I share Dr. Charles Edelsberg’s trepidations about making predictions,
especially when it comes to the curriculum – in its broadest sense – of
Reform Jewish education. With dramatic changes underway in both the
American and Jewish communal landscapes, it would seem folly to make
statements for which one might be held accountable. And yet, because we
are at a point in history when, as they say, “change is the new
constant,” it is a question that must be addressed.
Indeed all learning, and most especially Jewish learning, needs to be relevant to the student— from the very youngest to those who are older. Watching my 5-year-old nephew sing Jewish songs because he understands the relevance of the lyrics to his life brings joy to my heart. Even better is to watch him talk with my 95-year-old grandmother, his great-grandmother, about a particular Jewish holiday about which he also sings. Here, it is clear that the curriculum is touching the heart of a student and is being shared with others. This core of relevancy will be vital to the avenue of delivery that is chosen.
Harnessing technology’s potential for education is one area that Jewish educators likely will need to address to ensure that we are on the cutting edge and not lagging behind. With today’s ever-changing technology, however, we cannot limit ourselves by stating that a curriculum ought to use the web, or a particular app or social utility such as Twitter or Pinterest. All too often, Jewish education lacks the ability to make nimble adjustments based on changes in our North American culture.
Abraham Joshua Heschel taught us, “What we need more than anything else is not textbooks but text people.” My interpretation of this quote for our times is that we need teachers who are living models of Judaism and masters in the art of engagement. Although the faculty as a whole needs to embrace the beautiful tapestry in which one can live a Jewish life, individual teachers—through their relationships with students—must be able to translate a true love of Judaism to the next generation. The world we live in does not embrace community in the same ways as of old. Once, people joined congregations to be part of a community, to seek opportunities for education and spiritual fulfillment; today, people join congregations because of individuals. It is the one-on-one relationships that then grow to create a community. Such community-building needs to take place in all our educational settings – encompassing the youngest of our learners through to those with lived-life wisdom.
As the North American Jewish community changes, it is our responsibility to make this a time of inspiration and spiritual growth that will create an ever-vibrant Judaism. The National Association of Temple Educators (NATE) and its members understand and embrace our role in shalshelet hakabalah, the chain of tradition.
Indeed all learning, and most especially Jewish learning, needs to be relevant to the student— from the very youngest to those who are older. Watching my 5-year-old nephew sing Jewish songs because he understands the relevance of the lyrics to his life brings joy to my heart. Even better is to watch him talk with my 95-year-old grandmother, his great-grandmother, about a particular Jewish holiday about which he also sings. Here, it is clear that the curriculum is touching the heart of a student and is being shared with others. This core of relevancy will be vital to the avenue of delivery that is chosen.
Harnessing technology’s potential for education is one area that Jewish educators likely will need to address to ensure that we are on the cutting edge and not lagging behind. With today’s ever-changing technology, however, we cannot limit ourselves by stating that a curriculum ought to use the web, or a particular app or social utility such as Twitter or Pinterest. All too often, Jewish education lacks the ability to make nimble adjustments based on changes in our North American culture.
Abraham Joshua Heschel taught us, “What we need more than anything else is not textbooks but text people.” My interpretation of this quote for our times is that we need teachers who are living models of Judaism and masters in the art of engagement. Although the faculty as a whole needs to embrace the beautiful tapestry in which one can live a Jewish life, individual teachers—through their relationships with students—must be able to translate a true love of Judaism to the next generation. The world we live in does not embrace community in the same ways as of old. Once, people joined congregations to be part of a community, to seek opportunities for education and spiritual fulfillment; today, people join congregations because of individuals. It is the one-on-one relationships that then grow to create a community. Such community-building needs to take place in all our educational settings – encompassing the youngest of our learners through to those with lived-life wisdom.
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| Lisa Lieberman Barzilai |
As the North American Jewish community changes, it is our responsibility to make this a time of inspiration and spiritual growth that will create an ever-vibrant Judaism. The National Association of Temple Educators (NATE) and its members understand and embrace our role in shalshelet hakabalah, the chain of tradition.
I echo your sentiments, Lisa, but I would go one step farther. In addition to teachers building relationships with students, I feel they need to also build them with parents. Through open exchange of what goes on in the classroom with the parents, we can reinforce what happens. Last week, after our first session, I had a parent ask if I could help her send an email to all the families in her daughter's class. She wanted to share the excitement she felt after meeting the teacher and how much her entire family was looking forward to this year of learning together. Building a relationally based congregation and school is what it's all about. The programming is secondary and should support the relationships if we want Judaism to thrive in future generations.
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