Full of helpful advice for families starting to think about their child's bat or bar mitzvah, Bar & Bat Mitzvah For The Interfaith Family will be a helpful primer to all families (not just interfaith!).
This booklet explains the history of Hanukkah, the symbolism and significance of lighting candles for eight nights, the blessings that accompany the lighting of the candles, the holiday's foods, the game of dreidels, and more!
Connecting Interfaith Families to Jewish Life in Greater Cleveland by providing programs and opportunities for interfaith families to experience Judaism in a variety of venues, meet other interfaith families, and to connect to other Jewish organizations that may serve their needs.
A great way for Jewish professionals and volunteers who work with and provide programming for people in interfaith relationships to locate resources and trainings to build more welcome into their Jewish communities; connect with and learn from each other; and publicize and enhance their programs and services.
I have had the pleasure of watching Shaboom!, the new video series that BimBam Productions has created. InterfaithFamily/Chicago recently helped launch the video series at a few viewing parties around town. In all cases, the kids enjoyed the debut eight-minute video and the parents did as well. It’s catchy, colorful and has a great message. Everyone learns how to say one value in Hebrew and experiences how to apply it to our lives with realistic scenarios.
This is the first of the video series (you can see more below).
Here are my eight thoughts about this eight-minute video:
1. It’s important to learn Jewish values in Hebrew. The first video teaches the mitzvah (mitzvah literally means commandment, and is also thought about as ritual and ethical sacred deeds) of hachnast orchim—welcoming guests. Do other religions and cultures teach this same value? Absolutely. However, Judaism has our own texts about this value, quotes on it and vocabulary for it. We could teach our children to be good hosts. And, we can teach them to do the mitzvah of hachnasat orchim. I do believe there is a difference. When we talk about the latter, we feel connected, grounded, deeper, more spiritual, perhaps, and urged to do it in a different way than talking about a more universal idea of graciousness.
By knowing the Jewish approach to a value, the Jewish sensibility around it and the Hebrew words for it, it helps us live a life where we can point to the positive things we do that are specifically and particularly Jewish. Sometimes as a liberal Jew, it is hard to know what I “do” that is Jewish and this is one way in.
2. The show depicts racial diversity in the Jewish world. One spark is brown and one is pale. They are both Jewish and teaching about Judaism. This normalizes and makes visible people in Jewish communities and in Jewish families who have different color skin and different racial make-ups. It isn’t the point of the show and it isn’t talked about or an issue. This is simply Judaism. Children growing up today with Judaism in their lives know that you can’t “look” Jewish in terms of physical appearance.
3. Jews believe in angels. The main characters are invisible sparks (we’ll get to that next) but they also have wings. The word angel in Hebrew is translated as messenger and there are many messengers throughout the Bible.
As Rabbi Elliot Dorff reminds us, “the existence of angels is a Jewish notion,” and “if we do not make …angels idols, or pray to them as if they can replace God, then talk of angels is a helpful personification of the workings of God in our lives.” (My People’s Prayer Book, vol. 7, Woodstock, VT: Jewish Lights Publishing, 2004, pp. 69-70).
The angels in these videos are named Rafael and Gabi from Gabriel or Gabriella. There is a special prayer for protection in Jewish tradition that is said at night and includes the words:
In the name of Adonai the God of Israel: May the angel Michael be at my right,
and the angel Gabriel be at my left;
and in front of me the angel Uriel,
and behind me the angel Raphael… and above my head the Sh’khinah (Divine Presence).
4. Jewish Mysticism Teaches That Sparks Are Invisible: These cute little characters who have wings are known as invisible sparks in this show. This hearkens to the mystical notion of tikkun olam (repairing the world) which teaches that when God created the world, God’s light shattered into millions and billions of sparks or vessels that are spread all over. When we do mitzvot (good deeds), we free the sparks and send them back to a broken God who gets unified in the process. You never know if your good deed is the last one needed to bring complete healing and redemption to God and the world. I actually love the idea that God is fundamentally broken like we are and that we are partners in the task of repair. We yearn for God and God yearns for us.
5. We Are Attached to Screens: In the video, one spark teaches the other about welcoming guests by showing her to turn off her television when a friend comes over. Similarly, the mom and son in the Ploney family has to turn off the video games they are playing to hear the doorbell. Children as young as toddlers are staring at a screen for much of their day. We have to be taught to put it down or turn it off for human interaction. I am attached to my phone and I do see the toll it takes on my eyes, my posture and my level of distraction. Being aware is the first step to change, right?
6. Ploney is Used on Purpose: Ploney is used in the Talmud as a kind of John Doe. By calling the family the Ploneys, it is a clear reference to Talmud study.
7. Shabbat is Important: The family is coming together to welcome a relative from Israel to their Shabbat table. Shababt is about family, screen-free time and being connected. The reason the Jewish world spends so much money and resources on getting people together over Shabbat for dinners and services is because we still believe one hundred years later as Ahad Ha’am the Israeli poet wrote, “More than the Jews have kept the Sabbath, the Sabbath has kept the Jewish people.”
8. There are Layers to Jewish Learning: When I first watched the video, I was upset because I got the references I have mentioned here but figured many parents and kids who watch this won’t. I felt it reinforced the secret hand-shake of Judaism with insiders and outsiders. I worry that Judaism is hard to get into and that learning is often presented in such a pediatric way with coloring sheets that adults with little Jewish literacy or current connections to Jewish institutions don’t have many opportunities for real study to get to the good stuff.
But I realize that good family programming touches the viewers on different levels based on their age and life experiences. And I realized that the show is perfect because it shows the way Judaism approaches study. “Pardes” refers to different approaches to biblical understanding in rabbinic Judaism or to interpretation of text in Torah study. The term, sometimes also spelled PaRDeS, is an acronym formed from the same initials of the following four approaches:
Peshat (פְּשָׁט) — “surface” (“straight”) or the literal (direct) meaning.
Remez (רֶמֶז) — “hints” or the deep (allegoric: hidden or symbolic) meaning beyond just the literal sense.
Derash (דְּרַשׁ) — from Hebrew darash: “inquire” (“seek”) — the comparative meaning, as given through similar occurrences.
Sod (סוֹד) (pronounced with a long O as in ‘sore’) — “secret” (“mystery”) or the esoteric/mystical meaning, as given through inspiration or revelation.
We tend to ask our children the same questions over and over which are super hard to answer. Educators and parents ask, “What are you thankful for?” This questions is asked repeatedly around Thanksgiving time. Children say, “my parents, my home, food, friends and toys.”
Ask your child now. What did he or she say? A parent volunteer told me that when the librarian asked the kids this question, my 6-year-old said, “the solar system.” That was an unusual answer. I’m not sure where that one came from. Maybe there was a poster of outer-space or a book nearby that caught her eye?
There is nothing wrong with this question but it is very hard to tap into real feelings of gratitude, appreciation and thanks and then to be able to articulate those feelings. Sometimes I ask my kids what makes them happy and that seems easier for them to talk about. Gratitude has to be cultivated and modeled.
As we move into the Hanukkah and Christmas season, I asked my 6-year-old and 8-year-old what they know about these holidays. You would think that being children of two rabbis and living in a heavily Jewish suburb would sway or weight their answers some. Yet, they love their idea of Christmas even though they have had limited personal experience with it (much to their chagrin).
When I asked them what they think about when I say the word, “Christmas” they beamed with joy, lit up and said, “presents!” Now, my pastor friends and practicing Christians may be cringing. These are not the holy parts of this holiday. In addition, these are children who have lots of stuff. They are not lacking for presents. However, the idea of getting a gift is ever thrilling.
They don’t have much first-hand experience with a religious and/or a cultural Christmas. (Hopefully their experiences will vary and multiply as they get older and they will come to value volunteering during the time of darkness and need for so many, and will be inclined to cherish the priceless and precious gifts of time and presence more than material things). Their ideas about Christmas fun come primarily from TV and I’m not sure where else.
Then I asked them to tell me about Hanukkah. They said lighting the menorah and presents are what come to mind. My children don’t like latkes. Or matzah ball soup, lox or noodle kugel. I know, it’s just wrong, but I’m being as honest as possible here. They do like Elf on the Shelf, Christmas cookies and the lights, beauty and magic of Christmas.
When I reminded them and gave hints, they were able to conjure up details about the miracle of the oil lasting and about the re-dedication of the Temple. They know the role of the shamash, or helper candle that lights the other ones. They know how to play dreidel and play it with zeal. They love games! They love getting together with friends and family over Hanukkah. They sing Hanukkah songs and enjoy going to synagogue where each family lights a menorah and it glows with warmth and love.
I don’t think my children are more spoiled or more materialistic than others. They love life, and they love surprises and being playful. They love their friends, feel connected to their family and enjoy school and learning. They generally are into things.
Am I worried that my children—who I hope will look to Judaism to give them order, meaning, sacred purpose, connectedness, hope, values, inspiration, pride, and so much more—love aspects of Christmas? No, not one bit. I do want them to be literate in tenets of Christianity too. I want them to know more about Jesus. They will learn history as they mature and will have context and gain perspective and understanding. I don’t want them to feel threatened by Christianity and Christmas. I want them to be able to ask their own questions and take Christian theology and beliefs seriously. I want them to understand that there is religion and there is culture and there is secularism, and how each of these aspects inform a person’s expression. I don’t ever want Hanukkah and Christmas to compete.
I think that making a child raised with Judaism feel badly about liking Christmas is not a great approach. It won’t create closeness with Judaism. The main thing is to keep asking our children what they think and teaching our children as much as we can so that they can create well-rounded notions of these two holidays, central to our American psyche. Knowledge is good. Not being shamed for loving parts of another religion’s holidays is good.
Let’s stop asking rote questions and expecting rote answers. Your kids will tell you what they honestly know and think and it will open your eyes to their little developing souls.
In Marc Maron’s recent podcast “WTF,” he interviews Jason Segel (of How I Met Your Mother fame) at length and touches on his interfaith upbringing early on. (The interview itself begins at 14 minutes in, and the conversation turns to religion at about 15 ½ minutes.)
Segel’s father is Christian and his mother is Jewish, and he tells Maron, “Neither of them are religious. So they made this decision that they were going to let me decide, which is like the dumbest thing you can do for a kid. Because you don’t really care [at that age].”
He goes on to say, “At Christian school you’re the Jewish kid and at Hebrew school you’re the Christian kid. I think that’s the nature of groups.”
It’s not surprising that Haaretz picked up on the message that being a “half-Jew” (their words, not ours—we do not promote this term) equaled “outsider” for Segel. Being brought up with two religions does not work for everyone, and perhaps having parents who Segel did not consider religious themselves, he didn’t have the necessary context for religion at home that is necessary to form a religious identity.
Susan Katz Miller takes issue with Haartez’s framing of the interview: “Clearly, by leading with this idea [of interfaith equals outsider], the intent was to use Segel’s story as a cautionary tale, warning parents away from dual-faith education, or from interfaith marriage in general.”
The argument that raising children in an interfaith family can lead to them not identifying as Jewish is nothing new. And Katz Miller makes some good points in response to this assertion, including:
“Yes, it is essential for interfaith children to have support for integrating two (or more) cultures in their families, rather than bouncing back and forth between two separate religious worlds.”
Katz Miller touches on the danger in simply being dropped into two different religious institutions without enough context at home or awareness within the religious institutions themselves about interfaith families. We don’t know exactly what Segel’s religious life was like at home, but it sounds like there might not have been much reinforcement of what he was learning outside the home. At InterfaithFamily, we try to educate parents and offer many ways to boost their knowledge of Judaism and how to do Jewish at home, so that a child has a framework for what they are learning and why it’s important to their family. And we work to help Jewish organizations create a welcoming environment where kids will feel they belong–regardless of their background.
This blog post arose after a conversation about the challenges for interfaith families in which one parent is a practicing Christian trying to raise Jewish children. We were speaking about many hot topics including:
The goals of liberal Jewish religious school and Hebrew school
Why most synagogues hold school on Sundays
How synagogue leaders can create a culture of not just welcoming interfaith families but understanding that for some families one parent is practicing another religion.
How hard it is for families with young children to participate in a late Friday night service and how disappointing it is for families who want to pray with the same people (creating real community) each week when Saturday morning bar/bat mitzvah services are often filled with a different audience each week, not largely drawing from the synagogue community.
So, here are my top five reasons for congregations to consider the idea of holding religious and Hebrew education on Shabbat morning given how many interfaith families are now in Jewish life. This switch of days could help with some of the above challenges.
For some interfaith families where a parent grew up attending church as a family on Sundays, that parent yearns for a similar weekly tradition of observing the Sabbath with their now Jewish family. Church services are often about an hour and there is childcare for babies and young children. School age children have a Bible lesson and then join their parents for prayer and singing. This can be followed by a family brunch to process what was taught that morning and then on with the weekend… Why can’t synagogues offer a joyous, music-rich Shabbat experience for an hour on Saturday morning with a Torah reading in which the children can participate in this sensory celebration of the words that sustain us?
We say that the reality is that sports take place on Saturday mornings and our society is geared toward Sunday religion. There are so many options for sports today and teams here and clubs there that I have no doubt that families who are interested in “Shabbat Space” (I don’t think the word school really captures what it means to be immersed in Jewish learning) could find their children later swim lessons, different soccer teams, etc. that would begin after say, noon, on Saturdays.
Rather than teaching children about Shabbat on a Sunday when they have to wait days for it to arrive again, why not live it, experience it, hear it, do it on the right day? We could join in with communities around the state and the world who are reading the same words from our sacred scroll in the same way and interpreting those words in different ways!
Let Jewish children understand that the rhythm of our week is different from most others in our society. While we share so much with our Christian neighbors and family members, there is a particularism and uniqueness to Jewish expression which doesn’t have to set us apart and create a divide, but rather urges us to join together with our shared sacred purpose of making the world a better place.
Some Christian parents partnered with Jews who are bringing up their kids in both religions may want to go to Church on Sundays and having Jewish school on the Christian Sabbath makes that difficult.
The following is a guest blog post by Rabbi Evan Moffic, who is not a member of our staff but his wife, Rabbi Ari Moffic (Director of IFF/Chicago) is!
Win a copy of Rabbi Evan Moffic’s new book, What Every Christian Needs to Know About Passover!
Nothing brings people together like food. It is no accident, then, that among the most popular holiday for interfaith families is Passover. It is not only popular because it features prodigious amounts of food. It is popular—and meaningful—because of the spiritual message it conveys. This message matters for Christians and Jews. And it’s a message that can bring interfaith families closer together.
I believe so powerfully in this message that I wrote a book about it this year. The book was published by Abington Press, and it has spent several weeks as the top-selling book on Jewish holidays. Clearly, the Passover message resonates. Here’s why.
1. We are all searching for freedom: On Passover we recall the way God led the Israelites from slavery to freedom. We see the tools God gave them to rediscover that freedom in every generation by asking questions, praying, celebrating and retelling the story. As we do so, we shed light on the journey of our own lives. We ask ourselves where and how we might be enslaved. Are we enslaved to our possessions, our work, our addictions, our desire to please others?
2. We can all learn from one another: I passionately believe that religious and spiritual people can learn from traditions different from our own—perhaps especially from those traditions that are our next-door neighbor traditions, which is how I think of Judaism and Christianity. As a rabbi, I have found great inspiration in the description of love from Paul’s letter to the Corinthians. My own prayer life has been transformed by what I have learned from pastors and Christian writers. Quite often, I learn more about my own faith when I encounter it with new questions and concerns prompted by those who do not share it.
I believe the same growth can happen for Christians interested in deepening their own faith. Passover in particular holds spiritual invitations that can speak powerfully to Christians. Passover was observed by Jesus. It is a holiday centered around family, food and freedom. It is accessible and relevant to Christians of all denominations.
3. We can see ourselves in the story: In a recent class I asked members of my synagogue what the Exodus story meant to them. Did it affect their self- understanding? Could they see themselves in the story? All of them said yes. They frequently connected the Exodus with their family history. Many had grandparents and great-grandparents who emigrated from Europe to the United States. They fled poverty and persecution to build a better in life here. America was their Promised Land. Europe was their Egypt.
More recent Jewish immigrants echoed this message. Between 1967 and 1991, almost half of the entire Jewish population of the Soviet Union left for freedom to Israel, America and other Western countries. They saw their journey as an exodus from oppression to freedom.
In churches where I have led Passover seders, I’ve asked the same question. Some draw on their family history. More often, however, participants saw the Exodus in the context of their spiritual journeys. A participant who became a Christian later in life saw crossing the Red Sea as a symbol for baptism. He had fled the oppression of his past life for freedom as a believer and follower of Jesus. Some women saw the Exodus story as a paradigm for gaining freedom from the past and strengthening their role in the Church.
Regardless of who we are, Passover reminds us we can gain our freedom. We can become the person we are meant to be.
Evan Moffic is the Rabbi of Congregation Solel in Highland Park, IL, a community of 500 families on the North Shore of Chicago. He graduated from Stanford University in 2000 and was ordained by Hebrew Union College in 2006. He appears regularly on CNN and Fox News and writes for the Huffington Post, Beliefnet and his blog at www.rabbi.me. His first book,Words of Wisdom: From the Torah to Today, is a spiritual introduction to Judaism. His second book, What Every Christian Needs to Know About Passover, makes Passover come alive today for people of all faiths.
When it comes to religion, many parents don’t want to choose for their kids. Their hesitation isn’t just about choosing a single religion over another—they are hesitant to make any choices about religious education for their children at all. What I most often hear is that people want to allow their kids to choose for themselves.
In an age when we value our kids for being independent thinkers and want to allow them to develop freely, I completely understand this sentiment. Many adults don’t look favorably on the religious education they received when they were children. They don’t want to force their own kids to believe anything in particular. And if they are part of an interfaith couple, they often don’t want one religion to take precedence. The result is that they often do…nothing. Or very little.
Even though I can see where this well-intentioned reasoning is coming from, I’d like to play the devil’s advocate. Here’s why:
1) Every adult has the option to make choices around religion. In fact, adult children will make decisions about religion no matter what we have given them. So I would like to eliminate this as a concern for parents raising young children. No matter what you do, they will choose what works for them.
2) Parents are scared of indoctrinating their kids. I know that the word sounds terrible, authoritarian. And of course I’m using it in a tongue-in-cheek manner to make a point. All I’m saying is that parents try and pass on what we hope our kids will learn according to values we think are worth living by. Call it “parenting” or “teaching.” We teach our kids about our values in many arenas: political and social values, the importance of education, open mindedness, how to treat others. We “indoctrinate” from the moment they get up in the morning to the moment they lay their heads down through the stories we tell, the schools we choose, the way we talk about daily events. We teach them the value of music as we schlep them, often against their will, to piano lessons. It’s not a bad thing.
We are teaching them the values we hold dear because we believe that our values lead to treating others well, and a life well lived. So why do we feel terrified to teach our kids about religion? If you develop a clear idea of what values, traditions, holidays and ritual are important to you and your family, there is nothing wrong with teaching them what it looks like to live within that framework. If they don’t like it, they will reject it, or pieces of it. But they will never be able to say that they didn’t know what was important to you.
3) Give them some knowledge! If they know more about the traditions represented in their home, they will be better able to make those decisions as adults we all want to see them make. If you give them nothing or very little, from my experience, they will grow up having many questions, little foundation, and perhaps feel frustrated that they were cheated out of not one, but TWO great legacies. Give them the knowledge and experience so that they can be better educated choosers. If you don’t, they will likely grow up feeling like they don’t know enough to even walk into a religious institution. (I have to thank my father for this one. He enrolled me, reluctantly, in Hebrew school as a kid. He argued that I would clearly rebel against it as he had, but wanted to ensure that I knew what I was rebelling against. He ended up with a kid who is a rabbi. See how you just can’t control them no matter what you do?)
4) That leads me to my last point. One thing is for sure: You can’t win! I know plenty of adults who felt they received far too much religious instruction, and plenty who complain that they were given very little. As with everything in parenting, follow your instincts and know that your kids will, indeed, be independent thinkers and not necessarily follow your path…no matter what you do.
I am fully aware that I inculcate my values at home. I send my kids to a dual-immersion Spanish program because I want them to value other cultures and be able to see from the inside what another person’s experience of the world might be like. I tell them who I’m voting for, and why. And I teach them Jewish values. I tell them as we are stopping by the road to give a homeless person some food that the Jewish value, tzedakah, means that humans are responsible for bringing justice to the world.
At Passover time, I press the idea that no one should ever be enslaved and we need to lift up those who cannot lift themselves up. Every time we say “motsi,” the Jewish prayer before eating bread, I am teaching them through a Jewish lens that we must pause in gratitude before delving in.
I am inculcating values they will live by and someday grapple with as they are deciding who they want to be. Sure, I’d love for them to always value the same things I do, but at some point they will grow to be independent beings who may reject any or all of what we’ve given them. Which is what we all want in the first place.
Parenting Through a Jewish Lens is a program offered through Hebrew College in over a dozen locations in the Greater Boston area (many providing free child care in the daytime!). I recently participated in the program, and it was an incredible experience. The curriculum itself has been continuously updated and modified for several years now (the class used to be called Ikkarim) and has been well supported by CJP since its inception 10 years ago.
PTJL has assembled some of the best educators around. And the content of the materials are worth their weight in gold. This is one notebook you will want to keep in your library, as the lessons really help parents to open up and share ideas and real experiences, which are universal to all parents, yet center around the particular beauty of building one’s Jewish identity inside a growing family.
There are ten lessons in this brilliant yet very accessible curriculum. The lessons are grouped into four domains: Outward Bound (the interpersonal domain), Inward Bound (the domain of personal meaning), Upward Bound (the transcendent domain) and finally Homeward Bound (the domain of identity).
Joshua (left) and his family
The program is a great way to meet other parents who are going through similar struggles in parenting in the modern age. Rather than throw our arms into the air in total bewilderment of twenty-first century parenting, it turns out that there are some very relevant concepts in parenting within Jewish education as old as the Torah itself. Delving into these texts with a diverse group of parents and fantastic teachers, all one needs is a love of learning and a curiosity about what Judaism has to offer.
I took the class myself this past semester and have relished every moment. I was one of the “elders” as my kids are 6 and 9 and most of the group had 0-3-year-olds. Either way, parenting is parenting, and there is no need to feel any sense of isolation with such a loving and caring Jewish community that we are blessed with in Boston. This non-denominational water is nice—so jump in!
Additionally, InterfaithFamily is helping to promote a PTJL class that specifically focuses on intermarried parents, which will be wonderful as well. Any chance you have to take this class, I highly recommend it. Who couldn’t be a better parent? This is precisely the kind of family education that will deepen your lives with elevated meaning and purpose, and you might even make a new friend or two. I can’t say enough about this class. Sign Up!
PTJL offers three types of classes that support parents with children in all stages of development:
Parenting Through a Jewish Lens (for parents of children birth to 10)
Parenting your Tween Through a Jewish Lens (for parents of tweens age 10 to 12)
Parenting your Teen Through a Jewish Lens (for parents of teens age 13 to 19)
Participants come from all backgrounds and include interfaith couples, LGBTQ parents, single parents and those raised in other faiths. This fall, PTJL is holding a class specifically for interfaith families! It will take place on Thursdays, 7:30-9:00pm in Newton starting November 6, 2014.The early bird registration rate ends on June 30, so sign up soon!
You can learn more about Parenting Through a Jewish Lens by visiting its website or by checking out the PTJL blog where past PTJL participants and instructors share their stories and insights.
Have you taken this class? Let us know what you thought in the comments!
My childhood synagogue, Temple Or Rishon, was a hodgepodge of Jews and interfaith families, all of whom were happy to find a Jewish home in an otherwise Christian and Seventh Day Adventist area. Despite the Jewish community in Sacramento being very small, I feel blessed that I grew up in an incredibly eclectic and inclusive Reform synagogue in Orangevale, California.
I wish that more people could have such an affirming Jewish religious and/or community experience in their childhood—and adulthood as well. But synagogue-based religious life and education isn’t a good fit for everyone, for a variety of reasons.
While I am the Jew and leader that I am today in large part because of the synagogue in which I grew up, I recognize that day schools and synagogues don’t work for all Jews. There are other models where families can find Jewish learning and community. So where can Jews in the Greater Boston area send their children for formal Jewish education?
BJEP student theater
Enter BJEP, the Boston-Area Jewish Education Program.
BJEP provides an excellent alternative to traditional synagogue-based Hebrew school. The Boston-Area Jewish Education Program is a welcoming, independent and unaffiliated Sunday school located on the Brandeis campus in Waltham, MA. Brandeis University undergrad and grad students apply their knowledge and passion by teaching BJEP’s first through seventh grade students. The program embraces Greater Boston families from all backgrounds (interfaith, interracial, LGBT, varying Jewish denominations) interested in learning Hebrew and exploring Jewish traditions, values and culture.
Experiential learning and Jewish arts and culture are central to their program. They offer extended day options so students can learn modern Hebrew, Jewish dance and Jewish theater. BJEP also offers adult learning and family education, runs High Holiday services and provides bar and bat mitzvah support. Headed by Rabbi Ari Lev Fornari as the education director, BJEP is organized and funded by the parents of students enrolled in the school and is governed by a volunteer parent board of directors. For more information, visit www.bjep.com.
This past weekend, Hebrew College ordained a new graduating class of talented and committed rabbinical and cantorial students—mazel tov! Among them is Ari Lev Fornari, the newly-hired BJEP Director. He comes to BJEP with a dynamic and ambitious vision.
“BJEP is a vibrant community of learners and teachers, including multi-faith, multi-racial and LGBTQ families. We share a desire to create and transmit a Judaism that is relevant and meaningful. A Judaism that celebrates the many constellations of family. BJEP is a place where young people learn to value difference, curiosity and critical thinking. It is a place of imagination, creativity and play.
I was drawn to BJEP because of its out-of-the-box approach to Jewish education and its commitment to making Judaism real and meaningful. Traditionally there were different models for how to organize Jewish communal life. One of them was prayer, which grew into the synagogue model. Another was learning, known as the Heder. I see BJEP reinventing a model of Jewish community built around learning. It is my hope that as we grow the program, it will increasingly become a place of intergenerational learning, where we can support families on their Jewish and spiritual journeys.”
I’m thrilled that InterfaithFamily/Boston will have the privilege of working with Ari Lev to support BJEP’s interfaith families in the coming school year!
Many people want to be welcoming but don’t necessarily know exactly how to provide the welcoming learning environment for interfaith families and kids. In this essay, I’ll provide some tips on how to engage kids from interfaith homes in classrooms and how to handle potentially awkward situations.
1. Respect the family. Keep your own opinion out of the conversation. The children need to feel validated, not uncomfortable. Be prepared for anything. Families come in all shapes and sizes and have all kinds of dynamics. Some families may be raising their children in “both” religions or incorporate varying degrees of each religion. Grandparents may not be supportive. Students may believe in Santa Claus. Relatives may celebrate Kwanza. There are infinite ways to be a family.
2. Respect the other parent’s religion. If a child refers to another holiday celebration with relatives who are not Jewish:
a. Listen. A key element of listening is eye contact. Pay attention to what the student is telling you about a religious experience. If you can relate their story to something Jewish, great. If not, just listen attentively. If you don’t have time to talk because class is starting, say that you would love to talk in greater detail after class and then make sure to offer to talk to them after class.
b. Ask questions. “Did you enjoy going to church?” If you end the conversation abruptly because you are uncomfortable or in a rush, the student may think that he said something wrong. Asking questions (within time constraints of the class) shows that you are interested.
c. Support. Your response of support will enable the student to be happy about their experience. Students should never feel bad if they participated in a family event that wasn’t Jewish. Responses like: “That is great that you had fun with your cousins. You are lucky to be exposed to so many different types of religion.”
d. Pay attention to all of the students. The whole class is potentially listening to your conversation about interfaith issues. The students will take their cues from you and it is key to set an example of support. If you hear another student give a negative response (or make a face) be sure to provide a supportive environment to all of the students. The student that provides a negative response should get the cue that in this classroom, we don’t judge other people but accept one another. It is a mitzvah to support your whole family.
3. Truth. What if a child says: “My cousins told me that the Jews killed Jesus—but I told them, I didn’t.” This is simply not true but it is a long stated myth. This is a good opportunity to set the record straight by saying. 1) That’s not true. 2) The Romans killed Jesus. 3) That was a long time ago and Romans are predominantly Christian now. Please remember that what you teach the students now is what they will remember their entire life. This opportunity to teach not only this student, but the whole class, will be important for defending against anti-Semitic comments in the future.
4. Unconditional support. Families and children need encouragement. Religious school for many families is not a requirement like a high school diploma so a negative interaction can be catastrophic. Families frequently switch to another synagogue if they have a bad experience in Hebrew school. In some cases, families will leave Jewish life completely. The burden is on you (not easy, is it?!). Make it fun, be welcoming, be supportive and teach the students as much as you can.
5. Adaptation. Whenever you can, point out ways in which interfaith families have been important to the Jewish culture. The story of Ruth (an ancestress of King David), a Moabite woman who married a Jewish man and identified with the Jewish people and God, that we read on Shavuot is a great example. The story of Esther, who married a King who wasn’t Jewish and saved the Jews, which read on Purim, is another example.
6. Instill pride. Jessica is part Jewish, Cherokee, Irish and Italian. She is special and unlike any other human being. She should finish her year in your class feeling happy that she has learned some stories, some songs, some traditions, some Hebrew, some of the commandments, and wants to come back next year! Jessica should be proud to be Jessica. Interfaith kids should NEVER be made to feel like anything less than ALL JEWISH when they are in your classroom. All students should be proud of their differences and proud of their Judaism. People will participate in a culture where they feel like they are part of the “home team.” You should never call a child “half-Jewish” or their parent a “goy” and should try to stay away from saying “non-Jew” as well. If a child is attending religious school, then that child is Jewish.
7. Turn it around. There will be many awkward situations throughout your career. Take the opportunity to turn the situation into a “teachable moment.” Many families may not be enlightened about how to be welcoming. You will set the example for the kids about how to be proud and accepting of people’s differences, not only regarding religion but other differences as well.
You are an educator and your role in the development of your students is meaningful and powerful. On behalf of Jewish families in America, thank you for your efforts.
I was recently giving a presentation about being sensitive to interfaith families and we talked about how Judaism has changed. I compared Judaism’s motivations to “the carrot or the stick.” Many of us were taught that we must follow the commandments or else…(the stick). I felt like scare tactics were part of the education. How many people hated their Hebrew school? And now, how many people really want to put their children through a rite of passage that they despised?
But now, in a society where we can do anything with just a few clicks, there needs to be an alternate approach showing the positive side of Judaism. Judaism teaches us a structure to life—how to celebrate, how to mourn, how to be healthy. There are also so many wonderful aspects about Judaism—the joy of decorating a sukkah, the peace of a beautiful Shabbat dinner, the joy of singing and cheering for a couple after their wedding.
One of my favorite children’s books is The Runaway Bunny. In this story, the bunny talks about running away from his mother and the mother replies each time that she will be there for him no matter where he goes. At the end, he gives up. The mother’s response is “Have a carrot.” “Have a carrot” is a wonderful metaphor for Judaism. No matter where we go, our ancestors have provided us with the sustenance to go forward. It may not be super sweet but it will be nourishing. Indeed, the positive carrot (rather than the stick) will sustain us and give us energy and nourishment for the future. Negative motivations may work in the short term but are unlikely to work for future generations.
I want my kids to enjoy Hebrew school and learning about Judaism. I am proud to say that through Jewish camp, and a lot of active parents in the religious school, the kids are having a good time. My husband and I also incorporate fun stuff relating to Judaism into our lives whenever possible. My kids enjoy learning when it’s fun. I hope that all children who are getting a Jewish education are enjoying it on a regular basis; perhaps through fun songs, Jewish cooking, a quiz bowl or a Hanukah party. If not, it is our responsibility to insist that their education be pleasant and not torture. Surely, religious education (in any religion) isn’t all joy and play but it should provide us sustenance for our future as human beings.