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When I think back to where I first experienced my love of Judaism, I remember instantly my many summers at Goldman Union Camp Institute in Zionsville, Indiana. Camp was my first experience of celebrating Shabbat with friends (I can still smell the fried chicken and the Shabbat candles), of singing songs in Hebrew at the top of my lungs at song session, and of guitar strings gently strumming during Debbie Friedmanâ€™s version of the Vâ€™ahatva prayer at evening services.
Iâ€™ll admit it, I was bit of a nerd: I loved our daily Jewish educational programs, our evening and Shabbat services written by the campers, and the fact that every building and every item on our daily schedule was called by its Hebrew name. In college, my co-counselors and I were responsible for coming up with creative ways to teach Judaism to our campers. Thanks to that preparation, whenever I am asked to teach now, I try to think about what would make the session engaging and interactive for participants.
As a rabbi and Jewish educator, when I think back to what made camp so influential for me, it was the notion that Judaism and Jewish practice could and should be something meaningfulâ€”Jewish learning could and should be accessible and fun. It seems simple, but it is really quite profound. And to this day, I credit my experience of camp for instilling in me these values and the charge to make Judaism creative, meaningful and accessible for all I teach.
When people ask me what kind of rabbi I am, I almost always say Iâ€™m a community rabbi. I was ordained at the Rabbinical School of Hebrew College, a transdenominational program in Newton, MA (right near the InterfaithFamily headquarters!). And when people ask me what transdenominational means, I tell people about my own family (and I find this resonates for many other families as well): Weâ€™ve got a very wide range of Jewish involvement from secular, Orthodox, American, Israeli, Humanistic, Conservative and Reform members of the family. Weâ€™ve got family members who have converted and some who have not, and many of my family members are intermarried or are in interfaith relationships.
When I realized that my diverse family was a microcosm of the Jewish community, I began to see the reality of the Jewish community as a beautiful, multifaceted, sometimes challenging whole, and I wanted to be in a position that would allow me serve as much of the community as possible.
I am thrilled to have stepped into the role of director to launch InterfaithFamily/DC this summer. I am grateful to be serving the DC, MD and VA communities where I have the opportunity to work with community partners, be a resource to other clergy and can help connect interfaith couples and families with the Jewish community. I look forward to meeting you, working together and building community here in the Greater DC area.
Please be in touch with me via email, the IFF/DC Facebook group (coming soon!) or at one of our upcoming events over Rosh Hashanah! Join me and the Jewish Food Experience at a Sephardic Erev Rosh Hashanah dinner at the Heights on Sunday September 13 or come and help us decorate the InterfaithFamily/DC sukkah at the SukkahVillage at the JCC of Greater Washington on Sunday September 27.
Warmest wishes to you and your family for a Shanah Tova uâ€™Metukahâ€”a happy healthy and sweet new year!
-Rabbi Sarah Tasman
One of my favorite camp counselors from my youth, now a respected university instructor and demographer, Marc Dollinger, Ph.D. is the Richard and Rhoda Goldman Chair in Jewish Studies and Social Responsibility at San Francisco State University. He recently posted the following query on Facebook:
â€śâ€¦how many of the 613 mitzvot were classical Reform Jews obligated to perform? My undergrads at SF State want to know.â€ť
I was intrigued, so I started reading the 45+ comments. Professor Dollinger offered additional insight about the class that he was teaching when the question was posed: â€śToday’s lecture on post-Enlightenment denominationalism, at 75 minutes, was supposed to cover classical and modern Reform, Conservative, and Orthodox (overviews on questions of God, Torah, authority, practice) but we didn’t get past classical Reform. Thrilled with the student interest and passion. More queries coming…â€ť
Rabbi Evan Goodman, formerly from the Bay Area and now the UC Santa Barbara Hillel Executive Director responds: â€śâ€¦I know you stated you need a number, not a theory. However, I don’t believe this question can be answered that way and be authentic to Reform [Judaism]. As you know, Reform Judaism is non-Halachic. Its starting point is the premise that the mitzvot and other traditions are not legally binding on us. It was and is up to each one of us to learn and interpret these traditions in our own generationâ€¦â€ť
As the class continued its conversation with Professor Dollinger, he â€śtaught how the early Reform theologians employed rationalist thought to determine which mitzvot remained relevant in modernity and which were considered dated in light of the rapidly changing world. In this sense, wearing kipot and talit would lose value while commandments against murder and stealing would, logically, remain. Students had a deeper concern that once Judaism becomes ethics, what makes it Jewish anymore?â€ť
Rabbi David Cohen, also formerly from the Bay Area and now at Congregation Sinai in Milwaukee, WI, chaperoned my teen trip to Israel (many years ago). He offered that â€śthe classical reformers distinguished between rational, ethical mitzvot and non-rational ritual mitzvot. The rabbis of old would have called these mishpatim and khukim. Ethical mitzvot were obligatory; ritual mitzvot were optional. Each Jew was to make a personal, informed choice, choosing to perform a ritual mitzvah if s/he found it spiritually uplifting.â€ť
He points out that a distinction is made between ritual (i.e. religious) and ethical commandments. Fast forward to today. My post read as follows, â€śI’m curious how your students would respond to the recent Pew Study finding that most of their contemporaries would describe themselves as non-religious Jews. Is this the same or different from classical Reform Judaism shifting away from halacha? It seems that among the non-Orthodox Millennials today, ethical/cultural Judaism is their focus of interest, over religious Judaism.â€ť The distinction between religious and ethical continues.
So, what happens when Judaism becomes ethics? What do you think?
Raising a Child with Judaism in Your Interfaith Family. This week’s focus was “doing good” through mitzvot. In Hebrew, “mitzvah” means “commandment” but is also commonly understood to mean a good deed. Like most people, I want my children to care about others and take action to make the world a better place — to do mitzvot (the plural of mitzvah, commandments or good deeds). I try to teach by example and provide them with opportunities that make a difference for others.We are currently in week 5 of our Philadelphia-based online class,
Still, in our busy lives, I don’t always feel that we make it as much of a priority as it should be. This week, I was inspired by a simple message our facilitator, Tami Astorino, sent out to the class at the beginning of the week. Here is part of what she wrote:
Though I am not officially enrolled in the class, I have been following along and reading the class materials and discussion posts. As Tami predicted, this week’s theme did speak to me and I wanted to do something about it. As I was driving my children (ages 8 and 11) to their afternoon activity that day, I told them about Tami’s family ritual and asked them about trying it in our own home. My youngest was eager to get started, my oldest was a bit skeptical. I told my oldest he could have a ‘bye’ for the first night and see how he felt after hearing everyone else. The second night, he shared with no hesitation. We have now adopted this as a ritual in our own home.
We’ve only been doing it for a short time, but I can already see an impact. I have noticed that we are all sharing more with one another and making an effort to really listen. The highs and lows have been great conversation starters and the mitzvah discussions have made us all more mindful of trying to do good for others daily.
This weekend, my family is participating in a program called Stop Hunger Now. Stop Hunger Now is an international hunger relief organization that coordinates the distribution of food and other life-saving aid around the world. We will be joining with families from our synagogue and another local synagogue to pack dehydrated, high protein, and highly nutritious meals that will be used to help feed people in developing countries around the world. We have done this project in the past, but I am hoping that this year it will be even more meaningful because it is not just a one-time good deed or mitzvah, but part of something that our family is now making a priority each and every day.
If thinking about a high, a low, and a mitzvah gives you ideas for your family, consider enrolling in our next online session of Raising a Child with Judaism in Your Interfaith Family (currently offered in Philadelphia, San Francisco, and Chicago). For just 20 minutes a week, you will be inspired!
I have often wondered if, had I not been raised Jewish, I would convert to Judaism. I know many Jews who are intermarried and who don’t believe in God, who consider themselves atheist, agnostic, or “just Jewish” Jews. I know many Jewish people who don’t believe in, or question the existence of, God. If a person was not raised Jewish, but enjoys cultural aspects of Judaism, would they convert? Would I convert had I not been born into this religion? Do I love the Jewish religion? Or do I love the Jewish customs and culture? For me, I think these answers are fluid as I grow with my Judaism. I think everyone is different and has their own spiritual and cultural journey. For many individuals and couples, community is really what they are seeking.
In Philadelphia, I experienced an interesting option: the Jewish Children’s Folkshul. It is a secular humanistic community for children and adults. There is no rabbi or cantor, but they sing songs in English, Yiddish, and Hebrew. They say a secular kaddish with a translation of “We remember them,” without invoking God. The kids learn all the Bible stories as stories, not as miracles or acts of God. They tell the Purim story and identify themes that are relevant today. They learn about the Holocaust. They learn about tikkun olam (repairing the world), tzedakah (righteous giving), kindness, and ethics. They experience social action/social justice projects and what it is like to be part of a soup kitchen and stand in line for their soup for the day.
The bar/bat mitzvah program includes a project where the student can learn about any topic that helps them connect with their Jewish identity; they prepare a research project to present to family, friends, and the Folkshul community. I was able to watch a young girl give her bat mitzvah presentation. She conducted an entire research project about wedding traditions. She, like her peers at the Folkshul, was encouraged to pick songs and music for the ceremony that are meaningful to her and her family. It was different than a traditional ceremony, yet still a rite of passage and just as lovely. The kids who complete their bar/bat mitzvah stay a part of the Folkshul community because they want to. They work in their community on Sundays. They assist the teachers for the younger grades. The director mused that when the teens assist with the curriculum they themselves learned in younger grades, their learning is enhanced because now they see the teachings from a new perspective.
I met with the teachers to provide them with some sensitivity training. They learned about the resources at InterfaithFamily and we discussed how they teach kids from interfaith families. I was truly impressed that any discussion about other religions is met with absolute respect. It was a wonderful exercise for the teachers and I truly enjoyed their enthusiasm and wisdom.
For those who are interested in a Jewish option that emphasizes ethics and culture, check out a Secular Humanistic community like the Folkshul. It is an intriguing option for those who enjoy Jewish culture and community in a non-religious environment.
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/bat mitzvah keep synagogues afloat which would otherwise drown, and it makes parents look like hypocrites since their children are learning skills and taking part in ritual and worship that adults don’t know or regularly take part in.
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 email@example.com.
The rabbi and congregation where I grew up never presented the messages that “you have to do XYZ” or “you aren’t Jewish if you do ABC.” I appreciate that. Instead, the rabbi encouraged us to learn what Judaism teaches, to explore the traditions, and to try on Judaism. If it fit, great! If it didn’t, try on different aspects of Judaism until we find what feels right for us.
What fits me may not fit you. What I’ve chosen in my life works for me and I don’t presume that it is what will work for everyone. Let me give you an example. I keep kosher. Sort of and sometimes. Yet some people may say because I added “sort of and sometimes” that I don’t keep kosher. OK, that’s their perspective.
I’m a vegetarian who will eat chicken broth in my soup. It works for me. I’ve had religious Jews tell me I should keep “more kosher.” And, I’ve had vegetarians tell me I shouldn’t eat eggs or drink milk. I don’t keep kosher for them and I’m not a vegetarian for others. I’m doing it for me in a way that feels good for me and that works for me.
InterfaithFamily supports interfaith families exploring Jewish life. Try something on. If it fits, wear it for a while. If it doesn’t, try something else.
I joined the team at InterfaithFamily just 9 weeks ago and am excited to share the resources of this fantastic organization with the San Francisco Bay Area community. There are so many aspects of my work that I find valuable for me individually, in my extended family, and in my professional life.
As I reflect on the resources of InterfaithFamily and share examples of the work that we do with friends and strangers on the street, I often site one of the sessions of our class, Raising a Child with Judaism.
Attending graduate school for a Master of Arts Degree in Jewish Education taught me that routine in the classroom (and in life) is important. Working with children for the past 20 years, I know from experience that setting the tone for what comes next can make all the difference in the success (or failure) of the next activity.
I have an 18-month-old niece and have been in awe of my brother and sister-in-law for over a year. Why? Because from about the age of 5 months, at precisely 7:00pm every night, they carry my niece to her crib, put her down and walk away. That’s it. She’s down for the night. They make it look so easy!
I know it’s not easy. Over the summer on an extended visit, I learned there was more to it than the magic hour of 7:00pm. I witnessed their evenings and learned the secret to their success: routine and expectation. For my niece, dinner followed by playtime, then a bath followed by quiet time leads to successful bedtime at 7:00pm, sharp.
What does this have to do with InterfaithFamily? I encourage parents raising young children to take our online class, Raising a Child with Judaism. The class is designed to help parents explore Jewish traditions that may fit into their existing lives. We don’t have answers to all of life’s secrets; but we can help you find connections that are meaningful to you.
I hope that one day in the future InterfaithFamily/Your Community will expand into Southern California and that my brother and sister-in-law will take the class. If they do, they will learn more about Jewish bedtime rituals like saying the Shema and Hashkiveinu. They may try on the ritual as part of their bedtime routine. It may even “fit” and next time I visit perhaps I’ll say the Shema with my niece. It may not “fit” and I accept that. I look forward to sharing other Jewish experiences with them throughout her life.
I encourage everyone to learn a little more, explore Jewish life, and try on something new. Happy 2013!
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 bat mitzvah.Maybe this is only a hope or dream because you have not found yourselves a synagogue and your child has not officially begun religious school or Hebrew school. Maybe you are members of a congregation or working with clergy, and this dream will soon be a reality.
When you hear someone say â€śhaving 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 oneâ€™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 Torah portion (part of the Torah is read each week, divvied up throughout the year, so that each autumn we start in Genesis and make our way through Exodus, Leviticus, Numbers, and Deuteronomy then start again the next fall).As we started Genesis this fall, with the Creation story (Adam, Eve, the garden of Eden), team G-dcast wrote their first blog post for us. (Well, technically not the first – they started with the posts for Rosh Hashanah and Yom Kippur.)
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 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.