Sunday, 12 May 2013

Walking to Learn - Sinai Stories

This is the final blog in my omer series exploring that which has inspired me as a teacher and educator. As we reach the foot of Mount Sinai at Shavuot, which falls tonight, Tuesday evening, I wanted to share (and slightly adapt) one of my favourite midrashim, which describes God as having appeared to the children of Israel in many different forms, so that each one of them might hear God in the way they were best able to. 
This makes perfect sense: we are all different so we all need to experience God differently. It also makes sense if we think more literally about Sinai; the mountain is surrounded by Hebrews and those that came with them out of Egypt. Each person, wherever they stood, inevitably saw something slightly different. Some saw the front view, others the back, but no one saw exactly the same thing. And so it is only when everyone shares their version of what was seen that we might start to approach the truth of the narrative. There is a wonderful Merle Feld poem that beautifully addresses this from a gender perspective, but it is true in lots of other contexts. 
Educationally it is always a reminder to me that everyone in the classroom has a different view, depending on where they are sitting, what lenses life has lent them to look through, and how they are best able to learn and understand. Balancing all those needs is a challenge, but being conscious of them is the first step to creating something all can access. 
It is only in hearing all the experiences of Sinai that we might come close to Truth rather than the truth of each individual viewer, and in enabling our students to learn how to express their truths, we enable them to add to the narrative we create as humanity, as an authentic version of themselves. 
Chag Sameach! 

Friday, 3 May 2013

Walking to learn - Chinuch

As we walk through the omer, I am walking through some ideas that have inspired or guided me as a teacher/ educator/ empowerer and I welcome your thoughts/ additions!
In 2001 I graduated from university and  took a post at the Reform Synagogues of Great Britain (now known as the Movement for Reform Judaism) where my job title was 'Reform Students Chinuch Fieldworker'. In essence I was responsible for informal education with University students but the role also involved lots of pastoral care, travelling, socialising and Shabbat dinners. It was a great Sabbatical role, with fantastic teaching and Jewish opportunities within it, and particularly special about it was the ingenuity of the job title.
Chinuch has the same root as the word Chanukah. Now the etymology of these words and their relationship is somewhat debated (if you'd like to delve into that debate take a look here) but generally we can understand Chanukah to be about dedicating (in this case the Temple). When we use Chinuch we often translate it as education, but implicit in that must come some kind of dedication. If our students are not coming out dedicated to their Judaism in some way, we have failed them, and if we don't know what we ourselves are excited enough about to feel dedicated to it and able to express it to our students, we can't expect them to be Jewishly dedicated. Education in this context is not just about learning facts or being able to repeat rituals, but about engaging and understanding so that in our dedication we give each day new meaning, and our Judaism a future.
While we all want our students to learn and to grow, we have to also remember we need them to be dedicated to and excited about their Judaism. What has been the class you have run that you feel has inspired the most dedication from your students?

Thursday, 25 April 2013

Walking to learn - holding hands along the way

As we walk through the omer, I will be walking through some ideas that have inspired or guided me as a teacher/ educator/ empowerer and I welcome your thoughts/ additions! 
This third thought is one very close to my heart. For a few years now I've been developing an interfaith youth programme at West London Synagogue, working with a Muslim supplementary school. It is quite a unique programme, a very special way to encourage teens to stay involved, and more importantly, a brilliant way to explore their own identities while also understanding others who make up the patchwork of British Society. 
It's not always been understood by Jewish and Muslim families why this should be a part of their child's religious education, but pedagogically it makes perfect sense. I know from my own lived experience that my Jewish identity and knowledge has always been strengthened and deepened when I have been in conversation with those who perhaps don't know anything about Judaism or who have lots of questions about it. In trying to find answers for others I was forced to find answers for myself, and dialogue has always made me a more confident Jew, as well as helping me understand others. 
The programme was also designed to give students time to explore their identities within their faith communities so that they felt more confident in their own self-expression before meeting; often we are uncomfortable with someone who is different to us because we aren't confident in ourselves, so we hoped to boost knowledge and confidence to avoid any sense of defensiveness. 
Identity is an incredibly complicated thing to navigate today. Synagogues and schools are increasingly entrusted with forming our students Judaism, something that should be done in partnership with families. For me a key part of this is ensuring it is an identity that doesn't feel threatened by the other, or by difference, that can confidently engage in debate and discussion, and that is committed to working with other communities for everyone's benefit. So while dialogue might not be an obvious part of Jewish education, I think it is a crucial part.

Wednesday, 17 April 2013

Defy expectations: Thatcher and Tazria Metsora

The following was my sermon from last shabbat, Tazria Metsora, reflecting in part on our responses to Thatchers passing. As I write below, if you aren't mourning today perhaps take time to reflect on how you might defy the expectations society has of you, and how you might do so for good! Knowing feelings have run strong I was quite nervous about delivering this, but was touched by people's positive responses and willingness to reflect. I understand people's responses, but wonder if there is a more productive way to deal with them.


My rabbinic thesis tended to be a bit of a dinner party conversation stopper. ‘What are you writing on’ some poor innocent would naively inquire  “Menstrual purity laws and what women have done with them” was the answer. At the Menstrual part I think I had pretty much lost my audience. I now find myself wondering if the same is true at the start of a sermon.
Tazria Metsora is the kind of parashah lots of Rabbis worry about. We certainly hope no unsuspecting Bar or Bat Mitzvah pupil is lumbered with it. But having delved into the depths of Biblical, Rabbinic and modern approaches to concepts of tamei and tahor – poorly translated as purity and impurity (the Hebrew doesn't have the implication of dirt or negativity that the English does), it fills me with glee, and in fact Rabbi Julia and I almost had to fight over the sermon this morning as her thesis was in a similar area.
Because of how the laws on categories of impurity developed, we've often thought of them as inherently sexist, fearful of women’s bodies, and preserving men’s status of societal privilege. The Biblical texts on how and why one is classed as impure are, however, surprisingly even handed on issues of impurity. Without going into too much detail, both men and women could become impure through  natural emissions and unnatural emissions (I’ll let your imaginations run around with that one for now) and I would argue that men were probably impure and having to immerse in living water far more often than women, who were either pregnant, breast feeding, or under-nourished. These were, of course, Temple concerns, and their continuation beyond the destruction of the second temple in 70CE rested on entirely different motivations, divorced from worries about pure or impure, although being human, we've found the language difficult to shake off.
The section we began with today delightfully deals with a subject that filled me with fascination last year; female impurity following childbirth. The passage has attracted debate and interest because it suggests that after the birth of a son a woman enters two stages of impurity, the first being 7 days, the second 33 days. However for a baby girl, it is 14 days, followed by 66. Now it is entirely possible that in an ancient culture having a girl was seen as a consolation prize for not being blessed with a boy, and hence there is a sense of punishment to the woman for not securing a male child.  But there have also been plenty of attempts to understand it in more positive lights. Professor Jonathan Magonet, for example, suggests that a baby girl would be destined to spend her time with the women of the encampment, and so needed longer to bond quietly without male interference with her mother. He also suggests it might be anthropologically connected to her containing the potential for the same impurity as her mother, especially as baby girls do sometimes bleed after birth.
Whether we take the more or less positive view of this passages motivation, it is fascinating how quick we can be to judge. We easily find gender bias with which to reject and criticise the biblical text, but perhaps fail to see where it embeds itself in our own lives. Is there a difference today in how baby boys and girls are perceived? There are hospitals in London that still won’t tell women the gender of a fetus for fear they might try to endanger unborn girls. And before we assume such concerns only abide in minority communities, I have been amazed that more than one or two people have implied Gary and I will of course try for number two because we don’t yet have a son, or even that we might have been disappointed we had a girl!
Gender bias has been a big discussion point in the worlds of twitter, blogging and facebook this week. On Monday, the first woman to become Prime Minister of the UK, and the only Prime Minister I knew until I was 10, died. To say I disagreed with many of Margaret Thatchers policies would be fair, though it is also true enough to say that the one I have always cared about most was the scrapping of my break time bottle of milk aged 5. So not a deep level of political engagement one might say. But I have been rather shocked by the parties, glee and celebration at the death of Thatcher. My 10th birthday present was wrapped in a police photo of my elder brother at the poll tax riots, I can’t pretend I was unaware of what was happening in the 1980’s, from the destruction of mining communities to bombing Argentinian ships. But I just can’t see how such overt jubilation is appropriate when a human being has died. I understand why many wouldn't care much, or want to mourn her passing. I appreciate passions run strong, but surely we, if we feel the need, quietly ignore, or express our sadness at what damage was done, rather than dance on someone’s grave? And while I know some of you may want to tell me (and indeed have told me) the terrible things she did, there will be others wanting to celebrate her achievements and the positives she could be remembered for.
In an excellent article published on a media blog , a journalist who goes by the moniker ‘fleet street fox’ compared the wars, campaigns and enactments of Thatcher to those of her male counterparts, and convincingly demonstrates that she certainly deserves no more ire than anyone else, and absolutely deserves more respect than she is being shown, if for no other reason than that she was such a pioneer as a woman. She, and many others online, are arguing that Maggie just wouldn't have had this amount of vitriol directed at her if she had been a man. Others I’m sure would say she would have spared herself the hatred had her policies been different, or implemented differently.
Perhaps a little bit of both is true. But while our ancient ancestors are easy to criticise for their obsessions with ritual purity, and their attempts to lay controls and boundaries around women and men, we might at least argue that they understood that the cycles of life and death were both common and awe inspiring, normal and miraculous. Birth I’m sure took some recovery from in a desert encampment, and perhaps having twice as long in isolation after a daughter was born was a reward rather than a negative statement on the female form. Margaret Thatcher’s womanhood has also perhaps been used against her, and I suspect she used it and covered it up as it suited her too. But in her passing I think we have seen the ease with which women are still limited by their gender, and the importance of women like her, and our own Rabbi Neuberger, in continuing to stoically ignore such limitations and get on with doing that which they believe to be right. While we might criticise, or we might praise politician’s behaviour and policies, this week, let us remember she was a frail elderly mother and grandmother who raised the passions of a nation one way or another, and was a woman democratically re-elected to the highest office in the land three times. Celebrating a death as we would a birth is deeply distasteful, and I hope next Wednesday, when she is laid to rest, you will each take a moment to reflect on how you might confound expectations, just as our biblical text sometimes does, and as I would argue Lady Thatcher also did.
May we all be an unending surprise to ourselves and the world! And may we use what power we have to pursue only that which is just and right.
Cain Yehi Ratzon, May this be God’s will, venomar, amen

Monday, 15 April 2013

Walking to Learn: Tzimtzum

As we walk through the omer, I will be walking through some ideas that have inspired or guided me as a teacher/ educator/ empowerer and I welcome your thoughts/ additions!
This second thought is one very close to my heart, and I have mentioned it in other contexts on my blog before.
Tzimtzum is a concept from Lurianic Kabbalah, which suggests that in order for God to create the world space had to be made, and so God contracted into Godself. This act of self-effacement meant there was room for us to be independent free thinking humans with potential and dignity. As an abstract idea it sets before us a wonderful analogy for all sorts of relationships, including, importantly, when we teach: We have to make room for the other, and allow them space to become fully themselves. This is especially true of teenagers, whose brains are hard at work developing the skills of independent and creative thought.
How can you find ways to create space for those around you and not only see everything through your own lense? What can you do when teaching to allow students to find their own paths and independence, while also learning and developing?

Tuesday, 9 April 2013

Walking to Learn

Usually one learns to walk. During the omer, the period from Pesach to Shavuot, we almost walk to learn. We journey metaphorically from the freedom of Pesach, to the revelation of Torah (and the responsibility that comes with that) and this is celebrated with a long night of learning. In terms of observance most people know about the cheesecake at Shavuot. A smaller (but growing) number know about and engage in the learning!
There are different ways of approaching the omer, from the Homer omer calander, to exploring the kabbalistic approach to preparing for Shavuot. As I walk the omer this year (I always imagine it as a journey from the Reed Sea to Sinai) I am frantically trying to finish things off at my West London Synagogue post, and I am conscious that after Shavuot (which is my last service at WLS) I will be turning my focus to my new post at the Movement for Reform Judaism as Communities Educator. Teaching and education has always been a central part of my rabbinate, so through the omer I am going to be offering here some Jewish educational nuggets that have been important to me, from links to quotes, for discussion here and for personal reflection, whether you are an educator or a student (as we all are!). So together we will be walking towards learning,
So for my first little education oriented nugget, a short quote from Rachel Adler:
"Our teachers break our hearts when they do not see how their Torah is bounded by their context" Full article can be found here
What does this quote mean for you? How does it speak about you? How can we help students find their own context in the Torah?

Wednesday, 27 March 2013

Being Free: the Prize out of Reach

One of the blogs I have written that has received the highest number of hits was a sermon I gave on how cuts to benefits and our perceptions of disability are affecting those living with their reality (it is only beaten by one on the black triangle!). It was also posted to an amazing blog/campaign: http://www.diaryofabenefitscrounger.blogspot.co.uk
To help us reflect on the message of freedom inherent in pesach Sue Marsh, the writer of diaryofabenefitscrounger and an incredible voice of hope for many campaigning, or just struggling day to day with cuts to disability living allowance and other constant nips and tucks and attacks from all sides, kindly agreed to write a blog for you all here, reflecting on what that message of freedom means to her today. I wa deeply moved and inspired and I hope you will be too reader.
Thank you Sue:

Here is one of my favourite quotes

"When your people are oppressed, freedom is easy to define"

It is the prize, glittering just out of reach, it is the day you can leave the house, free from fear. The moment you are reunited with choice.

Without freedom we are trapped, forced to live a life others create for us.

Oh, as I watch the million ant like, unidentified humans scurry about their morning business, I'm sure few feel free. With gas bills and school runs and child care and deadlines and late shifts and obligations and doubt.

But they enjoy a freedom sick and disabled people in the UK are beginning to forget.

It's unlikely anyone will scream at them as they park their car. Call them "cheat" or "scrounger" and throw rocks at the windows.

It's unlikely random thugs will surround them in broad daylight and spit in their face, punch them until they stop trying to get up. Even if they do, that people will look away muttering muted agreement as they lay helpless on the floor.

It's unlikely that their income is dependent on one huge monopoly and if it is, that there is absolutely nowhere else that they can possibly derive an income from. Nowhere else to go, no other job to get, no alternative way of feeding themselves or their families.

We'd all like more freedom. We'd all like to throw off the chains of everyday life and become fishermen in Nova Scotia or smallholders in the Cotswolds or artists or painters or racing drivers.

Those chains that bind us all - some cruel, some crafted from love, take slice after slice of what we think our freedom is, sometimes, at times, little seems to remain.

But if you worked all your life, only to find the kids have all grown and left home, and serious illness or disability strikes, it can seem as if all that is left of freedom are memories.

Live on what they say you need. If that already pitiful amount is to shrink, you must endure. If they take it away altogether, you must endure. Not incontinent but can't get out of bed at night? Wear nappies because we say so. No-one to care for you? We may step in. Or increasingly, we may not. Can't walk? We might take your car away or your ability to fund one. Can't speak? We can't hear you. Can't understand? We will make sure you never do. Endure and endure and endure and all without the freedom to change a single thing.

Democracy has failed them - though how hard they tried to engage it. The media and the public have failed them. In some cases those closest to them have failed too, dissolved into the world that only thinks itself trapped.

Our country has done more to give sick and disabled people freedom than almost any other. The freedom to live independently, through the Independent Living Fund, the freedom to be warm and fed through Incapacity Benefit, freedom to get out and about through the motability scheme, freedom to engage with society through the Disability Living Allowance, freedom to keep working through Access to Work, freedom from persecution through the Disability Discrimination Act, freedom from isolation, freedom from living a life others could not begin to contemplate.

And today, it is all under threat. Every freedom, so hard won over 40 or 50 years of progress, stripped away or eroded beyond use.

Those dealing with their own, everyday constraints don't believe it, or maybe they just don't hear. Can't perceive true oppression or that it may stalk by their side in the UK in 2013.

And that is when freedom becomes everything. As we allow it to seep away for some, unchallenged, convinced as we are that our own chains are tight enough, we commit the greatest mistake man can make.

For once we lose freedom for even one of our own, we lose it for all. None can be free when we allow casual oppression. It opens a door our fathers and grandfathers fought with their lives to slam shut.