Wednesday, November 16, 2016

Talking with our Students about the Election

I want to share with you the email that I sent to our school faculty at Temple Emanu-El:
Dear School Faculty,

Several of you have spoken this week with either Jackie or me about the outcome of our presidential election. You have expressed a particular challenge it poses to us as Jewish educators. The question I’m hearing is something along the lines of, “how can we teach our children what it means to be a good and morally righteous leader, if I think the president-elect is a terrible role model?”

Clearly, that is not how all of our congregants, or faculty, or even a great many of those who voted in this election feel. Yet, we do know that throughout his campaign, Donald Trump used hurtful language in an unprecedented fashion, with rhetoric that was explicitly racist, misogynistic, and just plan mean-spirited. How do we explain to our students that it is unacceptable for them to use such language, if our president does?

As Jews, we believe the Torah can be a guide for our behavior. When we study the stories of our ancestors, we see how their actions serve as examples for us today. And yet, even our greatest leaders were imperfect. Side by-side with their hospitality, compassion, and righteousness we find selfishness, arrogance, and even cruelty. In truth, from their stories we not only learn what to do, but also what NOT to do.

It is our responsibility to help our students (and their parents) decide for themselves which values lead to a loving, just and peaceful world and then together build a community in which they can act upon those values -- even when they are in opposition to those values espoused by our leaders. We need to be able to stand up to oppression wherever we encounter it. And most importantly, we need our school to be a place of sanctuary for all of our students and families, in which all feel safe to be wholly themselves.

While we always encourage those who have made mistakes to seek forgiveness and improve upon their past actions, we should not excuse or minimize bad behavior, no matter how prestigious the person engaging in it.

As always, both Jackie and I make it our top priority to help you think about your teaching and your individual students. Please don’t be shy about reaching out to us to think an issue through – on this topic, or for any other reason.

We are strong, getting stronger, getting strength from each other.

Saul
For more reading on this topic, I recommend the op-ed by Emily Bazelon in today's New York Times, Bullying in the Age of Trump. And here is a great set of resources from Border Crossers.

Monday, November 07, 2016

Moving Past Picking the Low-Hanging Fruit

Here's something that I wrote back in 2008, together with Rachel Brumberg, Danny Mishkin, and David Wolkin for the "Mentor's Voice" column of the (now defunct) Leadership Institute for Congregational Educators


Anyone who has been involved in a change initiative has probably encountered the phrase “low hanging fruit,” those targets or goals which are easily achievable and which do not require a lot of effort. There are any number of reasons why it is advantageous to focus change efforts on low hanging fruit at the outset.  But what then? 

At Congregation Emanu-El of the City of New York, in a series of departmental retreats, we identified new challenges that arise as low-hanging fruit is picked, and how we might respond to those challenges.  Here is a summary of the thoughts of our Department of Lifelong Learning full-time staff:

1. What do we mean by “low-hanging fruit?”
  • Things that require little work and can be done easily
  • Things that can be successful more quickly (even if a lot of work)
  • Things for which it is obvious what success would look like
  • Things that may not require systemic change – can stand alone, can be handled departmentally and autonomously, are perhaps less threatening or non-threatening
2. Why focus on low-hanging fruit at the start?
  • To build confidence and trust in leadership & change process though early successes
  • To respond to the hunger for change and for deliverables – start with a bang!
  • To create buy-in and to build trust among stakeholders – people want to see results!
  • To build the morale of the team
3. What new challenges arise as low-hanging fruit is picked?
When the low hanging fruit is used up –  what then?  How will we know what to tackle next?  How can we prepare for future challenges? 
  • There is the possibility of addressing symptoms but not causes. As a result, the changes we make may only be superficial and the solutions may only work for a limited duration. 
  • Any new interventions or program changes require systems, structures, and staffing that must be coordinated, managed, and supervised -- they don’t run themselves!  Managing the increased workload resulting from new initiatives, and developing new systems and procedures, can become so time consuming that no further initiatives can be developed.
  • We don’t necessarily learn the skills (or help others learn the skills) that will enable us to tackle more challenging problems or projects.
  • Because this work doesn’t require people to get out of their comfort zones, it does not require us to create an environment in which conflict and debate is effectively managed and resolved.
  • The expectation can be developed that we will continue making positive change at the same pace, even though further changes would be more challenging to institute.
  • If all the work done is done internally and departmentally, it does not build a collaborative environment or shared sense of accountability.  Therefore, changes may not develop the deep roots that enable them to endure beyond the efforts of the change-makers.
4. What should we do to respond to these challenges?
  • Be willing to shake the tree!  Take risks!
  • Climb the tree: Think strategically and long-term. Set priorities that will have deep impact and stick to them.  Build consensus and shared accountability around these priorities. Be strong and resolute in face of opposition. Learn to say “no” by sticking to our priorities.
  • Focus on infrastructure and build systems.  Use what we have learned so far to develop procedures and routines to handle day-to-day tasks – especially high urgency, low importance and low priority items.
  • Broaden and deepen our relationships with members of the community (including families, faculty, and staff in other departments).  Provide volunteers with real responsibilities, an active voice, and the ability to directly impact the program. Continue to build and deepen buy-in among our stakeholders, not merely as lip service, but because we see their participation as critical to the long-term success of the endeavor.
  • Clarify our expectations (for participation, achievement, and so on) and publicize them widely.  Where our language is vague, clarify what we really mean.  Establish a culture of commitment and responsibility.
  • Think about our legacy – what do we want things to look like once we are gone, and how can we make our changes stick?

Saturday, November 05, 2016

Aspiring to "Failure" (from the Jewish Futures Conference, 2015)

With the next Jewish Futures Conference just around the corner, I realized I had never posted this video of my presentation from the 2015 Conference

The theme was "radical empathy," and my presentation, "Failure," was on my experience as a teacher at the Solomon Schechter School of Manhattan


Here's the punch-line: "If I'm a better teacher now, it's because what I've learned is that being a great teacher...isn't about being a great teacher. It's about helping the kids to be great students."

Wednesday, February 24, 2016

How do we know when Jewish education is successful?

For the past several years, I have been writing about the philosophy underlying my work in congregational education in annual cover-articles for the Temple Emanu-El bulletin. This is what I wrote for Vol. 88, No. 5. As always, I'd love your feedback and thoughts in the comments below.
When Rabbi Mordechai died, his son, Rabbi Noah, took his place as leader. Many of his followers found that in several matters he did not act as his father had, and they asked him about it. “I act,” he said, “Exactly as my father did. He never imitated others, and neither do I!” — Martin Buber, Tales of the Hasidim 
At Congregation Emanu-El of the City of New York, we employ two complementary approaches to engage our students in their cultural heritage: instruction and enculturation. While we often emphasize instruction — deliberate and systematic skill building, training and sharing of knowledge — equally important is enculturation — providing our students with a sense of belonging within our community. Our program must show our students what it means to behave as a member of our synagogue and of our people. These values are not only taught explicitly; they also are embodied in our architecture, our music, how we dress, how we treat one another and many other subtle ways.

As adults, we want our synagogue’s youngest members to feel a part of the same vibrant community that is such an important part of our lives. The distinctive elements that distinguish Jewish culture must motivate them to stay engaged with Jewish life. The values that guide us are ones that we hope to share with our children: for example, to be generous in our philanthropy, curious and inquisitive in our study, active in our service to the community at large, and moved by the words of prayer.

These values are reflected in our commitment as adults, respectively, to the Philanthropic Committee, to the Temple Emanu-El Skirball Center, to tikkun olam and to our sanctuary worship. Similarly, the education of our children embodies these values in our weekly collection of tzedakah, our Religious School classes, Mitzvah Corps and other service-oriented programs, and in our tefilah and Shabbat Kodesh services. All of these activities, and many more like them, seek to reinforce to our children the things that truly matter to us as adults. The Jewish lifestyle that we model is just as important as the content of the lesson.

For Reform Jews, however, authenticity can’t be judged by how much our opinions or actions resemble those of the people who came before us. Core to the ideology of our movement is that we not merely replicate the past but that we also renew our rituals and traditions to make them meaningful and relevant to the present generation. We therefore face a particular challenge: Because effective teaching can’t be measured by how much our students believe and behave like their parents and grandparents, how do we know when our efforts are successful?

Friday, May 29, 2015

A Joke with a Yiddish Punchline

This past March, the Emanu-El Skirball Center hosted a book release party for "A Fire Burns in Kotsk," a translation by Jonathan Boyarin of Pshishke in Kotzk, written in Yiddish by my grandfather, Menashe Unger. My brother Mark (who is named for my zeidi) and I told stories of his life, and Jonathan read excerpts from the book. In this video, from the Q&A, I share one of his jokes. 

 

If you enjoyed this, go ahead and watch the full video of the event.

Let me add, my zeidi wasn't the only one to tell jokes in English with Yiddish punchlines. Here's another (perhaps funnier?) one.

Sunday, March 15, 2015

Studying our history to build a Jewish future

In May of 2014, I posted a personal vision statement for Jewish education. Previously, I offered two examples of this vision how we have implemented these ideas in our work at Congregation Emanu-El of the City of New York: In our curricula for tzedakah (which I will here translate loosely as "social justice") and tefilah ("prayer"). This week, I wish to share with you a little of how we have organized our history curriculum for grades 3-6. In so doing, I want to once again emphasize that collaboration is the cornerstone of our methodology, and I am reporting on the intersection between my philosophy and the work we do, not taking credit for our achievements. As always, I look forward to hearing your thoughts, your feedback, and your critique.

The most important thing you can do for your children, writes New York Times columnist Bruce Feiler, is to tell them true stories about your own family. The more children know about their family’s history, the stronger their sense of control over their lives, the higher their self-esteem, and the greater their resilience in the face of stress. By sharing our childhood memories and the stories of our parents and grandparents, we teach our children that they are part of something larger than themselves, something intergenerational and ongoing. As our children discover that they, too, can be story-tellers, they learn how to make sense of the confusing and sometimes unpredictable world around them.

Stories of redemption -- family narratives that tell of overcoming setbacks and recovering from failures -- are the most beneficial, according to psychologist Dan McAdams. We help our children to be courageous in the face of adversity when we let them know that although we have had both good and bad times, we have always persevered. Telling stories about the times when we endured hardship without losing hope gives our children confidence in themselves and their capacity to succeed. Further, McAdams’ research shows that those who have both this sense of personal agency as well as intimate, caring relationships are most likely to demonstrate a concern for and commitment to promoting the well-being of future generations.


Monday, October 13, 2014

From "Repentance" to "Recovery" - a rare NYC performance of Freedom Song

My friends,

The performance of Freedom Song that we’re hosting this Sunday at Emanu-El rises to such a high level, in my estimation, that I feel I need to share it with as many people as I can – and especially, to my friends who are parents of teens, or who work with teens.

I’m pasting the email I sent to the Emanu-El community below. If you are unfamiliar with the work of Beit T’Shuvah, I think you will be amazed to learn about it. Please help me spread the word about this program, and perhaps I will even see you (and your family?) there. Tickets can be purchased on-line at www.emanuelnyc.org/freedomsong. Further, a private session just for educators and youth workers will be held at 3pm; for details email me at lifelonglearning@emanuelnyc.org.

With love,
Saul
We went to teen high holiday services, we told the eScapegoat about the things we did wrong...what now?

As I am now in my eighth year at Emanu-El, I have for the first time in my professional career seen the students I met as children grow to be teens and young adults. I couldn't be prouder of the responsible and capable people that you have become and are becoming. Further, I am inspired by the caring and thoughtful parents in this community as I think about how I am striving to raise my own (still little) children.

And, as someone who grew up in NYC, I am very aware of the kinds of challenges with which we teens, young adults, and parents struggle. There is a lot of pressure to succeed and to fit in, and it frankly doesn't get any easier as you get older, it just changes shape.

Which is why it was so important to me, when I first learned of the work of Beit T'Shuvah and their musical Freedom Song that we bring it from Los Angeles to New York City. Beit T'Shuvah is a residential treatment center that approaches addiction and other self-destructive behaviors through Jewish wisdom. Freedom Song, written by residents in recovery, parallels a Passover Seder, with its message of liberation from oppression and internal bondage, with a 12-step meeting. Why? Because, as their Rabbi Mark Borovitz, writes:

"Addiction can happen in every family, no matter what religion they practice and despite any facade of normalcy. If you look at all the things we're addicted to, it's not just drugs, alcohol and gambling - it's a way of living that's become so ingrained in people. We're living in a society where we've forgotten what's important about being Jewish, about what we've brought to the world."

Freedom Song will be performed live on-stage here at Emanu-El on Sunday, October 19th. Doors are at 5pm and the performance at 5:30pm, followed by a talk-back with the cast and then breakout discussion groups led by the performers and our educators. Tickets are $18 and can be purchased through our website, www.emanuelnyc.org/freedomsong. I hope you will be able to join me. This event, run in partnership with the Temple Emanu-El Skirball Center, is open to the general public - so please tell your friends!

Tuesday, September 23, 2014

Why do we bless our bread? (Part IV)

Tomorrow evening we enter into the sabbatical or shmita year, and so once again I share with you a section from my master's thesis on Birkat Ha-Mazon, the grace after meals. In my three previous posts, I discussed the significance of sanctifying the act of eating, how saying this blessings can help us think about proper nutrition and a healthy diet, and how we should always relate to our food as a Divine gift.

This week, as is only fitting in the days after the world's largest climate-change protest here in NYC, I discuss how saying this blessings can help us to confront our increased alienation from the sources of our food. The thesis in its entirety can be found online at the Lookstein Center for Jewish Education.
Birkat Ha-Mazon is an opportunity to examine where our food comes from, how it is grown and raised, how it is packaged and transported to us, and how it is prepared. In the modern era, most city-dwellers have lost touch with the sources of origin of their food. This is evident in the description of the world in Goldberger’s How to Thank HaShem for Food: “The earth is the most ancient and the most modern food-factory which was created and is constantly maintained by the Master of the Universe” (p. 21). We have become so alienated from the processes of farming and harvesting that in order to provide an analogy that makes sense to the contemporary reader, Goldberger describes the workings of the world in terms of a factory, the strongest symbol of industrialization and the human domination of the planet one could find!

Arthur Waskow analyzes the problem, asking whether “in our own time of earthquake both in the world and for the Jewish people . . . we need to rethink how to make food sacred as deeply as our ancestors did? For them, food was no longer what they grew in a small land by dint of their own labors, but what came to them by ship and camel train. For us, food has more and more become what is manufactured, not just grown: It comes from crossbred and genetically engineered plants and animals; it comes with inserted vitamins; it comes heavily packaged, precooked, frozen, irradiated, invented” (p. 68). Dr. Steven M. Brown asserts the value that Birkat Ha-Mazon can have in responding to this situation, for each time we say a blessing we acknowledge God and the chain of events (human or otherwise) that enabled us to have the gift of food in front of us.

Even when the Israelites experienced the miracle of manna falling from the sky, they still were obligated to collect it every morning, for it would rot if kept overnight (Exodus 16:21). The lesson here seems to be that our sustenance is the result of a partnership between God and human beings. Food is a miracle, but human effort plays a critical role in planting, raising, harvesting, and preparing the food we eat. Ultimately, God is the source of all of our nourishment, but we must also be aware of the humans (such as the farmers, the truckers, and the cooks) which brought the food to our mouths.
References
    Goldberger, Moshe. How to thank Hashem for Food: Lessons from Birkas Ha-Mazon. New York: Gross Books, 1988.
    Waskow, Arthur. Down-to-Earth Judaism: Food, Money, Sex, and the Rest of Life. New York: William Morrow and Company, 1995.

Tuesday, September 16, 2014

Why do we bless our bread? (Part III)

Before I share with you this third gleaning from my master's thesis, I want to mention that my brilliant (and pedantic) friend Ori correctly observes that the title of this series is poorly worded, as we do not actually bless our bread. Rather, when we say a blessing we are blessing God, or rather, we are blessing God's ineffable name.

This is, of course, a critical difference. If you arrive late to Shabbat dinner, you are still required to make the blessings over the challah before you start eating. This is because, when we say a blessing over food, the food itself is in no way changed. What was previously an ordinary piece of bread is not made sacred (as is, for example, believed by many Christians to be the case for the communion wafer). Rather, it is our relationship to our food that is altered and made sacred, as is described in more detail in this excerpt. My thesis in its entirety can be found online at the Lookstein Center for Jewish Education. The full text of this section is after the jump.
According to tradition, Birkat Ha-Mazon was instituted by Moses at the time when the manna miraculously descended to feed the Israelites during their travels in the Sinai desert (Talmud Berachot 48b). Elie Munk, quoting S. R. Hirsch, writes that by connecting Birkat Ha-Mazon to the manna, the rabbis teach us that “every piece of bread eaten now is as much a gift from God as the manna was.” (1954, p. 211). Goldberger, drawing from Talmud Pesachim 118a, asserts that the process by which God “causes a seed to transform earth into food [is] as spectacular as the miracle of the splitting of the sea” (1988, p. 5).

The point of each of these statements is that food is always gift from God, a gift which cannot be taken for granted. The provision of food is a daily miracle, whether it is effortlessly picked from the trees (as in the Garden of Eden) or reaped from the earth through great effort (after leaving the Garden). “The message appears rather clear: When we thank God for giving us food, we are recognizing that there is no intrinsic difference between the manna and the livelihood one wrests from the earth through sweat and hard toil; both are gifts from heaven” (1984, p. 182).

This connection is also made in the blessing said prior to eating bread, “Ha-Motzi.” This blessing thanks God “who brings forth bread from the land.” Bread – not wheat, which would be more technically accurate – to affirm God’s centrality to the entire process of making bread, from the sprouting of the grain to its baking in the oven. As Evelyn Garfiel puts it, “finding his daily bread never ceases to be a Nes [miracle] even to the farmer who toils so hard to produce the grain, for he recognizes its ultimate source to be God’s loving care for all His [sic] creatures. It is God ‘Who brings forth [the] bread from the earth’” (1958, p. 122).

Thursday, August 21, 2014

Why do we bless our bread? (Part II)

Continuing to mine my master's thesis on Birkat Ha-Mazon, the grace after meals, as we build up to the shmita year, this week I share with you the section on using the prayer as an opportunity to focus on proper nutrition. I won't overstate the analogy, but I believe that just as saying this prayer can be a time for personal and communal reflection on issues relating to food, diet and nutrition, so too can we look at the coming year as a chance to rethink and renew our approaches to these topics. The thesis in its entirety can be found online at the Lookstein Center for Jewish Education. The full text of this section is after the jump.
The World Health Organization defines "Health" as balance between physical, mental and social being. Birkat Ha-Mazon reminds us of the need to pay attention to, and strike a balance between, each one of these aspects of our health. Birkat Ha-Mazon is a social activity, as it is often said as the conclusion of a communal meal. Focusing on the text can lead to heightened cognitive awareness of, and encounter with, challenging issues affecting Jews and people in general. Here, I wish to look at the role that Birkat Ha-Mazon can play as a focal point in thinking about the physical impact of food on our bodies, or in other words, for nutrition education.

According to Genesis 1:26, humans are created “b’tzelem Elohim,” in the image of God. Although the interpretations of this are manifold, one generally accepted implication is that any form of self-harm violates Jewish law as it is a desecration of the Divine image. The extent to which this principle is applied varies: Some communities forbid body-piercing based on this idea, while others will not smoke cigarettes. Arguably, a concern for proper diet and exercise should be considered a Jewish obligation.

Birkat Ha-Mazon is a mandatory pause at the conclusion of a meal. We can use this time to make a connection between the food we have eaten and the nourishment it has provided us. This is also an opportunity for us to reflect upon the choices we have made with the foods we have eaten. One might ask oneself questions along the lines of: Did I waste food?  Did I overeat? Was the food grown (or raised) in a manner that fits with my ethics? How did this food get from its point of origin to me? How did the choices I made affect other people’s lives?