New flicks with celebs in interfaith relationships and from interfaith backgrounds, plus their baby news!Go To Pop Culture
It’s that time of the summer when we need to register for fall activities. This blog is a request to synagogues administrators, Jewish preschool and day school directors and program providers to look at your enrollment forms, preferably with a participant who isn’t Jewish to figure out how to best ask questions to get the information that is needed and to leave the one filling it out with a sense that they are meant for this program.
When we ask people to fill out enrollment forms for religious school and synagogue membership and to sign up for Jewish programs, the forms may seem clear-cut and simple to us, yet feel frustrating to the person filling it out. We need to figure out what we want to know and then try to ask questions in a way to gather that information. We need to know what we want to do with the information we collect and let the person filling out the form know why we are asking the question so that they know what information to provide.
For instance, one question that congregations usually want answered on forms is whether the parents are Jewish and if not, what religion they grew up with or now identify as. Sometimes the choices are: Reform, Conservative, Orthodox, Secular, Traditional, Other. The “other” category is for someone who didn’t grow up Jewish. Maybe some wouldn’t mind checking “other” to describe themselves. I imagine some would feel other and different just from this seeming innocuous registration question.
Synagogues and program leaders may need to know whether the parents are Jewish for halachic (legal) reasons in terms of matrilineal or patrilineal descent. They may want to know this to better understand the make-up of the program or congregation. Maybe they will seek to bring together people with similar backgrounds.
As we all know, the simple question of: “State the religion of parent 1 and parent 2” can be complicated.
Here is an excerpt of an email I received which illustrates the messiness and wonderfulness of this all:
“I was raised in a culturally Jewish household and have never received any religious education. My father was raised Catholic, but since marrying my mother has become very interested in the Jewish faith. We often joke he is the most Jewish out of all of us despite not being raised so. My partner was raised with slightly more religious Jewish education and went to a reconstructionist temple and attended some Sunday School and Hebrew school. She had a bat mitzvah but does not currently attend temple. Both of her parents are Jewish and her dad still attends temple for high holidays. Cultural traditions are more important to her then religious aspects.”
We love simple labels and easy check-offs. This helps us with tracking and data entry. However, maybe instead of boxes to check and short lines to write answers to profound questions, we need to leave room on forms for people to call in their answers. The call-in option would connect the person registering to the teacher or leader so that they could engage in a conversation of meaning.
If you are a program administrator and help create forms, visit our Resource Center for Program Providers to find best practices in terms of enrollment forms and website language.
When you fall in love and decide that your partner is going to be the person you want to share your life with, life can seem blissful. If you start thinking about children, the future seems rosy and exciting. Some of you might be aware that the Jewish population may be at risk for certain genetic diseases. When a couple is from two different religious backgrounds, a they may think they are in the clear. A mix of genes from a variety of cultures should lead to a more robust gene pool, they think. Remember we learned in high school that both parents have to carry the gene for the child to be at risk. So an interfaith couple should be unlikely to produce a child with genetic issues, right? Maybe not.
I recently saw a news story that members from the Irish community were having children with Tay Sachs (a genetic disease that can occur with people from eastern European descent). This got me thinking. Do all of us truly know who our great, great, great grandparents were? Is there a chance that our ancestors left Spain in 1492? Is there a chance that one of our ancestors was born to Jewish parents but decided to become another religion to avoid religious persecution? I realized, this entire country was founded upon the basis of freedom of religion! Obviously, throughout the world, the freedom to practice one’s religion has been (and in many places continues to be) at risk. So chances are high that one of our ancestors could have been from a different religion or culture. With such a possibility, it makes sense that we might not truly know our genetic makeup. When I think about it further, anti-Semitism has been around for thousands of years. So the chances that an ancestor was Jewish and then converted to another religion to avoid persecution is possibly quite high.
At the Victor center, statistics say that one in four Jews is a carrier for at least one of 19 preventable Jewish genetic diseases. The mission of the Victor Center for the Prevention of Jewish Genetic Diseases is to ensure ongoing access to comprehensive genetic education, counseling services and screenings. This is accomplished through Jewish community education programs and screening programs for healthy individuals at risk for being carriers of a gene mutation for any one of these diseases. The Victor Center recommends that the Jewish partner be tested first. If the Jewish partner has no issues, then there is no need for additional genetic testing.
It is obviously a scary proposition to think about “what if” and what decisions that might need to be made if there is a problem. That is the point of testing. Then you know and can move forward. More important, once you know that you are in the clear, you can stop worrying about genetic diseases. Genetic counselors can explain all the issues, risks and options. Genetic testing is a simple blood test but it can provide peace of mind. With peace of mind, you can start focusing on the other exciting aspects of upcoming parenthood.
If both are carriers, what are the reproductive options?
There are many reproductive options available to carrier couples, including prenatal diagnosis (chorionic villus sampling and amniocentesis), pre-implantation genetic diagnosis, gamete donation and adoption. Genetic counseling is recommended to learn more about all of the reproductive options. To speak with the genetic counselor at The Victor Center, please call (215) 456-8722. Additionally, your rabbi or other clergy may be able to provide insight and help in making these decisions.Everyone is different and every couple is different. The point is this: You and your partner should just think about being tested. It is a good discussion to have and there are genetic counselors ready to help no matter what you decide.
Read one couple’s story about coping with genetic disease
We’re back from Passover and there was a flurry of commentary about intermarriage in the Jewish media. Last week Benjamin Maron blogged about Rabbinical Students and Intermarriage, picking up on Rebecca Goodman’s February post on Rabbis and Intermarriage. This is all started when Daniel Kirzane, a rabbinic student at the Reform movement’s Hebrew Union College and the child of intermarried parents, wrote in a debate in Reform Judaism magazine that that seminary should admit students with non-Jewish partners — which it currently does not allow. (This debate has been going on at least since I blogged about it in 2009.)
Benjamin pointed out that a Reform rabbi, Mark Miller, wrote a rather scathing article in the Times of Israel, lamenting Reform Judaism’s supposed “embrace of assimilation.” I want to bring to your attention Aliza Worthington’s very powerful response, also in the Times of Israel, Rigidity is the real threat to Jewish continuity. Worthington tells her personal story of Jewish engagement despite — or perhaps because of — her own intermarriage, the welcome she and her husband received, how she shares Judaism now with her children — and then describes Miller’s response to Kirzane as follows:
I respect your education and career. I admire your devotion to our shared faith. I worry, though, that you have grossly misidentified the real threats to Judaism: Sanctimony, Superiority, and Judgmentalism.
Sadly but not surprisingly, Worthington’s essay attracted vituperative comments which spurred Adin Feder, a high school student at Boston’s Gann Academy — a pluralistic Jewish day school — to write in The Threat of Warrantless Hatred:
Sadly, again, Feder’s article attracted more nasty comments — but Worthington had what I hope is the last word: “Thank God for kids like you who are thinking, educated, engaged, open-minded, compassionate, and articulate. You are the future of a strong, healthy Judaism. Thank you.”
The nasty comments are unfortunate but they aren’t really the point. There will always be people at the extreme who see their way as the only way and intermarriage as intolerable — just as there will always be people who are extremely passionate about the potential for positive Jewish engagement by interfaith families. But I wonder what this exchange of commentary demonstrates about the attitudes towards intermarriage of the “great middle.”
With the same-sex marriage cases recently before the Supreme Court, there has been much in the secular press, less about the extremely pro and extremely con voices in that debate, but much more about the revolution in attitudes of the “great middle” in favor of marriage equality. Is Feder’s survey — and remember, it’s from a Jewish high school — representative, indicative of a great shift in attitudes among younger Jews which will push negative views like those of Rabbi Miller to an ineffectual extreme? I wonder.
This is a guest post by Rabbi Adam Chalom, written after a recent presentation on Humanistic Judaism to a program of InterfaithFamily/Chicago for soon-to-be or recently married couples. He thought it could be useful both as a basic explanation of Humanistic Judaism and to explain why his denomination is a good fit for many intercultural couples and families. This is cross-posted from his blog.
If you wanted to explain Humanistic Judaism in one sentence, it would be “Humanistic Judaism celebrates Jewish culture through our human-focused philosophy of life.” Since I have room for more than one sentence, I’ll expand a bit.
For Humanistic Jews, Jewish identity is an ethnic, family, cultural identity. This can include elements understood as “religious” like life cycle ceremonies or holidays, but also art, history, literature, food, language, jokes and more. And this is not unique to our movement; many Jews connect to Jewish culture more strongly than to Jewish religious beliefs or practices. There is no “Methodist-land,” while there is a sense of a Jewish homeland and a feeling of connection to other Jewish people, however diverse that peoplehood may be. Even the most traditional definition of “who is a Jew” is an ethnic definition: who your parents are rather than theological beliefs or rituals. Our cultural Jewish identity is who we are and where we come from, as well as what we do.
There are several implications from a cultural Jewish identity. First, culture evolves and changes, was created by people to respond to their time and place, responds to new circumstances and is open to new creativity. So what Jews 2000 ago believed or prescribed may or may not still inspire us. Second, cultures are available to choose from, just as we may connect with certain aspects of American culture and not others. In weddings I perform, couples choose which elements they want to include, and how to include them; for example, sometimes each one breaks a glass, rather than only one (male) partner. Most important [for this audience], we live in multiple cultures, multiple families at once. I am part of my own family, and also my wife’s family; even though both families are Humanistic Jewish, we learn from each other’s traditions and celebrate each other’s milestones. So, too, with intercultural families who are connected to both partners’ traditions (and both sets of grandparents!).
Humanistic Jews celebrate our identity, or our identities, through our human-focused philosophy. All too often religion is not about people — read a siddur/prayer book, particularly the Hebrew text or a clear translation. The focus is on what people CAN’T know, what people CAN’T do, how much help we need from above and beyond. Our Humanistic approach is to change the focus: instead of looking above and beyond for help, let’s celebrate what we CAN do, how much we HAVE achieved (individually and together). Let’s learn what really happened in our past, through critical study and archaeology, so we can discover how we really came to be who we are. And let’s celebrate the reality of the world we know, the life we share, the power we have, the inspiration we seek.
What are the implications of this philosophy? We can learn from our tradition, since it was created by people, and we also learn from modern human knowledge in the sciences, psychology, genetics and all the rest. We believe that all cultures, including Jewish culture, are responses to the human experience, and so we can find parallels and points of common ground between ours and others, and even learn from them. It’s not an accident that other cultures also have light-lighting holidays in the depths of winter! Most important, you are in charge of your own life — whom you choose to marry, how you create your family, what values you want to live. That means more responsibility, but also potentially great satisfaction for a life well lived.
This is why Humanistic Judaism has officiated at interfaith marriages and welcomed intercultural families from the very beginning, including our first policy statements in support of these families, both intermarriage and co-officiation, in 1974 and 1982.
Humanistic Judaism can be a comfortable Jewish home for intercultural families who share core human-focused values; we are very meaningful as the Jewish piece of an intercultural mosaic.
You can hear more about our/my approach to intermarriage in this audio podcast.
If you don’t receive our bi-weekly eNewsletter, you may not know that we’re looking ahead to Yom HaShoah (Holocaust Memorial Day) in the spring. The last two editions asked for folks who are descendant of Holocaust survivors and have relatives who intermarried. If you are, we’d love to hear your stories — contact Benjamin!
My grandfather is a Holocaust survivor from Germany. My grandmother was raised Mormon in Utah. How they met, fell in love, and eventually married is a story for another time. For now I want to fast forward to the dinner table at my parents’ home last week.
A Holocaust educator, my mother often writes about the Holocaust, modern Germany, and her own life experiences in Indianapolis’ National Jewish Post and Opinion. I thought she would jump at the chance to share one more layer of her story. When I broached the subject with her, her response was (with what sounded like a tone of offense) “I don’t consider myself to have been raised in an interfaith family.” I was surprised that she sounded so offended.
Earlier this week I was in Chicago, where I had the opportunity to visit with my mom’s older sister. I met her at the Illinois Holocaust Museum and Education Center, where she volunteers twice a month. I perused the museum as she finished her shift and then we went to dinner. Usually we see each other at a family reunion or life cycle event. Finding time for a 1:1 conversation in these settings is next to impossible; this was the first time we had a chance to speak as adults.
I told my aunt about the note in our eNewsletter and she said she’d be interested in writing. I then told her my mom’s response and she replied, “Of course we were an interfaith family!” I was shocked! One sibling considers her family to be interfaith while the other doesn’t.
To break the tie, I emailed my uncle. He responded,”Well, the short answer is that ‘Of course we were an interfaith family.’ Not only did we visit cousins in Utah who were still Mormon (even if not fervent in their practice), but my mother frequently invited the Mormon missionaries, who were working in our home town, over for dinner. I even went to Europe one summer with a group that was mostly Mormon. My mother somehow hooked us up with this group and she served as one of the chaperones. Imagine going to the Moulin Rouge at the age of 15 and sitting at a table with your mother!” (Or, for that matter with a group of Mormon missionaries!)
He continues, “I think I know more about the Mormon religion than most other Christian religions… My Mom was very involved with the Jewish organizations, and we observed all the holidays. I have a theory that when it comes to religion, when people of different faiths marry, those with strong backgrounds tend to find one another, more so than people of the same religion who came from opposite ends of the observance spectrum.”
My grandparents made a lot of great decisions about how they would raise their children, weighing both how much German and Jewish influence, as well as how much American and Mormon influence, would permeate their household. In the end, they raised three fantastic children. I suppose my take-away is that parents have a lot of power. They nurture each child. But eventually it’s the children who decide who they are, how they identify, and what role religion (which religion) has in their lives. How you define yourself is ultimately up to you.
For years now, synagogues and Jewish community centers have been offering “December Dilemma” programs. The programs are centered on figuring out what to do as an interfaith family about the Christmas tree and all that comes with it in a Jewish home with children being raised with Judaism.
One might wonder why a Jewish family would have to figure out whether to have a tree in the home or not, because for some, the answer is clearly not. Yet we all know Jewish families that do enjoy decorating a tree and bringing Christmas symbols into the home.
Everyone has an opinion about this. Does this confuse children? Does this commercialize and secularize Christmas? Religion and identity are fluid and there are more grays than blacks and whites when it comes to emotions. For a parent who isn’t Jewish or even for a parent who has converted to Judaism, even if they are living a Jewish life and raising Jewish children, holidays may bring up feelings that still resonate. Should a parent helping to foster a Jewish family tell children that Christmas is a holiday that some in the family celebrate and keep Christmas separate from the home entirely — perhaps celebrating it at the grandparents’ Christian home instead?
In this open age when Christmas seems everywhere and we celebrate holidays with a multi-cultural mindset, it might seemed outdated, unnecessary, or irrelevant to need December Dilemma programs. Families do a mix of things already — from Buddhist meditation and finding spirituality in nature, to sending holiday greeting cards blending the names of the holidays into one fun, festive, family-centered, gift-giving, giving-back, time of warmth, lights and togetherness.
When a local reporter asked me to put her in touch with interfaith families in the area who could share their approach to the holidays, I thought I would have many emails to share with her. I asked all the participants in any workshop or class we have offered if anyone had time and interest in talking with a reporter. I posted a question to Facebook about what families in the area are doing around Christmas and Hanukkah. And I posted it as a discussion question on the Chicagoland homepage. Nobody wanted to talk to a reporter. Fascinating!
I could be wrong, but it seems that families are hesitant to so publically admit, declare, or share that in fact they are a Jewish family who “does” Christmas. We live such open and public lives and share all kinds of personal information daily… yet there is something about this tree that is still so emotional.
Are parents worried about being judged? Are parents worried that they have to defend their choices and prove their Jewishness more at this time? I look forward to hearing from you to help explain whether you still feel scrutinized and judged for the decisions you make around the holidays. Is this one time of year that still brings sadness, a sense of loss, or conflict because no matter what is decided as a family, one partner still feels that it is not exactly what they feel comfortable with or hoped for? Are December Dilemma programs still valuable if the stigma of attending can be overcome?
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.
I read a post on the Reform Judaism blog with great interest, as, based on the title alone, Youth Engagement is Not The Curriculum – It’s THE Curriculum clearly jibes with my beliefs. The authors offer 12 tips to keeping youth engaged in/with Judaism through the end of high school. As too many youth end their education with their bar/bat mitzvah, this is a great model. However, I see concerns with point # 4. To quote:
Treat teens as young adult learners. If you are successful, they will learn the other topics that you think are important later in life; for now, try to ask (and answer) the question, “What do the kids want to learn?” Ours, for example, are interested in Jewish/Christian/Muslim issues and our popular yearly program titled “Choosing a College Jewishly.”
Basic Jewish literacy is not only the key to the Jewish community’s survival, but it fills one’s life with meaning, awe, purpose, joy, connectedness and so much more. Teens may take a Jewish studies class in college, but if synagogues have not prepared our most involved students to live Jewishly we have failed. Our students must be able to confidently walk into their colleges’ Hillel, participate in and even lead tefillah (prayers), and talk with facts and context about liberal Judaism. A basic knowledge of both conversational and liturgical Hebrew is essential.
I meet with many late 20-somethings who are getting married. Over and over I have seen the partner who is not Jewish asking their love what Judaism believes about life after death and the meaning of suffering, how we bring the messiah, what they believe about God, what meaning they find in the prayer book and the stories of the holidays, what the Jewish perspective is on Bible stories, and the Jewish partner is clueless. They immediately explain it away by identifying as a cultural Jew or by saying they’re more spiritual than religious. It is the partner who isn’t Jewish and remains curious that often pushes the Jew to learn about their own religion, traditions and faith; inevitably the Jewish partner talks about how they learned nothing in religious school or remembers nothing.
Our teens learn other languages, read great literature in high school, know about art, have opinions about current events, and yet are not exposed to the depth and complexity of their own religion. Why? We think learning about Judaism will be boring, will feel irrelevant!
It is wonderful if our teens go to Israel, enjoy Jewish summer camp and take part in social justice work. But if our teens are functionally illiterate about Judaism, none if it will have any deeper meaning or enduring value.
I recently spent an hour with college juniors, talking about how the Jewish community can respond to interfaith couples and families. There was resistance when I suggested that synagogue websites translate all Hebrew/Yiddish terms and any insider language so that anybody new to Judaism – a new member of a Jewish family or anyone Jewish who lacks this knowledge – can fully access the content, and its meaning, on the website. I have encountered similar resistance when suggesting religious school or preschool teachers take on this same practice when sending emails home or having students work on projects.
For instance, if a class makes a “hamotzi placemat” (a placemat that includes the blessing over bread), the prayer could be pasted to their placemat in Hebrew, English and transliteration so that any parent can use it with the child. I have wondered why there would be resistance to this simple idea for sensitivity and inclusion. The comments I have heard in opposition to this are that parents will think that nobody knows anything Jewish in this synagogue or that the message gets watered down or dumbed down if no Hebrew can be assumed to be known. Others have said that it is so easy in the age of Google to look something up that if there was real interest in learning the Hebrew or the term it could be easily ascertained. If we make things too easy for folks, they will not take the initiative to learn it themselves, which is empowering.
I have been caught off guard by these statements. I hadn’t thought there could possibly be resistance to making Judaism as accessible and meaningful as possible.
As I have tried to unpack this dilemma, here is the insight I have come up with: I think the idea that people who aren’t Jewish will require the Jewish community (members of a synagogue, religious school or preschool teachers, or Jewish family members) to offer translations and explanations, could, potentially point out the community’s own inadequacies or illiteracy with Hebrew and Jewish terminology and this feels threatening or unsettling.
I wonder how many of us could translate the name of our congregation into English or the names of most major holidays into English? This is in no way a critique of anybody with a lack of knowledge. Hebrew, even when translated directly into English, sometimes needs extra explanation and context. (“Festival of Booths” comes to mind.)
Sometimes people who grew up Jewish just know or “get” something cultural while not being able to articulate it easily. Some Jewish people may want to remain in a tight-knit community in which there is a sacred language (even when not exactly understood, the individual still finds meaning). Being insular in some ways, set-apart and even having insider language feels authentic and means continuity for some. One would think that meaning leads to continuity but maybe Hebrew leads to continuity through connectedness to the past and particularism. Maybe one doesn’t have to understand everything to have meaning. And my asking people to translate everything demystifies it in some ways and makes the message too secular and mundane.
This has been an interesting conundrum for me to think about. I look forward to hearing your insights!
My 5-year-old daughter just started violin lessons. Her lessons use the Suzuki method; parents come to lessons and learn along with the child so that when then child practices at home, the parent can help. Parents are expected to take notes during lessons and often video pieces of the lesson to watch with their child at home for reinforcement. I have not only thoroughly enjoyed the uninterrupted time with my daughter, but I have loved the pursuit of gaining these skills with her – new skills with which neither of us has any familiarity. Hannah teaches me and reminds me just as much as I help her. When we practice at home, we laugh a lot, we concentrate a lot, we learn together and get better together.
It recently occurred to me that this concept of Teacher, Parent-Learner-Teacher and Child-Learner-Teacher could be a great model to bring into the religious school classroom. Family education has become normative and popular in most synagogue congregations. Parents spend time in the classroom and engage in projects with the child. But what if family education meant that the parent and child were as engaged and highly focused on mastering the skills, on learning the techniques, on understanding the rhythm as they are in these violin lessons? What if parents prized the possibility of their child learning how to do Jewishly: how to perform rituals and traditions, how to read and speak Hebrew, how to study Torah and how to live based on mitzvot (commandments)? What if parents took notes in the religious school classroom, and all were silent, mouths gaped open in awe, as the teacher hummed a niggun (wordless melody), offered an appropriate blessing or translated a portion of Torah? What if the teacher gave homework that the parent and child had to do together and gave stickers when the parent-child team brought back their weekly homework chart filled in?
In some ways, many families have outsourced their child’s Jewish education to the synagogue school. Just as there is no way violin or a foreign language can really be learned unless it is practiced at home, there is no way Judaism can be learned unless it is practiced at home. I think that for interfaith families in particular, in which one parent did not grow up with Jewish knowledge and traditions, it would be even more powerful to gain these insights with their child. And, for a parent who grew up Jewish and has a deep level of knowledge, they can learn from the teacher how to teach and transmit that knowledge to their child. There is a parent in our Suzuki class who teaches flute. She knows music. She doesn’t know the violin. She is learning with all the other parents who don’t have her musical background. For a parent who grew up Jewish and needs a refresher, what better way than with your child?
I am looking forward to hearing your thoughts about how this could translate to the religious school classroom. Could you imagine making the commitment to learn with your child each week and then practicing at home? If you believe Judaism provides the framework for structuring a life of meaning, joy, order and purpose, it would seem to be worth the time and effort!