First of all, thank you Shmuly Yanklowitz for articulating some very important issues in Jewish education and offering some directions. Like some of the other responders (Kohl, Lubetski) I take issue with the black broad strokes with which Yanklowitz paints modern orthodox youth. At Hebrew Academy of Montreal, the girls had a fashion show whose theme was "One Night to Save the World". Each set had a focus on an issue - for example victims of terrorism, the people of Sderot, Breast Cancer, Violence against women and other issues. Many of the choreographies reflected the issues and the event was an opportunity to raise awareness as well as money. This was
a student initiative. We also have had students sell bracelets to raise money
for Darfur, we raise money for breast cancer research, as well as Yad Eliezer,
Chai lifeline and “Jewish” causes. Three of our alumni were on AJWS programs
this past summer. Their presence as orthodox Jews on these programs had a very
positive impact on the Jewish identity of their groups. They were not only "ohr la'goyim", but also "ohr la'yehudim".
Hence, I think there is a message being taught to our students regarding social action
and this is reflected in the behavior described - but it can be improved
and more methodological. I think the main issue returns to the questions of
teaching literacy. Teaching Jewish literacy is not just a matter of teaching
reading Hebrew texts, but teaching the skills to make the texts meaningful and
relevant to the students' lives. Students should be exposed to Jewish texts
which help inform their discussions of contemporary politics and social change.
Kindess and concern for the ger, being careful in baal-tashchit, lo taamod
al dam reacha are all intrinsic religious values. In other words, a ben or bat Torah cares about the world (and its people) which Hashem has created and entrusted to us.
Once upon a time the Orthodox Caucus had on-line lesson plan resources and mekorot on several contemporary issues. In most schools teachers feel quite overloaded by their curriculum demands. I'm not sure you can add something extra to this load. But, Uri LeTzedek can provide leadership in programs. Some possibilities:
Work
with schools to offer yemei iyun or shabatonim on specific contemporary issues.
Work
with student councils in offering specific suggestions for them in be
involved in issues like recycling, rights of workers and the handicapped.
Schools
should offer electives in areas like Judaism and Ecology, or Judaism and
contemporary issues
Offer
professional development programs for teachers. All schools have PD
programs. Issues of social justice are prominent in Neviim and in many
parshiot in Torah. Help create resources to enhance the teachable moment
in the classroom
Work
with summer camps
I agree with Rabbi Kapustin's concern, - if, however,
social action becomes an end in itself, divorced from its
ideological roots in the halakha, if the focus is on the act and
not on its justification and if the purpose of our education becomes almost
exclusively bein adam lahavero, without proper focus on bein adam lamakom,
all our social action will become indistinguishable from that of the
non-Jewish world. What we are teaching is that our social action imperative
is grounded in our obligation to Hashem and Da Lifnei mi ata omeid. There are
various "flavours of the month" and it is important to remain authentic. It is
important to educate students about different opportunities for tikkun olam -
both in the Jewish world and outside of it. Different options will attract
different students. Some students prefer studying Tanach to Talmud. Some
students might find the suffering in Darfur more compelling than helping out in
a Jewish Old Age Home –others will be the opposite. The key is that they are
making sound decisions based on Jewish knowledge and not just following George
Clooney.
Barbara Freedman
Hebrew Academy, Montreal
