The Neshama of Baseball - a New Season (again)

This was originally posted in 2017. Like the cycle of holidays, the cycle of life and the eco-cycle, Baseball is born anew each spring. With baseball opening today, I felt the need to repost it!

A busy winter has kept me away from the blog. But it is time for spring, Pesach and Baseball (although it looks like opening day is a wash for the Cubs and Cards. One of my favorite Cardinals fans is Stephanie Crawley, who is a rabbinic student at HUC-JIR and who interns at our congregation. This was a D'var Torah she gave on November 4, 2016, the week before the election and the week after the Cubs won the world series. She agreed to let me post it for opening day. Please enjoy!

---

Each year at this time, Jews read the story of Noah, of the terrible flood, and of the miracle of the rainbow, which signified a better future for humanity. 

On Wednesday night, an estimated 40 million people sat on couches, on bar stools, and on stadium seats, witnessing the Chicago Cubs make history.

For Noah, It rained for 40 days, and 40 nights.

For the Cubs, I did the math, and turns out that if you count the days, their 108-season World-Series losing streak amounts to just about 40 total years of baseball played.

For 40 years of day games and 40 years of night games, it rained on the Cubs.

Earlier this week, when the Cubs were down 3 games to 1, it seemed like the deluge of despair wasn’t going to end.

Noah anticipated his salvation. He had hope, sending out a raven to search for dry land.

The raven never returned, but like the Cubs’ fans, Noah didn’t stop hoping.

Noah sent out a dove who returned with an olive branch,

and the Cubs came back to tie up the series 3-3.

Noah’s ark finally came to rest on dry land after 7 months, on the 17^th day of the month.

And the Cubbies finally broke their curse in the Game 7 of the world series, in their, wait for it, 17^th postseason game.

Coincidence? Almost certainly. Creative mathematics? Maybe.

Or, perhaps, a sign of the magic that baseball and Judaism share.

Wednesday night was the stuff of legends, a game for the ages, baseball at its best—two underdog teams battling it out in a fantastical, impossible journey to win it all in the end.

Hearts jumped in simpatico as we watched home runs, stolen bases, errors, and even… a rain delay.

We were attending, what the classic baseball movie, Bull Durham, poetically describes: “the Church of Baseball.”

For as long as I have been a Jew, I have been a baseball fan. I am not unique in this respect. Much has been written about the love affair between baseball and the Jews. This passion can be attributed to the history of an immigrant community hungry to be a part of American culture.

But it is more than just historical correlation. Rabbi Jonathan Cohen enumerates the numerous parallels between baseball and Judaism: “both venerate tradition, both emphasize community, both attach importance to special foods (think of ballpark franks, and don’t forget the peanuts and Cracker Jacks). Both have their rituals – e.g., the ceremonial throwing out of the first pitch, the seventh-inning stretch. There are even baseball “holidays,” such as the All-Star game and the World Series.”^[1]

One of my favorite jokes asserts that even God is a baseball fan. How do we know? Because the Torah starts with “In the Big Inning…”

But the most important commonalities have less to do with the superficial similarities like traditional foods or dates on the calendar. The parallels exist on a more spiritual plane. Love for a team, or a sport, like faith, can often seem irrational. A pure rationalist might look at the outpouring of tears and celebrations that took place on Wednesday night, or at today’s parade in Chicago and deem them “silly.”

                                   

“It is only a game,” they might say. “What’s all the fuss?”

My answer to that would be, that, at their best, baseball and Judaism are about experiencing the ineffable, about transcending the mundane. The religious or spiritual resides [in a domain beyond words.] In an age of gigabytes and picoseconds, we tend to live too quickly and to miss much that we might see. Baseball, as it turns out, can help us develop the capacity to see through to another, sacred space,” writes former NYU Chancellor, John Sexton, who taught a yearly seminar entitled Baseball as a Road to God, which he later turned into a book.^[2]

Baseball provides an opportunity “to transcend the mundane experience of everyday life…”^[3] Sexton writes.  “While the teams and players on the field may change each autumn, the game’s evocative power is continuous. Opening Day in the spring and the World Series in the fall are the bookends of baseball’s liturgical time, and within the rituals of each season, fans are converted to believers…and events become part of a mythology, forever remembered and repeated with the solemnity of the most beloved sacred stories. And inevitably, each season brings its moments of heightened awareness—divergent from ordinary time and place—in which some discover a connection to something deeper than the ordinary. Such moments are remembered not merely for what they literally were but for what they evoked in those who experienced them.”^[4]

If we just changed a little bit of the vocabulary, I could make this very same statement about Judaism.

Our team is Judaism. The worship-ers and synagogues may change over time, but every spring, Passover still arrives, and we still have Rosh Hashanah every fall, we repeat the same stories over and over, and add our own stories to Judaism’s sacred narrative. And from time to time, when it really works, we may experience moments of heightened awareness, some kind of connection beyond our ordinary experiences.

We need these rituals in order to experience moments of ineffable power. As much as we may try, we cannot rationalize the feeling of 100,000 people holding their breath as they wait to see if the wind will carry the long fly ball into the stands for a home-run.

Nor can we articulate the awesome power of hearing the blast of the shofar, or watching a Bar or Bat mitzvah chant from the very same book that our ancestors read.

This world series brought joy, comfort, and escape in a difficult time in our divided nation.

In his famous speech in the film Field of Dreams, James Earl Jones’s character declares the saliency of Baseball in our nation: “The one constant through all the years, Ray, has been baseball. America has rolled by like an army of steamrollers. It's been erased like a blackboard, rebuilt, and erased again. But baseball has marked the time. This field, this game, is a part of our past, Ray. It reminds us of all that once was good, and it could be again.”

I don’t know what the outcome of Tuesday’s election will be. But I take comfort in the fact that in 149 days, my beloved St. Louis Cardinals will repeat the sacred cycle, and have another chance on opening day.

There will always be another year, more awe-filled moments, and a reason to hope.

---

^[1]Sermon by Cohen, Rabbi Jonathan. "Baseball and Jewish Values. http://www.mishkantorah.org/rabbi-jonathan-cohen/baseball-and-jewish-values.

^[2] Sexton, John, Thomas with Oliphant and Peter J. Schwartz. Baseball As a Road to God: Seeing Beyond the Game. New York: Penguin Publishing Group, 2013. p. 5.

^[3] Sexton, 9.

^[4] Sexton, 14.

---

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.

---

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.

Civilly Speaking: A Curriculum on Civil Discourse (redux)

In the summer of 2018, Harlene Appelman, a mentor, friend and the Executive Director of the Covenant Foundation asked me and Joel Lurie Grishaver (also a mentor, friend and the Creative Chair of Torah Aura Productions) to create a curriculum on civil discourse.

She looked at the public environment and saw and heard people shouting at the top of their voices. And using language that would have gotten your mouth washed out with soap - at least if you grew up before the 1980's. Few people in the public sphere were listening to one another. Conversations were often no longer a free exchange of ideas leading to people making up their own minds, or even for seeking common ground to move forward together. They became competitive events to be won or lost.

Harlene was clear - we could not take sides in this curriculum. To be authentic, we had to begin from a place where all positions have legitimacy - the point was to focus on how to engage with one another with respect. We had to make sure that all participants understood that we are all created B'tzelem Elohim - in God's image. Even though we can agree that Nazis are bad, there were examples in real life that we avoided in order to not fall into the trap of seeming to take sides. Teachers years from now can look back to the events of this past decade with greater perspective.

As I watch the news and the various political campaigns right now, I think we need to get back to being civil with one another more than ever. When the rabbis of the Talmud considered the question of how God could have allowed the Romans to destroy the Temple in 70 C.E., the only answer that made sense to them was Sinat Chinam - baseless hatred. The Saducees, Pharisees, Zealots, Sicarii and Essenes were splinter groups (some of the splinters were very large) who were often incapable of coming together for the good of the Jewish people. The rabbis said that if they could have figured out a unified position, the Temple would still be standing.

And as President Lincoln said in accepting the nomination of the fledgling Republican party in 1858: "A house divided against itself cannot stand." That was true then when the issue was slavery. It is equally true today when the issues are many and varied.

Friends, teachers, colleagues: I urge you to teach the value of civility. Be like Shammai and greet each person with a smile and teach your learners to do the same. And on behalf of myself and Joel, I invite you to download the free six lesson curriculum on Civil Discourse from the Covenant Foundation site. Each lesson has three versions. One is for middle school, one for high school and one for adults. Feel free to mix and match parts based on your knowledge of those you are teaching.

Help us keep the metaphoric temple - the United States and the Constitution - from being destroyed.

The curriculum is here: https://www.covenantfn.org/news/civilly-speaking-a-curriculum-on-civil-discourse/

What A Long, Strange Trip It Could Be!

You would think that with the pandemic and quarantine I would have posted often. As I look at the past six months or so, I realize two thing about my time. I am not sure if this is universal, or just my mishigas (craziness).

1. I have been busier than ever before. Working with lay leaders and colleagues, we spent an enormous amount of time figuring out what learning should look like at our congregation. We spoke to nearly every family of returning students. Teachers and I spent a great deal of time online together and individually developing skills for both lesson planning and teaching in a digital space as well as figuring out out how to adapt to teaching outdoors with masks and distancing.
   
   
2. At the same time, so many items that had been part of the regular flow have work has been laid aside. I have a lot of folders in the standing rack on my desk that I have not touched in months. I plan on scheduling an hour every few days to triage some of those files. If I am not touching them, I probably don't need them. 

Today is the first Monday after the end of the fall festivals. As I reflect on the Cheshbon hanefesh - the accounting of the soul - that I, like many of you engaged in during the High Holy Days, I gave some thought to this blog.

On the one hand, my most recent post was six months ago. I have treated this blog like those files on my desk. One thought was to say goodbye today.

On the other hand, when I have been more active in this space. I have found the act of writing as well as the occasional conversation it has engendered - on Facebook, via email or even the occasional live or digital face to face - has been valuable to me. And I hope occasionally to someone who has read it.

So I am back. Whether this more of a digital diary for myself or the beginning of conversations with you, whoever you may be, is not up to me. If you are reading this, I hope you will see this as an invitation to engage. In my happiest dreams, I would write regularly and so would you. I am happy to post your thoughts and give full credit. I will also include the occasional article I come across that I think worth sharing and/or reacting to - kind of like when I was curating JeducationWorld.com (of blessed memory). 

The title of this blog comes from a television ad for a video game system from the early 1990's. Welcome to the Next Level in the ad was a play on how when you defeat the obstacles on the screen of a video game, you move to another, harder level. The ad suggested that buying their gaming system was taking you to a higher level of gaming. I adopted the name for this blog because of belief that in Jewish education, we have to do the same thing. We are always working for the win - a successful lesson or experience that engages the learners. And we are always trying to level up. 

Social, emotional and spiritual learning (SESL) were not part of the vocabulary in 1991 (when I began to use the term "Welcome to the Next Level" in my work, but long before I started this blog). And Experiential Learning is light years beyond the informal education or even the confluent education some of us studied with Bill Cutter 29 years ago. And the way learners perceive their world and we perceive them has changed in significant ways, and not just in terms of their digital acuity. Their life both in school and afterward are very different.

The day I stop trying to innovate and learn from my learners is the day I apply to be a Disney cast member so I can operate the roller coaster or log ride. And I want to learn from and with all of you.

I would love it if you were along for the ride.

L'shalom,

Ira

The Socially Distanced Full-Contact Seder ™

Before our children were even conceived (the youngest turns 22 on Sunday) my wife Audrey and I developed what we called the Full-Contact Seder. The idea was to create a Seder that was so engaging that the children we would someday have would be an experience that filled them with wonder. Thanks to being at the seder at Kibbutz Lotan in 1989 - where we saw five little ones mesmerized by the shadow-maggid their parents performed - we were determined. And with the help of family and friends, I believe we succeeded for many years. 

We continue to make our seder with many of those same friends and when COVID-19 decided on a Zoom seder for us, we dusted it off. Here is the introduction of the planning document. I happily share the planning document which are welcome to copy or download. The comments are live on the document, and I invite your thoughts, suggestions and ideas. You can find it at this link:

Socially Distanced Full-Contact Seder ™

---

Welcome to the Family Virtual Seder Planning Page!

Also known as the Socially Distanced Full-Contact Seder ™

So it took a few (thousand) years, but we finally have a seder that is fully a product of experiential learning. I was opposed to having an actual plague this year, but you all know how THOSE guys get when they start getting silly.

My understanding of the plan is that we are going to a modified digital version of the Full Contact Seder we did when all of our kids lived at home and were too young to tell us to cut it out.

Below is an outline of the 15 parts of the seder (and some of them are subdivided into more parts). Each has at least one link to a site that will explain what it is about or other relevant information. We agreed that each participating family will take responsibility for at least two of the items. That may include dealing one of them off to a child(ren) or even the one communal grandchild. If you can deal more than one off (keeping at least one for yourselves, of course) awesome! We can skip or just talk about the ones no one took!

The task for each part or sub part is to creatively express, teach or engage us in the meaning of that part of the Seder.

We are using Zoom on a professional account, so the only time limit is the patience of everyone attending (so no filibusters!). You can share your screen with the group, so if you have something prepared on your computer or on another website (e.g. a YouTube Video, Prezy or the like) there is no problem.

As soon as you decide which TWO parts (or sub-parts) you want to own, please put your name on the chart below so we don’t have two families or individuals planning the same part.

I will post prayer sheets, etc. as pdfs for all to download. If you would like to post anything, go ahead or send it to me and I can convert it and post if you prefer.

Ira

Here is the link again.
Socially Distanced Full-Contact Seder ™