היום שלשים יום, שהם ארבעה שבועות ושני ימים, בעמר
Today is thirty days, which is four weeks and two days, of the omer
גוורה שבהוד
A day of strength in a week of humility
I am humbled when my b-mitzvah students take in my teachings and make it their own. This is the strength and the future of our people.
Musings on life as I travel down a path of Jewish spiritual practice--listening to the ancient words speak to us in the world of today....
Showing posts with label teaching. Show all posts
Showing posts with label teaching. Show all posts
Thursday, May 11, 2017
Wednesday, May 03, 2017
Now, go and study
היום שנים ועשרים יום, שהם שלשה שבועות ושני ימים, בעמר
Today is twenty-two days, which is three weeks and one day, of the omer
חסד שבנצח
A day of loving kindness in a week of perseverance
The first partnership of chesed/loving kindness and netzakh/perseverance during the first week of the omer, was about the influence of chesed on netzach, bringing softness to determination. Today we have the flip side, bringing tenaciousness to softheartedness.
There is a focus to true acts of loving kindness, not just words said to appease. How do we get that focus? Sometimes, the universe gives the answer, as I share two teachings that I am about to share with a student.
Today is twenty-two days, which is three weeks and one day, of the omer
חסד שבנצח
A day of loving kindness in a week of perseverance
The first partnership of chesed/loving kindness and netzakh/perseverance during the first week of the omer, was about the influence of chesed on netzach, bringing softness to determination. Today we have the flip side, bringing tenaciousness to softheartedness.
There is a focus to true acts of loving kindness, not just words said to appease. How do we get that focus? Sometimes, the universe gives the answer, as I share two teachings that I am about to share with a student.
Rabbi Tarfon and the Elders were reclining in the loft of the house of Nit’za in Lod, when this question was asked of them: Is study greater or is action greater? Rabbi Tarfon answered and said: Action is greater. Rabbi Akiva answered and said: Study is greater. Everyone answered and said: Study is greater, but not as an independent value; rather, it is greater as study leads to action. --- Babylonian Talmud, Kiddushin 40bThere's a lot to unpack there. As Rabbi Hillel would say, "Now, go and study"
There was a famous saying of Rava: The purpose of learning is repentance and good deeds. ---- Babylonian Talmud, Berakhot 17a
Thursday, May 12, 2016
The blessing that is Aviva Zornberg
היום תשעה עשר יום שהם שני שבועות וחמשה ימים בעמר
Today is nineteen days--that is two weeks and five days--of the omer
הוד שתפארת
A day of humility in a week of compassion
Today is nineteen days--that is two weeks and five days--of the omer
הוד שתפארת
A day of humility in a week of compassion
As mentioned yesterday, I've spent time this week learning from one of the premier biblical scholars of our time, Dr. Aviva Zornberg. It was amazing to be lead through the journey of Moses' life, both within each of the four teaching sessions and on the path from session to session--from his birth to his death. There's so much to absorb, processing the meanings contained in the trajectory of Moses' growth within himself, his complicated relationship with the Israelite people, and his intimate, but sometimes difficult connection with God.
But as special as having this time with this incredible teacher was to also get a chance to hear a bit about her life and how she came to this calling. She had a religious upbringing in Scotland, the daughter of Holocaust survivors. Her father became her teacher from an early age, passing his knowledge and wisdom of Tanach. Aviva admitted that she might have benefitted from the fact that she had no brothers, something that is certainly our gain :) She said she teaches in his lecture style, which is how she is able to take us on these 45 minute journeys in Torah, weaving in so much content but never losing her way.
I got to ask her if she ever took into account the voice of who wrote the various parts of the Tanach, or the layer that the Masorite scribes added to the writing as they cemented the pronunciations and patterns of the chant. She said no, neither of those factors concerned her. She looks to what the text speaks to her, looking at what is there, accepting its inspired sacredness.
Throughout these teachings with this small group, she gave us glimpses of her life. She noted that, feeling the intimacy of the moments. It was such a blessing to learn from and with her, and it was time I will cherish.
Saturday, May 07, 2016
The leadership of my students gives me strength
היום ארבעה עשר יום שהם שני שבועות בעמר
Today is fourteen days--that is two weeks--of the omer
מלכות שבגבורה
A day of leadership in a week of strength
As we end this second week of the omer, I gain strength from the leadership potential of the next generation.
Today is fourteen days--that is two weeks--of the omer
מלכות שבגבורה
A day of leadership in a week of strength
As we end this second week of the omer, I gain strength from the leadership potential of the next generation.
This afternoon I went to see Dance Brigade's Grrrl Brigade perform. "What is that?" you ask. On their web page, you'll see:
"The GRRRL Brigade is an intensive dance/leadership development program designed to provide high quality dance training, performance opportunities, and a sense of self-empowerment for San Francisco's girls ages 9 to 18. Our goal is to give the girls, their parents, and our audience the inspiration, magic, and hope only evocative dance theater can spark in creating a just and peaceful world."
What I can say is "Wow......" Their expression of the environmental and social impact that climate change is and and will continue to have on our world, on THEIR world, through dance and drum and spoken word, was powerful. These girls have a mindfulness that they are not alone in this world, that we need to work together to create. They use fully use body & soul as their voice to bring this mindfulness to us. As long as their vision stays strong, there is hope.
And then I got an email from a student who is applying for a Jewish Teen Foundation. This touched me on two levels. First, that he feels the pull to participate in the program--connecting the values of the Jewish people with a need to make a difference; fulfilling the precept of tikun olam, repair of the world. At his bar mitzvah, he taught about the need to protect the land. Perhaps that had an influence on his decision to pursue this fellowship.
And then there is the personal level that touched me. He wrote: ". . . they asked for someone as a reference that could speak about my character. One of the examples they gave was a religious leader, so I put your name down and contact information down." What can I say :) For all my whining about not being a rabbi, not able to get respect on that level---my students know, to them, I am their rabbi.
A perfect message to end to this day of leadership and strength.
"The GRRRL Brigade is an intensive dance/leadership development program designed to provide high quality dance training, performance opportunities, and a sense of self-empowerment for San Francisco's girls ages 9 to 18. Our goal is to give the girls, their parents, and our audience the inspiration, magic, and hope only evocative dance theater can spark in creating a just and peaceful world."
What I can say is "Wow......" Their expression of the environmental and social impact that climate change is and and will continue to have on our world, on THEIR world, through dance and drum and spoken word, was powerful. These girls have a mindfulness that they are not alone in this world, that we need to work together to create. They use fully use body & soul as their voice to bring this mindfulness to us. As long as their vision stays strong, there is hope.
And then I got an email from a student who is applying for a Jewish Teen Foundation. This touched me on two levels. First, that he feels the pull to participate in the program--connecting the values of the Jewish people with a need to make a difference; fulfilling the precept of tikun olam, repair of the world. At his bar mitzvah, he taught about the need to protect the land. Perhaps that had an influence on his decision to pursue this fellowship.
And then there is the personal level that touched me. He wrote: ". . . they asked for someone as a reference that could speak about my character. One of the examples they gave was a religious leader, so I put your name down and contact information down." What can I say :) For all my whining about not being a rabbi, not able to get respect on that level---my students know, to them, I am their rabbi.
A perfect message to end to this day of leadership and strength.
Labels:
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Saturday, April 30, 2016
Time and Time
היום שבעה ימים שהם שבוע אחד בעמר
Today is seven days--that is one week--of the omer
מלכות שבחסד
A day of leadership in a week of loving kindness
Pesach ends at the seventh day of the omer.
We mark the day and from now on, the week as well.
A reminder that there are different ways to measure time.
Today is seven days--that is one week--of the omer
מלכות שבחסד
A day of leadership in a week of loving kindness
Pesach ends at the seventh day of the omer.
We mark the day and from now on, the week as well.
A reminder that there are different ways to measure time.
Friday, May 09, 2014
It's all about three . . .
היום ארבעה ועשרים יום שהם שלשה שבועות ושלשה ימים בעמר
Today is twenty-four days, which is three weeks and three days of the omerתפראת שבנצח
A day of compassion in a week of perseverance
A day of threes--twenty-four is eight threes which is three weeks and three days. There is a recurring theme of three in Jewish tradition. Abraham traveled three days when he found the place for the binding of Isaac (Gen 22:4). It was on the third new moon, the start of the third month of the liberation from Egypt that the Israelites arrived at Sinai (Ex 19:1). They spent three days in purification rituals before receiving the Asseret Debrot, the 10 utterances know as the 10 commandments (Ex 19:11). In the first chapter of Pirkei Avot, the Teachings of our sages, we learn the teaching from Shimon Ha-Tzadik, "The world rests on three things -- Torah, Avodah--Service, and Gemilut Chasadim--acts of loving kindness. And there's the thread that cycles through so much of ritual and liturgy--creation to revelation to redemption.
Three also seems to be the "magic" number when my students are preparing for their b'nei mitzvah. As they learn to chant, verse by verse, in layers. First, read and get comfortable with the Hebrew words and their meanings. Second, decode the trope, the cantillation, that gives the punctuation, the phrasing, and the music. Third, practice the verse as a whole.
And the practice itself has its meme of three. The first time through is very halting. The second time is better, with stops at the harder words and note combinations. It's with the third round that the smoothness starts to come. It's a phenomena I've now seen again and again...and again :)
Maybe it's the ancients of our heritage looking after the generations ahead. Maybe it's part of that eternal stream of tradition that my students enter into in their journey to adulthood. Maybe it's just the proof positive of "the third time's the charm."
Maybe 3 is the number of perseverance . . .
Thursday, May 08, 2014
Sometimes it all just works . . .
היום שלשה ועשרים יום שהם שלשה שבועות ושני ימים בעמר
Today is twenty-three days, which is three weeks and two days of the omerגבורה שבנצח
A day of strength in a week of perseverance
Yesterday was one of those days that worked from start to finish. A day to remember when things go awry.
I led minyan in the morning, and was surprised at the end of the service with a visit from an eight-year-old friend who had to run in to give me a hug before she boarded the bus for school. She and I have always had a bond, and I know I will be a role model for her. So for her, a woman reading Torah, leading services, and wearing tefillin will be as it should be. May it be so for all of her generation.
Then home to put the finishing touches on my lessons plans for that evening. There are times that can be a struggle, but yesterday it was smooth sailing. In my course on the Jewish experience in America, it was time to teach the Jewish role in the Civil Rights Movement--a favorite lesson of mine. Sadly, these kids are fuzzy on that part of American history in general, most of them just knowing about Martin Luther King and little else. So it's eye-opening for them to learn about the rampant discrimination of the time and the actions of those--so many of them Jews--who fought to help right the wrongs.
Teaching my 7th grade Torah study class has been so difficult this trimester. Things that have worked with other classes just didn't work. The biggest issue is a couple of students who not just refuse to participate, but seem determined to make sure that no one got a chance to learn. Not really wanting to once again put a lot of effort into something that was sure to fail no matter what I did, I chose to show them the G-dcast on the Parashat Masei, use the accompanying curriculum, and hope for the best.
Then it was off to tutor a bar mitzvah student. He's a nice kid, but the training has gone a bit slower than I'd hoped. His Hebrew is not great, which definitely hinders the process. But the system I've developed is kicking in, as he can take the trope that he knows and layer that on the haftarah words. He's doing the decoding, often without my help. I told him how proud I was of him, how he has persevered, how he is really thinking and putting it all together. The smile on his face was a great reward.
Then it was off to teach. And to my surprise, it was a good double-header. It wasn't a surprise that the Jews in America class was engaged--most of them are interested in the topic. But it was nice that in our discussions they referenced earlier classes, making comparisons of the different eras in American history. I really feel like I'm teaching them something they will remember and apply in their lives that lie ahead.
But it was the Torah class that sealed the day for me. It wasn't the most enlightening class, I don't know what the kids will retain, but, for the most part, they followed along with the plan. And the activity, to make up a plan for a city, integrating ecological factors, housing and schools, transportation, commerce, power sources, entertainment and green spaces--intrigued them. There was silliness, but at least they created their towns. The most interesting moment was when I had to take a phone away from one of my most difficult students. She balked at first, but it was her third strike and she had to give it up. She pouted for a bit, but then, lo and behold, became more involved than she had ever been, and seemed not to miss the phone at all. She didn't whine about it, didn't bother me to give it back to her. In fact, I handed it back to her at the end of class without her even asking. A minor triumph, but a triumph none the less.
A true day of strength and perseverance, for both my students and me.
Wednesday, May 07, 2014
Year-end Teaching Perspective
היום שנים ועשרים יום שהם שלשה שבועות ויום אחד בעמר
Today is twenty-two days, which is three weeks and one day of the omerחסד שבנצח
A day of loving-kindness in a week of perseverance
Twenty-two days of the omer, and two more Wednesday night teaching sessions. Time to look at the year, see what worked, what didn't; who I reached, who was seemingly unreachable; what was most rewarding, what was most challenging.
In past years now I've envied day school teachers for their classroom time and resources. So much of the curriculum I read is based on the experiential model with multi-day projects incorporating journals and computer research in small interactive work groups. My teaching environment is too unstable for that. I get 50 minutes, once a week, in a 7 - 8 week module, never really knowing how many and which ones of my 15 registered students will attend on any given day.
This year, thanks to my participation in various discussions with a cadre of dedicated Jewish educators, I've gained a different perspective that reminds me of an advantage I have working in the supplementary synagogue school world. I have more leeway to take those curricula and adapt them to the needs of my students without having to worry about meeting specifically laid out standards. I have the freedom to write my own curriculum, mixing sources as I see fit. I have more flexibility that enables me to let my students take the lead if their input takes the lesson plan off the course that I set. My brief is to bring the critical, creative thinking out of them, without concern of what they need to spit out simply for the sake of passing a test.
All educators have rewards and challenges. The challenges feed our minds, keeping our teachings fresh. The rewards feed our souls, fueling our passion. Keeping both in balance moves us ahead.
Sunday, April 27, 2014
6 million...then and now
היום אחד שנים עשר יום שהם שבוע אחד וחמשה ימים בעמר
Today is twelve days, which is one week and five days of the omer
הוד שבגבורה
A day of humility in a week of strength
Yom HaShoah -- the day we remember those lost in the Holocaust.
At the start of my course on the Shoah, I share this with my students:
We need to teach the why and how of what happened to truly honor the memories of those who lost their lives. Our remembrance needs to encompass a mindfulness that the conditions that brought on that horrible onslaught of the 20th century can happen, and I'm sure some would say has happened, again.
As a young girl growing up in the shadow of the Holocaust, the phrase "Never Again" was drummed into my brain. I feel the pain of that time and place. But I need to take that pain and have it fuel my passion to teach my students an awareness of need to work for justice in this world. The story of our people--the story of freedom and liberation that we told on Pesach; the stories of perseverance and survival that we tell this week--is the foundation of those teachings.
I stood yesterday to say kaddish for all of those lost souls--so many have no one to stand for them. But more than just remembrance--we need to take action in one way or another to ensure we do not witness another Holocaust for any peoples on this earth. In that way, we can truly make their memories a blessing.
Today is twelve days, which is one week and five days of the omer
הוד שבגבורה
A day of humility in a week of strength
Yom HaShoah -- the day we remember those lost in the Holocaust.
At the start of my course on the Shoah, I share this with my students:
There are a little over six million Jews in the US.It's one way I can impress upon them the enormity of what happened in the Shoah. It's inconceivable and incomprehensible. For no reason other than they were of a certain religion and ethnicity, 6 million people were murdered. And too many people stood by and watched it happen.
Six million.What if all the Jews in the US were to disappear?
We need to teach the why and how of what happened to truly honor the memories of those who lost their lives. Our remembrance needs to encompass a mindfulness that the conditions that brought on that horrible onslaught of the 20th century can happen, and I'm sure some would say has happened, again.
As a young girl growing up in the shadow of the Holocaust, the phrase "Never Again" was drummed into my brain. I feel the pain of that time and place. But I need to take that pain and have it fuel my passion to teach my students an awareness of need to work for justice in this world. The story of our people--the story of freedom and liberation that we told on Pesach; the stories of perseverance and survival that we tell this week--is the foundation of those teachings.
I stood yesterday to say kaddish for all of those lost souls--so many have no one to stand for them. But more than just remembrance--we need to take action in one way or another to ensure we do not witness another Holocaust for any peoples on this earth. In that way, we can truly make their memories a blessing.
Labels:
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Wednesday, April 23, 2014
When lesson plans get personal
היום שמונה ימים שהם שבוע אחד ויום אחד בעמר
Today is eight days, which is one week and one day of the omer
חסד שבגבורה
A day of loving kindness in a week of strength
I'm in the midst of an 8 session course I'm teaching to 7th & 8th graders on the Jewish experience in America. Most of the students are interested in the subject--a nice plus that's not always the case when teaching in a supplementary synagogue environment. And those that are there just to mark time have been, for the most part, engaged--another check mark in the plus column. I can think of two aspects that may have piqued their interest.
One is that they are learning something new--a part of American and Jewish history they have not been exposed to before. It was great to hear a collective "that's cool" when I showed them a prayer written in Hebrew to honor the ratification of the Constitution that included an acrostic of "Washington" in Hebrew. They had also never considered that there would be Jews who were slave owners, as we considered what seders would have been like for southern Jews, speaking of their ancestors' liberation from slavery while being served by their own African-American slaves.
I think, and I certainly hope, that this subject is also making them think about their own relationship to being a Jew in America. I set the stage in the first class as we talked about the whether they thought of themselves as Jewish-Americans or American-Jews, and what the difference between the two would be.
The lesson I will teach this evening was actually one catalyst to me developing this course. We will be looking at the time period of the great wave of immigration to America from 1880 - 1920, when approximately 23 million immigrants entered the country, mostly from European countries. Around 2 million of those immigrants were Jews, mostly from Eastern Europe. Many of those Jews crowded into New York City's Lower East Side, creating a new world for Jews in American where, for the first time, they are a majority, albeit in a small corner of the country. Since most of my students are California natives, the immigrant experience as it applies to Jews is new territory for them, and something I think it's important for them to know. It's not just about teaching them about their heritage, which is important, but my hope is that it will give them a closer lens from which to look at all the immigration issues facing us in America today.
In planning this lesson, I realized I could also make it personal for me. I will be sharing photos of my family--photos taken in both the old and new worlds. I will show them my grandmother's family. I will show them a photo of my great-grandfather in his klezmer band in Poland, and my grandfather when he played with Paul Whiteman's band in New York. I'll show them the ship manifests from the Ellis Island website, with the records entry for my grandmother, my aunt, and my great-grandmother Malkah--for whom I'm named.
I'm hoping bringing in my family's story will help make this time period come alive for them. Maybe I can get another "that's cool" reaction. It is pretty cool for me to be able use these mementos from my family's past to teach those who are the future of our people. It not only brings to life the phrase, "L'dor v'dor" - from generation to generation, but it lets me honor the memories of those who were dear to me, truly making them a blessing.
Today is eight days, which is one week and one day of the omer
חסד שבגבורה
A day of loving kindness in a week of strength
I'm in the midst of an 8 session course I'm teaching to 7th & 8th graders on the Jewish experience in America. Most of the students are interested in the subject--a nice plus that's not always the case when teaching in a supplementary synagogue environment. And those that are there just to mark time have been, for the most part, engaged--another check mark in the plus column. I can think of two aspects that may have piqued their interest.
One is that they are learning something new--a part of American and Jewish history they have not been exposed to before. It was great to hear a collective "that's cool" when I showed them a prayer written in Hebrew to honor the ratification of the Constitution that included an acrostic of "Washington" in Hebrew. They had also never considered that there would be Jews who were slave owners, as we considered what seders would have been like for southern Jews, speaking of their ancestors' liberation from slavery while being served by their own African-American slaves.I think, and I certainly hope, that this subject is also making them think about their own relationship to being a Jew in America. I set the stage in the first class as we talked about the whether they thought of themselves as Jewish-Americans or American-Jews, and what the difference between the two would be.
The lesson I will teach this evening was actually one catalyst to me developing this course. We will be looking at the time period of the great wave of immigration to America from 1880 - 1920, when approximately 23 million immigrants entered the country, mostly from European countries. Around 2 million of those immigrants were Jews, mostly from Eastern Europe. Many of those Jews crowded into New York City's Lower East Side, creating a new world for Jews in American where, for the first time, they are a majority, albeit in a small corner of the country. Since most of my students are California natives, the immigrant experience as it applies to Jews is new territory for them, and something I think it's important for them to know. It's not just about teaching them about their heritage, which is important, but my hope is that it will give them a closer lens from which to look at all the immigration issues facing us in America today.
I'm hoping bringing in my family's story will help make this time period come alive for them. Maybe I can get another "that's cool" reaction. It is pretty cool for me to be able use these mementos from my family's past to teach those who are the future of our people. It not only brings to life the phrase, "L'dor v'dor" - from generation to generation, but it lets me honor the memories of those who were dear to me, truly making them a blessing.
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Tuesday, April 22, 2014
Finding my Makom Kavua in the Jewish world
היום שבעה ימים שהם שבוע אחד בעמר
Today is seven days, which is one week of the omer
מלכות שבחסד
A day of nobility in a week of loving kindness
In Jewish tradition, there is a concept of makom kavua - a set place for prayer. The idea is that one's prayer can be more focused when there is comfort of being in place. As someone who tends to be a creature of habit, I appreciate this minhag, this custom. It is important to guard against becoming too attached to a place. It's not kosher--and certain not welcoming-- to insist on dislodging a visitor who has unknowingly taken than space. And there are circumstances when a change in place is necessary. In my almost 14 years of prayer practice, I've had major changes--such as when the building housing my space was torn down and then replaced; and small changes-- like when a newcomer arrived and appropriated my place just as I was gone for a long vacation. There's nothing I could do about the former; as for the latter, I found a new place in the spirit of shalom bayit--peace in the house.
It's fairly easy to adapt to changes in makom kavuah in my prayer life. I can always find another place to sit. Finding my makom kavua in the Jewish professional world has been a much harder task. I began my path back to Jewish observance and study in the spiritual realm. The physical practice of yoga led me to look at its philosophical underpinning. The similarities I found there with Judaism propelled back to the practices that I was so drawn to in my youth, but now in an environment without gender biases. I could develop a meditation practice within the container of Jewish tradition.
Through the years, I have found my self drawn to leading services, chanting Torah, finding ways to help my communities connect to the Jewish rituals that so deeply touch my soul. I felt the calling to reach out to those who are on a similar search but need help finding their way. How to fulfill that calling was and issue for many years.
No matter how many times I hear someone tell me I should go to rabbinical school, there are many reasons that will not happen. I have, however, found a place in Jewish education. As a teacher of both children and adults I can share my love and connections with Judaism on many levels. In return, I learn much from my students, and the spiral of give and take keeps everything fresh and relevant.
The way isn't always smooth, my confidence level wavers, and I am often the victim of my own doubts. But while the specific space may change, I have found my place, my makom kavua in the Jewish world. With the help of many wonderful communities to support me, I hope to keep my focus as I continue to answer the call.
Today is seven days, which is one week of the omer
מלכות שבחסד
A day of nobility in a week of loving kindness
In Jewish tradition, there is a concept of makom kavua - a set place for prayer. The idea is that one's prayer can be more focused when there is comfort of being in place. As someone who tends to be a creature of habit, I appreciate this minhag, this custom. It is important to guard against becoming too attached to a place. It's not kosher--and certain not welcoming-- to insist on dislodging a visitor who has unknowingly taken than space. And there are circumstances when a change in place is necessary. In my almost 14 years of prayer practice, I've had major changes--such as when the building housing my space was torn down and then replaced; and small changes-- like when a newcomer arrived and appropriated my place just as I was gone for a long vacation. There's nothing I could do about the former; as for the latter, I found a new place in the spirit of shalom bayit--peace in the house.
It's fairly easy to adapt to changes in makom kavuah in my prayer life. I can always find another place to sit. Finding my makom kavua in the Jewish professional world has been a much harder task. I began my path back to Jewish observance and study in the spiritual realm. The physical practice of yoga led me to look at its philosophical underpinning. The similarities I found there with Judaism propelled back to the practices that I was so drawn to in my youth, but now in an environment without gender biases. I could develop a meditation practice within the container of Jewish tradition.
Through the years, I have found my self drawn to leading services, chanting Torah, finding ways to help my communities connect to the Jewish rituals that so deeply touch my soul. I felt the calling to reach out to those who are on a similar search but need help finding their way. How to fulfill that calling was and issue for many years.
No matter how many times I hear someone tell me I should go to rabbinical school, there are many reasons that will not happen. I have, however, found a place in Jewish education. As a teacher of both children and adults I can share my love and connections with Judaism on many levels. In return, I learn much from my students, and the spiral of give and take keeps everything fresh and relevant.
The way isn't always smooth, my confidence level wavers, and I am often the victim of my own doubts. But while the specific space may change, I have found my place, my makom kavua in the Jewish world. With the help of many wonderful communities to support me, I hope to keep my focus as I continue to answer the call.
Thursday, April 17, 2014
Teaching is the Guide
היום שני ימים בעמר
Today is two days of the omer
גבורה שבחסד
A day of strength in a week of loving kindness
The seders are over, fulfilling the mitzvah of teaching the story and its meaning to our children, which is what the haggadah, the telling, is all about. We've made the point that we were slaves, and now we're free. We've escaped from Egypt, from Mitzrayim, from the narrow place. The sea was parted for us, allowing us to walk on solid, dry ground. But the story does not end there. The journey has just begun.
We know the journey our ancestors will take--at least, we know what is chronicled in the Torah and the other biblical writings. What lies ahead for each of us is unknown. But we need to continually teach our children--as we say each day in the Shema, when we are home and when we are away; when we lie down, and when we rise. Because it is the teachings and the act of teaching with strength and loving kindness, that will guide us all on our way.
Today is two days of the omer
גבורה שבחסד
A day of strength in a week of loving kindness
The seders are over, fulfilling the mitzvah of teaching the story and its meaning to our children, which is what the haggadah, the telling, is all about. We've made the point that we were slaves, and now we're free. We've escaped from Egypt, from Mitzrayim, from the narrow place. The sea was parted for us, allowing us to walk on solid, dry ground. But the story does not end there. The journey has just begun.
We know the journey our ancestors will take--at least, we know what is chronicled in the Torah and the other biblical writings. What lies ahead for each of us is unknown. But we need to continually teach our children--as we say each day in the Shema, when we are home and when we are away; when we lie down, and when we rise. Because it is the teachings and the act of teaching with strength and loving kindness, that will guide us all on our way.
Saturday, June 29, 2013
The 21st Century Daughters of Tzelophchad
Pinchas
is a parasha that is close to my heart—it is my birth parsha. There are so many
ways it speaks to me personally. But this year, this week in particular, this
parasha speaks to us all.
During
the school year, I teach Torah to 7th graders. I constantly impress
upon them what I call “the magic” of the Torah—that these ancient teachings,
these stories, these precepts, have managed to speak to each generation with
relevancy for its time. And this week is one of the moments when the Torah’s
teaching come to life.
In
this parasha, there is mention, by name, of nine women—nine women. So often in the Torah we to have
look between the lines to find the stories of women in a document written in a
time of strong patriarchy, yet here, out front, nine are named, giving them a
true presence in our heritage.
We
have Cozbi bat Tzur, daughter of a Midianite chieftain, killed by Pinchas. Now,
granted, she is certainly not one to be emulated but still, she gets a name,
unlike Potiphar’s wife in the Joseph story or even Pharaoh’s daughter, who
plucked Moshe from the water.
During
the counting and the listing of the genealogies, we hear "ושם בת אשר שרח – v’shaim bat Asher,
Sarach” – The name of Asher’s daughter was Sarach. It is a name we have heard
only once before, in Genesis (46:17). Sarach is listed there as one of the 70 souls
who go to Egypt with Jacob, once Joseph’s true identity is revealed. She is the
only granddaughter of Jacob listed. We never learn anything else about her—yet
the mention of her name must note something of importance. One story is that
she is the one who told Jacob of Joseph’s survival, and lived long enough to
tell Moshe where to find Joseph’s grave in Egypt so that his remains could be
returned to the land of Israel, as he requested on his deathbed.
When
counting the clans of the Levites, we hear for the first time, the names of
Moshe’s parents—not just his father, Amram, but also his mother, Yocheved.
Yocheved is not just described as a wife or a mother, but as a Bat Levi—given
that honor in her own right. Miriam, his sister, is also named.
And
then there are the daughters of Tzelophchad, whom I have dubbed “Women with
Chutzpah” It is the story of these women that comes to the forefront today, in
this monumental week.
We
first meet the five sisters, Machlah, Noa, Chauglah, Milcah, and Tirzah, in the
list of genealogy (Num 26:33). There, we learn only that their father, Tzelophchad, son of Hepher, son of Gilead, son of Machir, son of Manasseh son of
Joseph—had these five daughters; he had no sons. But unlike Asher’s daughter
Sarach, we do learn more about them. After all the tribes are counted and named,
including the tribe of the Levites, their story is told.
Our
story begins (Num 27) with these five daughters of Tzelophchad, once again
mentioned by name—Machlah, Noa, Chauglah, Milcah, and Tirzah, who come forward.
They stand before Moshe, before Elazar HaCohen, before the Nese’im—the
chieftains, and before the entire Ai-dah—the entire community. They stand at
the entrance of the Tent of Meeting and state their case:
Our
father died in the wilderness. He was not part of the rebellion of Korach. And
he left no sons. למה—LAMA––WHY should his holding in the Land of Israel be lost
because of this—give us a place among our tribe. Moshe brings their case to
God.
And
God says, the words of these women are right, you should give them their place
in their tribe—transfer their father’s share of land to them. And so, God
relays these new laws of succession for the Israelites. The first of these
laws—if a man dies with no sons, his property will transfer to his daughter.
Before
the daughters of Tzelophchad spoke up, Jewish law dictated that only sons were
in line to inherit from their father—any sisters were excluded from the
inheritance. The daughters of Tzelophchad stood up to this injustice. Some
commentators note that in a time when so many of the Israelites were pining and
whining to go back to Mitzriyim, to Egypt, these women were looking forward,
wanting their portion of the Promised Land. Rashi notes that as the reason their genealogy, going back to Joseph, was
mentioned once again at this time. Just as Joseph cherished the land, wanting his
remains to rest there (Gen 50:22), these daughters of Tzelophchad were imperative
in their request for their portion –“תנה לנו אחזה בתוך אחי אבינו – t’nah lanu achuzah betoch achai
avinu" - Give us a possession as part of our family inheritance.”(Num 27:4)
Other commentators are impressed with
the manner with which the daughters of Tzelophchad
made their request. They did not rebel, like those who stood with Korach. Reish Lakish, a 3rd century Amorah, Talmudic rabbi, says that the women went through the channels Moshe set up for these types of disputes on the advice of his father-in-law Yitro—first they went to the chiefs of tens, who judged that since it was a case concerning inheritance, it needed to go to a higher authority. They then went to the chiefs of fifties, then hundreds, then thousands, then the chieftains. All gave the same reply—this needs a higher authority. When the daughters went to Elazar, he told them to go to Moshe.
made their request. They did not rebel, like those who stood with Korach. Reish Lakish, a 3rd century Amorah, Talmudic rabbi, says that the women went through the channels Moshe set up for these types of disputes on the advice of his father-in-law Yitro—first they went to the chiefs of tens, who judged that since it was a case concerning inheritance, it needed to go to a higher authority. They then went to the chiefs of fifties, then hundreds, then thousands, then the chieftains. All gave the same reply—this needs a higher authority. When the daughters went to Elazar, he told them to go to Moshe.
So,
the daughters of Tzelophchad—Machlah, Noa, Chauglah, Milcah, and Tirzah, stood
in front of the whole community—including all the chieftains, Elazar HaCohen,
and Moshe, in a place for all to see, and stated their case. And Moshe, seeing
the deference shown both by and to these women, realized that this case needed
to be taken to his “Supreme Court”, God. God ruled in favor of the daughters of
Tzelophchad, and the law was changed. And while, as we will see next week, there
was some modification of the law, the women were granted their inheritance in
the land as stated in Joshua (17:3-6), “Ten portions fell to Manashe…because
the women of Manashe received a heritage among his sons.
These
righteous women saw the injustice they were subjected to, the denial of their
inheritance, and knew the time had come to stand up and be counted. Imagine the
courage and the chutzpah they had to have to question the patriarchal rulings
of the time. A group of five women making a claim for all to see in a time of
strong patriarchy. They stated their case with respect, and were treated with
respect. They wished to honor their father and their heritage. They showed
their desire to move forward into the land of Israel when others wished to go
backwards. Their righteousness was rewarded with an implementation of a change
from an unjust system of inheritance to one of justice. Aviva Zornberg, a
pre-eminent Torah scholar of our time, teaches that this is the first instance
of oral Torah – these women were responsible for setting Jewish law.
Fast
forward thousands of years-------
Starting
in 1989, a group of righteous women, soon dubbed the Women of the Wall, women
who simply wish to respectfully and fully pray at the Kotel, the remaining
Western Wall of the Temple, are harassed each time they go to pray. Harassed
not just with words, but with chairs thrown at them. They, like the daughters of Tzelophchad, keep going through the system, saying LAMA—WHY can we not, rightfully, partake of our
heritage. And while that struggle continues, they, like Machlah, Noa, Tirtzah,
Milcah, and Chaglah, are bringing changes to the laws.
And
then there’s Edie Windsor and Thea Spyer—two more “Women with Chutzpah” who
literally danced together through life. These two women met in 1965, and fell
in love. In 1967, Thea proposed to Edie, presenting her with a diamond
brooch instead of a ring to avoid attracting attention. In 1975, when Thea was
diagnosed with Multiple Sclerosis, they modified their dancing—whirling on
crutches, then a wheelchair—and remained committed to each other. In 2007, they
were finally legally married in Canada, this time with a very public
announcement. Thea died in 2009. And that beautiful, vibrant, loving 44 year
relationship was treated like it never happened.
But
Edie, in the name of Thea and their love, stood up like the daughters of
Tzelophchad, went through the system from one court to another, and this week,
the Supreme Court of our land said, “כן—YES” this women is right, this law is
wrong and it must be changed.
It
is my bond with the daughters of Tzelophchad, that makes this parasha my
parasha, but we are all a part of their inheritance. They stood up for their
rights and for equal justice. They did so with respect and with strength. As do
Anat Hoffman and the Women of the Wall. As did Edie Windsor and her lawyer,
Roberta Kaplan. And as did Wendy Davis and Leticia Van De Putte in the Texas
statehouse this week, literally standing up for women’s rights and access to
the health care they need. And as did Kris Perry and Sandy Stier who, along
with Paul Katami, Jeffrey Zarrillo and their lawyers, fought and won the right
for marriage equality in our state of California—and hopefully soon, throughout
our country.
Rabbi
Arthur Green teaches that each generation leaves a bit of their oil on the
Torah as it passes through their fingers. What happened in this country this
week will become some of that oil, bringing light and relevance to the story of
Chaglah, Machlah, Noa, Milcah, and Tirtzah—the righteous daughters of
Tzelophchad—and pass that on to the next generation of “Women—and Men—with Chutzpah.”
כן יהי רצון – Ken y’hi ratzon – May it be so
Shabbat
Shalom
Wednesday, April 17, 2013
Never Again?
היום שנים ועשרים יום שהם שלשה שבועות ויום אחד בעמר
Today is twenty-two days, which is three weeks and one day of the omerחסד שבנצח
A day of loving-kindness in a week of perseverance
Last week, a young teacher at the synagogue school where I teach, found out that I was teaching a course on the Holocaust and offered any assistance I might need. He's taught the Holocaust before, he said. I thanked him, said I would keep it in mind.
Today at school during our dinner time, the teachers were gathered at one table and we got on the subject of Holocaust literature, since another teacher is taking a class on the subject. The same teacher who offered me help last week said that he didn't like to read Elie Wiesel. I asked why. He explained that there's just too much emotion. He can deal with the history, but reading the personal story made him too uncomfortable.
This floors me. How can you teach Holocaust without emotion, without feeling "uncomfortable." I know that it is important to get my students to that place, albeit in a safe environment of support. I need them to feel what happened in order to understand what happened, and why it cannot happen again. It's hard enough to reach this generation about the importance of this time, these events, to us as Jews and as citizens of the world. Knowing there are these kinds of teachers who will just teach the facts without making the emotional connection that is needed to touch the hearts and souls of these kids worries and upsets me. How will they even get close to understanding how and why this happened and why we must work to fulfill the promise of "Never Again."
Sunday, April 14, 2013
The pink elephant outside the window
היום אחד תשעה עשר יום שהם שני שבועות וחמשה ימים בעמר
Today is nineteen days, which is two weeks and five days of the omer
הוד שבתפארת
A day of humility in a week of compassion
One of my 6th grade students calls me "Teacher Marilyn." This puts a smile on my face. I may never be a rabbi, but I am a teacher--and isn't that a large part of a rabbi's role. I can only hope that my students remember something of what I teach them, and that something of these lessons stay with them for many years to come--even after my name fades.
I remember Rabbi Berger--a teacher I had in my after school Hebrew High School. He was a young Orthodox rabbi and, I would venture to say, Modern Orthodox before that specific term was coined. He taught us decidedly non-Orthodox teenagers with a depth that seems hard to imagine now. And now, some 40 years later, there is one class we had that still resonates with me. He must have tied it to some Jewish concepts, but that didn't make it to the memory banks. But the teaching remains.
We must have been having some sort of "What is reality" discussion. Please note, this is the late 1960s/early 1970s and that was what would now be called a trending topic :) First, he made us realize that if he said, "I see a pink elephant outside the window," we could not say that was not true. We could say that we didn't see a pink elephant outside the window, or even that there was no pink elephant outside the window--but we could not say that he did not see that pink elephant. Real or not, he was seeing it.
He then told us a more elaborate story. This involved going to Paris and getting lost looking for the entrance to the Louvre art museum. What if, he said, we finally found what we thought was the entrance, went in, saw the Mona Lisa and the Venus de Milo, and marveled at their artistry. After this experience, we go outside and find that, by mistake, we wondered into a movie set and what we saw were reproductions--not the real art. At that moment, our perceptions changed. But going back to the initial viewing---was that any less real?
I have held those stories for all these years. In the nuances of this omer day, they have given me a place of humility and compassion to hear the perceptions of others. And as I traverse this new path of Jewish education, it gives me a space in which to hear the thoughts of my young students. It lets me balance the need to bring them certain knowledge without stifling their own creativity.
I can only hope that some of the things I teach my students will stay with them for the long run. I hope I can instill in them an open way to view the world, where they can really hear what others are saying without judgement. Above all, I hope they can then bring that teaching to the generation that follows them - l'dor v'dor.
Monday, April 08, 2013
To Goldie . . .
היום אחד שלשה עשר יום שהם שבוע אחד וששה ימים בעמר
Today is thirteen days, which is one week and six days of the omer
יסוד שבגבורה
A day of foundation in a week of strength
On Yom HaShoah 5665/2005, while I was not yet in the practice of blogging the omer, I did mark the day with a blogpost. I wrote about my friend Goldie Rassen, a Holocaust survivor who made it through different work camps. She didn't share much about those times, and it was only reading her obituary that I found out she had a husband and a daughter died in the Holocaust.
Goldie was, above all else, a teacher. She loved learning of all kinds, but especially Jewish subjects and most specially Hebrew. She loved teaching Hebrew, and continued to teach almost up to the time of her death. I think of her so much these days as I study Hebrew, learning the trope, the music, of the language, and concentrating on decoding the dikduk- the grammar.
I spent many Shabbatot davening, praying with Goldie at Beth Sholom. At first I sat behind her, but she then moved to sit behind me. She loved and appreciated my kavannah, my intention, in prayer, but the volume was a bit much for her. "Moshe Rabbeinu (Moses, our Teacher/Our Rabbi) can hear you, Marilyn" she told me, with a smile. I not only drove her to services, I also picked her up to go to all sorts of lectures and classes and Jewish events. And I am only one of many students who revered her.
And so, on this Yom HaShoah day, I honor my friend with a poem I wrote upon her death. I honor her as my friend and as my teacher. I will miss her always.
לגולדי – מורה שלי – חברה שלי
To Goldie - My Teacher - My Friend
אני זוכרת את הפנים שלך
I remember your face
אני זוכרת את הקול שלך
I remember your voice
אני זוכרת את הידיים שלך
I remember your hands
אני זוכרת שלמדתי איתך
I remember studying with you
אני זוכרת שדיברתי איתך
I remember speaking with you
אני זוכרת ששרתי איתך
I remember singing with you
אני זוכרת שהתפללתי איתך
I remember praying with you
את יושבת בלב שלי כל אזמן
You live in my heart forever
זכרונך לברכא לי
Your memory is a blessing to me
Labels:
Beth Sholom,
friends,
omer,
omer5773,
poetry,
Shoah,
teaching,
zichrono/nah l'vracha
Thursday, April 04, 2013
Thinking out of the box with "Jew in the box"
היום תשעה ימים שהם שבוע אחד ושני ימים בעמר
Today is nine days, which is one week and two days of the omer
גבורה שבגבורה
A day of strength in a week of strength
Both Tablet and The Jewish Daily Forward carried a story today about the new exhibit at the Jewish Museum of Berlin, “The Whole Truth: Everything You Always Wanted To Know About Jews” Singled out in both articles is the last segment of the walk-through installation -- a Jewish man or woman in a plexiglass box whose role is to answer any questions the visitors ask about Jews. James Kirchick, the Tablet columnist, writes not only about the exhibit, but about his time spent in the box. Anne Hromadka, the Forward blogger, questions the exhibits whole approach.
When I read these articles, my mind jumped to the "Exotic Museum of an Extinct Race" that Hitler planned to create in the old Jewish quarter of Prague. The next thoughts centered on how I could use this exhibit and, specifically the "Jew in a box" piece in my classes. I'm teaching a course on the Shoah, the Holocaust, right now so this is naturally in the forefront of my mind. For that class I will weave the exhibit into the last class of the session, looking at what the Shoah means to us and the world now.
But I think this is something that can be used when I teach about Jewish identity. After all, the main thrust of the exhibit is, "what is a Jew?" It is very much about how others see Jews, and can be used as a reflection counterpoint to "what am I as a Jew?"
What these articles also spark in me is the ways I can use the exhibit to bring active learning to my students. Two have come to mind already. One is to set up groups to form their own "Jew in a box" exhibit. What questions would/should/could be asked; what would the answers be. How does it feel to be in/out of the box? Another would be to challenge the students to set up their own Jewish Museum--what would they include, how would they set up the exhibit.
There is so much discussion these days about the state of Jewish education--discussion that is sorely needed. We also need more than talk--we need action. I'm grateful to the growing internet resources in the Jewish educational world that allows me to create dynamic lesson plans that will, hopefully, give my students a sense and feeling of and a connection to their Jewish heritage.
Today is nine days, which is one week and two days of the omer
גבורה שבגבורה
A day of strength in a week of strength
Both Tablet and The Jewish Daily Forward carried a story today about the new exhibit at the Jewish Museum of Berlin, “The Whole Truth: Everything You Always Wanted To Know About Jews” Singled out in both articles is the last segment of the walk-through installation -- a Jewish man or woman in a plexiglass box whose role is to answer any questions the visitors ask about Jews. James Kirchick, the Tablet columnist, writes not only about the exhibit, but about his time spent in the box. Anne Hromadka, the Forward blogger, questions the exhibits whole approach.
When I read these articles, my mind jumped to the "Exotic Museum of an Extinct Race" that Hitler planned to create in the old Jewish quarter of Prague. The next thoughts centered on how I could use this exhibit and, specifically the "Jew in a box" piece in my classes. I'm teaching a course on the Shoah, the Holocaust, right now so this is naturally in the forefront of my mind. For that class I will weave the exhibit into the last class of the session, looking at what the Shoah means to us and the world now.
But I think this is something that can be used when I teach about Jewish identity. After all, the main thrust of the exhibit is, "what is a Jew?" It is very much about how others see Jews, and can be used as a reflection counterpoint to "what am I as a Jew?"
What these articles also spark in me is the ways I can use the exhibit to bring active learning to my students. Two have come to mind already. One is to set up groups to form their own "Jew in a box" exhibit. What questions would/should/could be asked; what would the answers be. How does it feel to be in/out of the box? Another would be to challenge the students to set up their own Jewish Museum--what would they include, how would they set up the exhibit.
There is so much discussion these days about the state of Jewish education--discussion that is sorely needed. We also need more than talk--we need action. I'm grateful to the growing internet resources in the Jewish educational world that allows me to create dynamic lesson plans that will, hopefully, give my students a sense and feeling of and a connection to their Jewish heritage.
Thursday, May 03, 2012
Got Balz? Coming of Age with baseball, bagels, and mambo
היום ששה ועשרים יום שהם שלשה שבועות וחמשה ימים לעומר
Today is twenty-six days, which is three weeks and five days of the omer
הוד שבנצח
A day of humility in a week of perseverance
I have a curriculum called "The Kabbalah of Jewish Identity" that I use in my class of 7th & 8th graders. It will come as no surprise that I created this during last year's omer period :) I use the bottom seven sephirot--the same ones we use to count the omer--as a hook to discuss different aspects of what it means to be a Jew. For humility, I first give them each two cards which the rabbis (which ones depends on who you ask :) say you should always have with you--one saying "For my sake, the world was created"; the other saying "I am but dust and ashes" The they learn about Hank Greenberg and Sandy Kofax--two Hall of Fame baseball players who faced the decision of whether or not to play in the World Series on Yom Kippur. Although neither one was an observant Jew, they opted not to play. They knew how important it was to the American Jewish community that they were a part of to honor that ritual. As big as they were in their professions, as important a moment they were facing--they understood the humility of being a part of something bigger.
Once again, the venn diagram aspect of my communities comes into play. On the day of humility where I get to intersect my Jewish world and my baseball world, my friend and video/film worlds join the overlap. My friends Marcia Jarmel & Ken Schneider, award-winning filmmakers who I met because of my video profession, are finishing a film made with their son Micah documenting his bar mitzvah project of bringing baseball gear to teens in Cuba. The Cuba connection is not just one of need, but a place that is a part of Micah's grandfather's Holocaust rescue story. And it is not just a coming of age story, not just a Holocaust survival story, but it is a story that can reach our youth about their Jewish identity. But rather than me tell you about it, watch the video below.
The film is almost done, but there is still finishing work to be done so this piece can go out into the world. I know I will be using this in my classroom, sharing this bar mitzvah story with the b'nei mitzvah of the future. Please click here for more information and share this with anyone you think may be interested.
Today is twenty-six days, which is three weeks and five days of the omer
הוד שבנצח
A day of humility in a week of perseverance
I have a curriculum called "The Kabbalah of Jewish Identity" that I use in my class of 7th & 8th graders. It will come as no surprise that I created this during last year's omer period :) I use the bottom seven sephirot--the same ones we use to count the omer--as a hook to discuss different aspects of what it means to be a Jew. For humility, I first give them each two cards which the rabbis (which ones depends on who you ask :) say you should always have with you--one saying "For my sake, the world was created"; the other saying "I am but dust and ashes" The they learn about Hank Greenberg and Sandy Kofax--two Hall of Fame baseball players who faced the decision of whether or not to play in the World Series on Yom Kippur. Although neither one was an observant Jew, they opted not to play. They knew how important it was to the American Jewish community that they were a part of to honor that ritual. As big as they were in their professions, as important a moment they were facing--they understood the humility of being a part of something bigger.
Once again, the venn diagram aspect of my communities comes into play. On the day of humility where I get to intersect my Jewish world and my baseball world, my friend and video/film worlds join the overlap. My friends Marcia Jarmel & Ken Schneider, award-winning filmmakers who I met because of my video profession, are finishing a film made with their son Micah documenting his bar mitzvah project of bringing baseball gear to teens in Cuba. The Cuba connection is not just one of need, but a place that is a part of Micah's grandfather's Holocaust rescue story. And it is not just a coming of age story, not just a Holocaust survival story, but it is a story that can reach our youth about their Jewish identity. But rather than me tell you about it, watch the video below.
The film is almost done, but there is still finishing work to be done so this piece can go out into the world. I know I will be using this in my classroom, sharing this bar mitzvah story with the b'nei mitzvah of the future. Please click here for more information and share this with anyone you think may be interested.
Monday, April 30, 2012
Venn Diagram Communities
היום שלשה ועשרים יום שהם שלשה שבועות ושני ימים לעומר
Today is twenty-three days, which is three weeks and two days of the omer
גבורה שבנצח
A day of strength in a week of perseverance
Myself and a couple of fellow "Torah Geeks" were processing the mind provoking teaching by Aviva Zornbert at the UC Berkeley Graduate Theological Union this morning when a woman came up to join our little group. She remarked not only on the wonderful talk, but how she saw friends from the varied Jewish East Bay communities, from different Jewish strata of her life. She described it as a human venn diagram.
What a great description of how our communities have common points, even as they are separated by time or place or political persuasion :) Like the venn diagram, there are many different meeting points. Recently, a friend of mine from NY who I met working at NBC connected me with a friend of hers who is coordinating a program at Stanford that gives interested teens a chance to work with programmers to create a video game. Maybe one of my students would be interested. I immediately thought of a bat mitzvah who is really smart AND a total computer geek. Her idea of a fun summer is getting into a John Hopkins program so she can learn all sorts of code. Not only is she my student, but I've been close with her family for years now--plus her father's grandparents came from the same small town in Eastern Europe as mine. I connected her parents with my friend's friend and, voila---we had a happy girl who not only created a game but now wants to go to Stanford!
And then there's the friend of mine who I met through an online game that we participate in but who also, we found out as we conversed, worked at NBC Sports at one point and we knew some people in common. His sister lives in San Francisco and I see him when he visits. He's not Jewish but his sister is--she converted when she married. Sadly, her husband passed away recently. I went to make a shiva visit and bring a kugel. She used to work for Jewish Vocational Services and has been involved in other various Jewish communities. Of course, we found many people we had in common--people who would assume we knew each other through Jewish connections, not from her brother. But connected we were, and there I was to help comfort her in a time of need.
Yesterday I made the point that communities are a modern version of the tribal cultural structure. But I think the opportunity for intersection is something that is particular to our time, and only increasing with the growing connectivity that we are getting from technology.
Our world is really getting closer--whether we like it or not. Being able to reach out to those, not only in our immediate communities but those who are linked and relinked to those around us can, perhaps, bring a strength in the world.
Today is twenty-three days, which is three weeks and two days of the omer
גבורה שבנצח
A day of strength in a week of perseverance
Myself and a couple of fellow "Torah Geeks" were processing the mind provoking teaching by Aviva Zornbert at the UC Berkeley Graduate Theological Union this morning when a woman came up to join our little group. She remarked not only on the wonderful talk, but how she saw friends from the varied Jewish East Bay communities, from different Jewish strata of her life. She described it as a human venn diagram.
What a great description of how our communities have common points, even as they are separated by time or place or political persuasion :) Like the venn diagram, there are many different meeting points. Recently, a friend of mine from NY who I met working at NBC connected me with a friend of hers who is coordinating a program at Stanford that gives interested teens a chance to work with programmers to create a video game. Maybe one of my students would be interested. I immediately thought of a bat mitzvah who is really smart AND a total computer geek. Her idea of a fun summer is getting into a John Hopkins program so she can learn all sorts of code. Not only is she my student, but I've been close with her family for years now--plus her father's grandparents came from the same small town in Eastern Europe as mine. I connected her parents with my friend's friend and, voila---we had a happy girl who not only created a game but now wants to go to Stanford!
And then there's the friend of mine who I met through an online game that we participate in but who also, we found out as we conversed, worked at NBC Sports at one point and we knew some people in common. His sister lives in San Francisco and I see him when he visits. He's not Jewish but his sister is--she converted when she married. Sadly, her husband passed away recently. I went to make a shiva visit and bring a kugel. She used to work for Jewish Vocational Services and has been involved in other various Jewish communities. Of course, we found many people we had in common--people who would assume we knew each other through Jewish connections, not from her brother. But connected we were, and there I was to help comfort her in a time of need.
Yesterday I made the point that communities are a modern version of the tribal cultural structure. But I think the opportunity for intersection is something that is particular to our time, and only increasing with the growing connectivity that we are getting from technology.
Our world is really getting closer--whether we like it or not. Being able to reach out to those, not only in our immediate communities but those who are linked and relinked to those around us can, perhaps, bring a strength in the world.
Friday, April 27, 2012
Teaching - Reaching them all
היום עשרים יום שהם שני שבועות וששה ימים לעומר
Today is twenty days, which is two weeks and six days of the omerיסוד שבתפארת
A day of foundation in a week of compassion
I recently subscribed to The Accidental Talmudist on Facebook. In this time between Pesach and Shavuot, he is following the custom of studying the Pirkei Avot - The Words of our Sages, and sharing some of his perspectives with us.
Today's offering came it just as I was making notes for next year's curriculum. And how timely it is, as it serves as a reminder to keep the different ways students learn in mind as I develop my methods of teaching.
There are four types among those who sit before the Sages:
the sponge, the funnel, the strainer and the sieve.
The sponge absorbs all. The funnel takes in at one end and lets it out the other. The strainer rejects the wine and retains the sediment. The sieve rejects the coarse flour and retains the fine flour.
Pirkei Avot 5:15
While I'm far from a sage, I do see these four types--and more--in my classes. The challenge is to find a common ground to which they can each contribute in their own way.
I have a feeling this will be a life-long quest . . . . . . . :)
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