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Go inside Season 5 Episode 9 where the story line of Atticus and Rose's interfaith relationship comes to a head.Go To Pop Culture
My 5-year-old daughter just started violin lessons. Her lessons use the Suzuki method; parents come to lessons and learn along with the child so that when then child practices at home, the parent can help. Parents are expected to take notes during lessons and often video pieces of the lesson to watch with their child at home for reinforcement. I have not only thoroughly enjoyed the uninterrupted time with my daughter, but I have loved the pursuit of gaining these skills with her – new skills with which neither of us has any familiarity. Hannah teaches me and reminds me just as much as I help her. When we practice at home, we laugh a lot, we concentrate a lot, we learn together and get better together.
It recently occurred to me that this concept of Teacher, Parent-Learner-Teacher and Child-Learner-Teacher could be a great model to bring into the religious school classroom. Family education has become normative and popular in most synagogue congregations. Parents spend time in the classroom and engage in projects with the child. But what if family education meant that the parent and child were as engaged and highly focused on mastering the skills, on learning the techniques, on understanding the rhythm as they are in these violin lessons? What if parents prized the possibility of their child learning how to do Jewishly: how to perform rituals and traditions, how to read and speak Hebrew, how to study Torah and how to live based on mitzvot (commandments)? What if parents took notes in the religious school classroom, and all were silent, mouths gaped open in awe, as the teacher hummed a niggun (wordless melody), offered an appropriate blessing or translated a portion of Torah? What if the teacher gave homework that the parent and child had to do together and gave stickers when the parent-child team brought back their weekly homework chart filled in?
In some ways, many families have outsourced their child’s Jewish education to the synagogue school. Just as there is no way violin or a foreign language can really be learned unless it is practiced at home, there is no way Judaism can be learned unless it is practiced at home. I think that for interfaith families in particular, in which one parent did not grow up with Jewish knowledge and traditions, it would be even more powerful to gain these insights with their child. And, for a parent who grew up Jewish and has a deep level of knowledge, they can learn from the teacher how to teach and transmit that knowledge to their child. There is a parent in our Suzuki class who teaches flute. She knows music. She doesn’t know the violin. She is learning with all the other parents who don’t have her musical background. For a parent who grew up Jewish and needs a refresher, what better way than with your child?
I am looking forward to hearing your thoughts about how this could translate to the religious school classroom. Could you imagine making the commitment to learn with your child each week and then practicing at home? If you believe Judaism provides the framework for structuring a life of meaning, joy, order and purpose, it would seem to be worth the time and effort!
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