When my husband read an early draft of this essay, he asked, "Why doesn't her partner have to support our daughter? After all, they agreed to raise children as Jews." What does it mean to raise a Jewish child?Go To Parenting
A rabbinical student recently wrote a post for Kveller called Ban the Bar Mitzvah. In the post, he argues that bar and bat mitzvahs generally fail for four main reasons. They don’t accomplish much, they aren’t part of Jewish tradition or continuity, the money parents pay for the bar/
The article was posted just as the Reform Movement is beginning their “bnai mitzvah revolution”, hoping to help children and families find more relevance in the process and prayer services, and as a larger attempt to retain youth in congregational life after the bar/bat mitzvah is over.
There have been dozens of posts written in response on how to re-imagine the bar/bat mitzvah. Many argue that the bar/bat mitzvah may seem to be all about a lavish party, but in reality it can be a transformative experience for the child and family. College students look back at pivotal Jewish experiences of their youth and name having a bar/bat mitzvah as being a top, identity building time. Others have pointed out that the time the child spends with clergy one-on-one and in small groups preparing for this rite of passage is priceless. Family education is part of many congregational programs as children prepare for bar/bat mitzvah, offering parents the opportunity to explore topics that perhaps will (re-)kindle interest in worship, learning, or performing mitzvot (commandments).
Perhaps the point of the Banning Bar Mitzvah blog post was to force us to re-think why we spend so much time, effort and money around this one- or two-day affair. Children spend countless hours in tutoring to prepare for their day. When “successful,” the preparation and effort stays with a young person for years and years to come. Families are touched deeply. “Mitzvah projects” (projects focusing on community service and/or social justice in the child’s local community or in the world at large) have left an impact and sometimes are continued long after the synagogue service and party are over. However, if we want the bar/bat mitzvah to be more meaningful, then perhaps we should look at how we bring family members who aren’t Jewish to this sacred time. There are educators and clergy who spend special time speaking to interfaith families about the role for their family members who aren’t Jewish and who work creatively and with empathy and openness to involve parents and grandparents, from both sides of the family, in the service.
One great way that parents can find more meaning in this process, especially if they didn’t grow up having experienced bar/bat mitzvah personally, is to access our online resources around this theme. We will share eight sessions which will teach you more about the meaning of the worship service and rituals and which can help you think about how to bring deeper spirituality and connectedness to this process for your pre-teen. We suggest parents access this material as early as when your child is in 4th grade and you are starting to wrap your heads and hearts around what this can all mean. If you would like log-in information to look at this course content, just email me, Rabbi Ari, at firstname.lastname@example.org.
As this New Year begins, we may have many hopes and dreams about what the months ahead will bring. Maybe you have an 11- or 12-year-old and have hope somewhere in your heart and mind that this child could somehow experience the rite of passage within Judaism called a bar or
When you hear someone say “having a bar or bat mitzvah,” they are typically referring to a ceremony during a prayer service that includes a Torah service, usually by a cantor or rabbi. Taking place around the 13th birthday of a child, it marks the transition into adulthood within the Jewish community. (Those 13 and over can take part in commandments designated only appropriate for adults, such as fasting on certain holidays, taking responsibility for one’s actions in new ways, being counted as adults in prayer groups and helping make up the quorum of at least 10 or more needed for prayer (called a minyan), wearing a tallit or prayer shawl during services, and more.) There are many different ways families mark this coming of age.
The truth is, whether your child is called to the Torah or not near their 13th birthday, your child, if being raised with Judaism in a family who wants the child to affirm this part of their heritage, becomes a bar/bat mitzvah upon turning 13 years of age. The Jewish world is open to this child for learning and participation (whether or not their mother is the Jewish parent). Just because this learning and formal participation has not yet begun, God willing, your child will have years and years to investigate and take part in Jewish living and community. It is never too late to join a congregation in your area, to find a Jewish teacher, to take part in Jewish communal programming from the Jewish Community Center or Jewish Child and Family Services, or to go to Jewish day camp or overnight camp.
If you are a member of a congregation and your child is preparing for this important event and you have questions about what this all means and how your family who is not Jewish can participate, or if you are not a member of a congregation but would like to think about how to make this ceremony possible for your child and family, we want to encourage you to take part in our online course for families like yours. We offer a class online so that you can come to the content whenever you get a chance to log on. You can read essays about the history and meaning of this ceremony, you can learn blessings and prayers associated with a bar or bat mitzvah, you will get ideas about how members of your family who are not Jewish or did not grow up experiencing the bar/bat mitzvah personally can be involved in this rite of passage, and more. We share essays, narratives written by other interfaith families, videos, family activities to bring more meaning to the process for everyone, a discussion board so that you can ask other parents questions and share ideas, and more.
To learn more about the class or to join in, go to Preparing for a Bar or Bat Mitzvah. I hope to connect with you soon through this exciting opportunity!
Hopefully by now you’ve started following the newest blog on our site, the Animated Torahlog presented by G-dcast. Not quite sure what it is? It’s a place to engage with the weekly
But it’s not all words — the blog’s called “animated” because each post is accompanied by a video explaining part of the week’s Torah portion, focusing on a particular theme or story.
Now, I know you love how the posts also relate to our lives and interests; they often include music videos, poems, and/or visual art, and they always include questions about how these topics and themes relate to our lives today, in 2012.
But if you’ve been wanting to read ahead, or get other perspectives on the Torah portions, you might want to download the snazzy new eBook from G-dcast. For $14.99, it’s available for download on your iPhone, iPad, or iPod touch with iBooks and on your computer (Mac only, I think) with iTunes. What is it?
If you get the eBook for your iPhone/iPod/iPad, let us know what you think of it! Then make sure to read along with their Animated Torahlog, here on InterfaithFamily, to share all your new discoveries and insights!
This is a guest post by Sara Beth Berman, the Nadiv Educator at The Davis Academy and URJ Camp Coleman. Nadiv is a program through the Foundation for Jewish Camp, funded by the Jim Joseph Foundation and The AVICHAI Foundation. The Davis Academy is a large Reform Jewish Day school in Atlanta, Georgia, with students in Kindergarten Prep through 8th Grade and URJ Camp Coleman is a Reform Jewish summer camp at Cleveland, GA. Sara Beth has worked at many Jewish summer camps and is excited to be doing experiential Jewish education at the Davis Academy during the year.
“It’s like that latke that wouldn’t stop screaming,” a Davis Academy Middle School student stated, when talking about media clips in their Beit Midrash presentation today.
The Davis Academy Beit Midrash (DABM) is a monthly experience for all Davis Middle Schoolers, where they take a day out of their Judaic Studies curriculum to engage in “Torah Lishmah” — learning for the sake of learning. In the DABM, learners engage with texts, both modern and ancient, while experiencing an educational methodology that addresses multiple intelligences.
This month’s DABM was focused on our students’ Jewish December. For our Reform Jewish Day school, questions about Chanukah and Christmas — and about Judaism and Christianity — can pepper class discussions in all grades. Many of our students come from interfaith households. Their observance of non-Jewish holidays covers the entire spectrum from zero knowledge to attending mass with their Christian family members. Some of our kids have Christmas trees or Chanukah bushes.
The students started the activity by watching a video of Hazzan Matthew Klein reading Lemony Snicket’s The Latke Who Couldn’t Stop Screaming: A Christmas Story. Set off by the loud and frustrated fried potato pancake, our learners were ready to talk! The discussion was heated and excited, as the kids were finally getting their chance to ask questions about Christmas. Why do we celebrate this — or that? Do we combine holidays? How are the holidays different? How do *I* feel about being a Jew during this time of year? Why can’t I have a tree? What does going to church with your family mean to you? Would you ever wear this sweater?
They also had a chance to voice their issues and beliefs. Students talked about their experiences visiting church, how they feel when they’re wished a “merry Christmas” around town at this time of year, and how nice it is for them to celebrate Christmas with their non-Jewish parent. They aired frustrations and asked for clarity. What is the whole presents thing all about, after all?
One student said, “I am not forced to celebrate Christmas with my dad. I choose to celebrate with him.” Her explanation gives great hope. Being an educator at a Reform Jewish Day school, we’re trying to teach informed choice based on study of Jewish laws and texts. How wonderful that our students, who are Jewish, show such respect to their non-Jewish parents, as it is written in the Torah.
Interested in the conversation? Check out the Prezi, put together for use at the Davis Academy today, as an introduction to the conversation. How would you respond?
We are half-way through one of our online classes, Preparing for a Bar or Bat Mitzvah in Your Interfaith Family. One of the sessions is about the concept of “mitzvah,” the word in the name of this life cycle event, “bar mitzvah” or “bat mitzvah.”
Mitzvah is a Hebrew word that means commandment. The word mitzvah is in many Jewish blessings. The Friday night candle lighting blessing says, “Blessed are You, Adonai our God, Ruler of the universe, Who make us holy through commanding us to light the Sabbath lights.”
Because of the commanded language, some rabbis hesitate to permit those who aren’t Jewish, who have not formally through conversion taken on the commandments, to say the blessing and do the ritual. Thus, a mom who is not Jewish, who has raised Jewish children, may not be able to light the candles at the Friday night service before her child’s bat or bar mitzvah in some synagogues.
In the session on mitzvot (plural of mitzvah meaning commandments), we asked our class how the parents understood the concept of being commanded. Two interesting comments came up:
It seems that those connected to liberal Jewish families understand “mitzvah” in much broader terms than adhering to the actual ritual or ethical commandments of the Torah, as elucidated by the rabbis in the first centuries of the common era. This should be no surprise as Reform Judaism, in particular, can be fully expressed when lived within the spirit more than the letter of the law.
I would think that liberal rabbis would also understand “b’mitzvotav vitzivnu” — “with God’s commandments, God has commanded us” in a broader sense. There are moms and dads connected to Jewish families who understand the concept of “commanded” as guiding their lives in profound ways. To keep someone from saying blessings with commanded language because they are not technically commanded seems misguided in some circumstances, as the comments above beautifully prove.
Leo Baeck (1873-1956) was a German rabbi, teacher and writer who led the push for Progressive Judaism (which today encompasses Reform Judaism). He taught that God’s commandments can be understood by the individual as boiling down to the ultimate statement of “Thou shalt.” It is up to each of us to fill in that blank, “Thou shalt _______.” It’s clear that the parents in this class are harkening a call for ethical and moral living by filling in the commandments in a broad sense — and this is powerful.
If you are in Chicagoland and would like to take one of our on-line classes (with opportunities for in-person sessions), please register at www.interfaithfamily.com/Chicago. The next round starts in February.
This summer I met with the senior staff at Temple Chai in Long Grove, IL. The staff told me about a chavurah (fellowship group) that had grown organically at their synagogue, made up of mostly interfaith families with young children. One request the staff at Temple Chai had heard from the parents in this group was the desire to have a learner’s service on Shabbat so that they (and older children) could come to understand the whole Jewish worship experience on a deeper level.
On November 17 at 10:00am, the Learner’s Service: Shabbat Unpacked will take place, and I will be co-leading the service with Rabbi Stephen Hart and Laura Siegel Perpinyal, their Director of Congregational Learning. We have been working on a handout that will unpack five main prayers in the Shabbat morning service. For each prayer we offer three ways to understand it by sharing the history and background information for the prayer, a brief “instruction manual” to understand how to “do” the prayer in terms of choreography, and a timing explanation in terms of when the prayer is said during the service and why.
As we go through the interactive service, we will highlight these five prayers and share even more through music, explanations about the meaning of the prayers historically, and how we can make them our own today. There will be childcare for young children, but children are welcome to join in the service as well.
In order for Jewish prayer to be meaningful, maybe especially for someone who didn’t grow up being exposed to Jewish worship, several things have to happen. Hebrew has to be grappled with. Most people in congregations can’t translate prayer book Hebrew word for word. Yet, through understanding basic Hebrew roots (the letter core of words), which often repeat and shed light on the meaning, one is able to gain a tremendous amount about the nature of the prayer. For instance, the root for “holy” in Hebrew is three letters, koof daled shin. These three letters form the word kiddush (blessing over wine), kadosh (the actual word meaning holy), and kaddish (the prayer said by mourners). Yet even if one knows many Hebrew root words, understanding prayer transcends literal understanding of the words. This is because much of prayer is poetry. So the sound the Hebrew makes and the rhythm is important (this can be understood by just listening to the Hebrew being said or sung). As well, reading the English translation can tell you what the prayer says, although thinking about the imagery and the repetition of words can bring deeper meaning. Thus even though Hebrew may feel like a barrier and a challenge, one can understand prayer on some level even when just beginning to learn Hebrew.
Other ways to make Jewish prayer more meaningful are to learn about the prayers (as will be a goal of this service), to contemplate Jewish views of God and one’s own sense of spirituality, and also to seek meaning in being part of community. Prayer can be deeply meaningful when the images in prayer of peace or shelter, for example, lead us to action to brings these ideals to reality on earth.
Rabbi Abraham Joshua Heschel, one of the 20th century’s leading theologians, once said those “Who rise from prayer better persons, their prayer is answered.” Jewish prayer can feel mysterious, boring, antiquated, and removed from what we know and understand today. Yet it can also elevate, inspire, and connect us. I hope those of you in Chicagoland will join us for a lively and upbeat prayer experience on November 17.
Last week, the Rabbinical Assembly (the rabbis’ guild for the Conservative movement), sent out a press release. Together with representatives from the Schechter Day School Network (the Jewish day schools affiliated with the Conservative denomination), they met in late-October to talk about “outreach to and inclusion of intermarried families.” Great!
This isn’t the first time we’ve looked at how to attract and include interfaith families in Jewish day schools. We blogged about the AviCHAI foundation’s conversation and I participated in their day of meetings, which brought together teachers, school administrators, other Jewish educators, parents, and community professionals such as myself.
Back to the Rabbinical Assembly’s press release. It didn’t take long for me to realize that the consensus reached in their meetings would likely continue to alienate the families they want to attract and include.
Our studies have shown that having conversion as the focus of the Jewish community’s outreach creates barriers to inclusion and welcome. “Perceived pressure to convert” is ranked as a barrier to expanded connection with Jewish community institutions, such as synagogues and, I’m extrapolating here, day schools. If that pressure is a deterrent from going to Shabbat services, wouldn’t it also be a deterrent from sending kids to day school?
The focus on conversion as the ideal continued, as exemplified by one of the “challenging questions” the group discussed:
Before getting to a timeline, let’s take a step back. A great place to start would be using inclusive language. If a child is going to your school, chances are their parents are raising them as Jews. So clarify what you actually mean, but do it in a way that does not further alienate these families. How about,
I would, of course, recommend defining such a term on your forms. Make sure to explain why the Conservative movement does not view patrilineal descent as “Jewish,” unlike the Reform movement. (Conservative Judaism determines who they consider to be a Jew through matrilineal descent — a Jew is someone who is born to a Jewish mother, or who has converted to Judaism in a ceremony that meets their requirements.) For these children of patrilineal descent, the assumption is that their parents would want them to convert, that their families need additional support and Jewish education as well. In some cases, sure; we’ve received plenty of feedback from parents over the years, telling us they’d love to learn along with their kids. But for others, the additional resources might not be wanted. (I wonder if all families at the schools are viewed equally: are resources offered to parents who have in-married but who do not practice Judaism at home? What about intermarried families where the mother is Jewish, thus the Conservative movement considers the children Jewish — are they offered resources too?)
As my colleague, Ari Moffic, wrote in February, 2012, you might also consider creating “A Pledge for All of Our Families” for your schools. Her suggested template offers inclusive language that could be inserted in every school’s handbook and/or posted to the school’s website.
It’s great to see that the follow-up activities will include “drafting recommended language for admission applications to the schools.” Hopefully the resources on our site will help with that process.
And when you start looking for professionals to join your focus groups, you know where to find me.
As you may know, InterfaithFamily/Chicago is a 2-year funded initiative which began July 1, 2011. In the first year of the grant we offered an online/in-person class called Raising a Child with Judaism in Your Interfaith Family. The way the class works is that parents get login information to access the class on the computer. Each week of the class the material for a new session is added. You access the material on your own time during that week, read essays (or print them for later), hear/learn blessings, watch videos, get ideas for family activities, post in a journal, and more. Parents are able to interact with other through discussion boards. They have access to a facilitator so that they can ask questions about the material being learned. The facilitator responds to journal posts as well for a more individualized experience. In addition, two of the eight sessions include an in-person program for the whole family – a Friday night Shabbat dinner and experience, and a wrap-up and next steps send-off.
Each of the 8 lessons is about a major parenting situation and how Jewish teachings and traditions offer insights about how to make these times meaningful and spiritual. The class explores bedtime, food and eating rituals, marking time with meaning on a weekly and yearly basis, doing good deeds, loving learning, spirituality, and personal journeys. Every aspect of this class was created with modern interfaith families in mind.
A new session of Raising a Child with Judaism in Your Interfaith Family is beginning in October. It is ideal for families with preschool-3rd grade children. If you would like to join in this next session, go to interfaithfamily.com/raisingachildChicagoOct2012. InterfaithFamily/Chicago will cover the costs for anybody to participate.
The second program we offered in year one of our grant is a marriage workshop called Love and Religion – Online. The workshop took place over 4 Thursday evenings. The first night we take all of the couples to dinner in the city. This is a great chance for everybody to get to know each other in person and to talk about their recent or upcoming wedding. The next three Thursdays, for about an hour or so, we meet online. I facilitate the workshop along with a marriage counselor. We discuss how to create a meaningful religious and spiritual life as an interfaith couple and explore everything from communication in marriage to how to make major life decisions. We offered this workshop in February and May and begin a new session tonight, August 16, with 7 new couples. The next session of Love and Religion – Online will begin in October. It is not too late to join in. Sign up at interfaithfamily.com/loveandreligionChicagoOct2012.
In year 2 of our grant, we will be offering a new class, Preparing for Bar or
Each of the eight sessions is about a major aspect of the bat/bar mitzvah ceremony and experience. We will explore the history of the bar/bat mitzvah ceremony, the meaning of Torah, putting the “mitzvah” back in the bat/bar mitzvah, Shabbat morning and evening worship, ritual policies in synagogues, the enduring Jewish values to hold dear, and how to explain this to family members and friends who are not Jewish.
This class is beginning in October. If you would like to join in go, to interfaithfamily.com/barbatmitzvahChicagoOct2012.
We are beginning to build a community of people we have met through these classes and workshops. At the Joyfully Jewish Mitzvah event this past Sunday in Long Grove, I saw a family who took our Raising a Child class – it was great to reconnect! These classes and workshops are great ways to participate in learning and fellowship in convenient and realistic ways.
As we learn from our sacred text of rabbinic writings, Pirkei Avot (Sayings of the Fathers), “Say not: when I have leisure I will study, lest you may not have it!”