential Jewish Education Has Arrived! Now What?, 326). I will divide this rubric into two categories and explore how we might continue to make use of the six elements he outlines.

Logistics, Relationships, and Participant Involvement. Our schedule was modified to meet the needs of our participants and educators (ibid). We had three sessions spread throughout the day with ample breaks. Our first class was a text-based class on Judaism and justice that used contemporary and ancient writings as a jumping off point for students to relate to their own questions on certain justice issues from immigration to the environment and more. Our second class was a creative arts workshop where learners had an opportunity to explore those justice topics deeper through poetry, song, and theater. And at the conclusion of each day, a third educator facilitated participant involvement where teens planned their own reflections and social activities. All of the educators nurtured learning environments where they modeled how to do Judaism and social justice and how to form a community around these issues from different perspectives that teens could relate to. They also purposefully constructed relationships between the teens themselves throughout their programming.

Ritual, Spirituality, Programmatic/Developmental Elements. For a pluralistic program like ours, we celebrated Shabbat Friday afternoons with reflections, divrei torah, and singing. As when we are in person, we continued our model of a diversity of forms of spiritual exploration and reflection tools not only during Shabbat, but also as a way to process our learning, both context and social-emotional, through journaling, the arts, and more. The positive energy of our educators who used music, creative check ins, and digital strategies transferred to our teens who often wanted to hang out outside of scheduled times. And, we focused on opportunities where our learners could become skilled practitioners, applying what they learned in real time from how to study a Jewish text to how to advocate for causes to how to have tough conversations with those of differing views.

Our virtual program included all six of those elements that comprise excellent Jewish experiential education. And, so, perhaps we should not have been surprised that the “venue” itself did not matter and that a virtual program can provide learners with what they need. In their own words, teens reflected on the power of this experience:

“I didn’t think I’d create the same bonds I have at other summer programs because we were online and not spending time together 24/7, but I was so wrong. I made so many friends, and it’s just been so amazing!” Miriam S.

“My favorite thing about this program was getting to learn from my peers. Rather than just being talked at by our teachers, we were able to have open discussions and hear each other’s ideas on relevant issues. I also really loved being able to connect Jewish texts to modern day social justice issues. I had never done that before, and it was super interesting.” Yaya S.

The hallmark of any good experiential Jewish education to my mind is when the participants do not want the experience to be over. Many of them wished they could continue their learning together and spoke extensively about how much they had appreciated the community during a challenging summer. And so, while the world is changed, we must continue to bring the very best of experiential Jewish education virtually, and when we do so, we will continue to meet our objectives of developing strong connections to Judaism and to one another.

Anna Serviansky is Associate Dean of List College and the Kekst Graduate School and the Director of JTS Pre-College.