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 colorful booklet will give all the basics about this holiday which combines elements of Halloween, Mardi Gras and the secular new year. It is a holiday not only for children who know immediately that anything with a costume will be fun, but for adults too.
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.
This is an interactive, fun, and low-key workshop for couples who are dating, engaged or recently married. The sessions will give you a chance to ask questions about faith, to think about where you are as an adult with your own spirituality and to talk through what's important to you and your partner.
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.
When I was a child there were two books I wanted desperately to hear before bedtime. The first was Goodnight Fred. This was a favorite because the grandmother in the book comes out of the telephone to visit Fred and Arthur, her grandsons. I, too, thought my grandmother lived in the telephone and could come out and visit whenever she pleased.
Then there was The Clown of God. This book, written by Tomie De Paola, is about an Italian boy named Giovanni who juggles. He juggles for food and a place to sleep. He spends his whole life juggling and has one fancy trick called “the sun in the heavens,” in which he juggles colorful balls. The last ball he throws into the air is gold like the sun. Then one day he drops the sun in the heavens and he stops juggling. He goes from door to door begging for bread as he once had done as a child. Now that he’s an old man, people don’t care about him. The book is filled with Catholic references. By the end of Giovanni’s journey he ends up at a church for a big religious festival. He has fallen asleep in the church and when he wakes there is a big procession for the statue of the Madonna and her child.
When everyone leaves, Giovanni notices that the Madonna’s son is frowning. So, Giovanni puts on his clown makeup and does his most famous juggling trick in front of the statue. As he throws up the golden ball he shouts, “For you sweet child for you!” Then he drops dead in front of the statue. Two monks run in and find him lying dead on the floor. One of the monks looks at the statue in shock. The statue of the boy in the mother’s lap is smiling and holding the golden ball.
It isn’t surprising that I chose to build my life with a man from Mexico who grew up poor, Catholic and happy. I pretty much looked all my life for Giovanni and found him in Adrian. Instead of juggling, Adrian cooks. He also knows how to enjoy the simple things in life. We have a roof over our heads and we have food in our bellies. We have work. We have a healthy baby girl. These are not small things.
As a child I did not grow up poor. I didn’t grow up Catholic either. I grew up Jewish and most of the time I was happy. I expected more because I was given more as a child. I grew up with big dreams and high hopes and plans. I planned everything. I planned what shoes I was going to wear with what shirt. I planned what job I would have, how much money I would make and whom I was going to marry. I planned to have a baby no later than 25 years of age. I planned to own a house and a summer house by 30. I planned to keep in touch with all of my closest friends from nursery school, first grade, camp, junior high, high school and work. Sometimes, God has other plans. Actually, all of the time God has other plans.
I am 35 years old. Adrian and I live in a one-bedroom apartment in Midwood, Brooklyn. Helen Rose, our little one, wakes up every morning smiling at us from her crib. In our apartment there is a hamsah hanging in our kitchen and a Virgin of Guadalupe in our bedroom. There is a menorah in the living room and a prayer to Jesus in Adrian’s wallet. Good Night Fred and The Clown of God are a part of Helen’s library. These are our riches.
Life surprises me. Growing up Jewish I wish I could say that my most inspirational book was A Tale of Two Seders or Snow in Jerusalem. This is not the case. The book that most inspired me while I was tucked in under my puffy quilt with my Scottie dog wallpaper was The Clown of God. On my journey through Judaism this makes sense. When I began working in restaurants I was most inspired by the kitchen workers, most of whom had left their own countries in search of a better life. In school, I am most inspired by the students who hold down two jobs and have families or the students whose first language isn’t English but are getting an education and getting A’s in every class. I am inspired by the human capacity to overcome struggle.
I feel that people often tend to see goodness as a religious quality. But goodness is a human quality. Goodness is often compared to gold. It is this quality I wish to pass on to my daughter. Having an interfaith family is challenging. It challenges me every day to be more open and aware. It makes me ask questions and urges me to listen. It stops me from making plans and lets life lead me.
My favorite page in Tomie De Paola’s Clown of God is when Giovanni is still a young man and he makes his money juggling. One day he runs into two monks on the way to town. He shares his food with them and they begin to chat:
“Our founder, Brother Francis, says that everything sings of the glory of God. Why, even your juggling,” said one of the brothers.
“That’s well and good for men like you, but I only juggle to make people laugh and applaud,” Giovanni said.
“It’s the same thing,” the brothers said. “If you give happiness to people, you give glory to God as well.”
I wonder if my mother knew while she read me that book that it would take two faiths, not one, to convince me of God and God’s many beautiful and unexpected plans.
The Center for Jewish Peoplehood Education (CJPE) is a resource and catalyst for developing education about collective Jewish belonging, often focused on the areas of Jewish peoplehood and Israel. Through its blog and Peoplehood Papers series, the organization generates dialog about the meaning and importance of Jewish peoplehood and how to nurture it.
Recently, I wrote an essay for the CJPE blog about the significant influence peoplehood had on the decision to have a Jewish home by inmarrying and intermarrying couples in a pre-marriage class that I taught at my synagogue. I discussed how we created a curriculum that showed how Jewish engagement could deepen connection to the Jewish people regardless of whether or not both partners were Jewish.
While the following piece addresses engaged couples, it applies to any family interested in building a Jewish home, regardless of life stage. The questions my co-teacher and I ask students–why is being Jewish significant to you, what does it mean to have a Jewish home, how will you go about creating one–are relevant to us all. They are questions we should continually ask ourselves because as we journey through religion, spirituality and life, the answers may change.
I hope you’ll share in the comment section below why you chose to be Jewish, what having a Jewish home meant when you got married, why being Jewish is important to you today and how your idea of a Jewish home has evolved.
This essay is reprinted with permission.
Six months ago, I began teaching a premarital class to intrafaith and interfaith couples being married by clergy at my synagogue. The impetus for the class was the increasing disaffiliation and disconnection of Jewish young adults from Jewish life.
Regardless of whether couples were endogamous or interfaith, we believed that marriage presented an opportunity to influence their religious engagement. We felt that this relationship stage provided us with the chance to effect faith related choices, something especially important as we sought to encourage more interfaith couples to participate in Judaism.
We recognized during premarital counseling that we asked inmarrying and intermarrying couples to make a Jewish home, but that many of these couples didn’t know how to go about creating one. Most of the Jewish partners were raised in progressive Jewish households, either wholly Jewish or interfaith, and grew up practicing Judaism episodically. Their upbringing focused on the High Holidays, Passover, and Hanukkah and few participated in Jewish education post-b’nai mitzvah or remembered anything from religious school.
We wanted to push these often Jewishly illiterate and religiously disconnected couples to think about why being Jewish was significant to them and help them understand how to honor their commitment to have a Jewish home. So, we created a two- to four-week learning experience for engaged partners.
At the start of each session, we asked the couples how they decided to have a Jewish home and why having one was important to them. Interestingly, regardless of whether the Jewish partner or partners grew up secularly Jewish, episodically Jewish, modestly observant or very observant, the reason having a Jewish home was important was the same. All had a strong sense of belonging to the Jewish people.
We used our curriculum, which focused on Shabbat and community building, to show the couples how ritual and communal involvement, could deepen their feeling of Jewish peoplehood. We discussed how rituals, whether viewed as divine commandments or social customs, were a means to transmit Jewish heritage, beliefs, and values. We explained the importance of Shabbat and ways to embrace it. We talked about using the holiday to bring sacredness into the couple’s relationship and home.
These classroom discussions provided a foundation for what was in my opinion the most significant component of the class–experiential learning. Over a Shabbat meal at a congregant’s home, the students experienced the power of Shabbat in a communal setting. Since many of the couples didn’t grow up with a Shabbat home ritual because their families weren’t observant or they weren’t Jewish, we wanted to demonstrate and demystify the holiday. The more relaxed social setting of a home also provided couples the opportunity to deepen the connections they were forming in the classroom demonstrating how Shabbat could be used to build community.
Forging relationships between students was high on our priority list because community was a significant predictor of Jewish engagement. Since we knew that adults with more densely Jewish social networks were more likely to engage in Judaism and raise Jewish children we added a second non-classroom learning experience. At the end of the program, we brought the couples together for Havdalah in a member’s home. This endpoint allowed us to expose participants to another ritual and gave students an opportunity to deepen their connection to each other.
When endogamous and interfaith couples make the decision to be married by a rabbi, it opens the door to a Jewish conversation. It gives us the chance to encourage Jewish choices. Using classroom and experiential learning plus premarital counseling, we can help Jewish and not Jewish partners see how Judaism can help them feel part of something bigger and connect them to Jewish life.
Three weeks ago, I read Jodi S. Rosenfeld’s post about peeking through her fingers at her kids during candle lighting instead of focusing on her own prayerful moment with a twinge of envy. Rosenfeld’s urge to peek is certainly one I’ve had, too. And recently, it’s the kind of challenge I’ve longed for in contrast to what’s been going on at our Shabbat table. For weeks, Ruthie refused to participate in our blessings, sometimes trying to sing (or yell) over our prayers. The only way to welcome Shabbat to our table without protest was to allow her to retreat to her room during prayer time, which broke my heart a little bit. Getting her back to the table required that I stop trying to model the rituals exactly how Eric and I defined them, but instead adapt them so that she felt like a full participant.
Shabbat has always been a special time for our family. It adds a transition into our lives from week to weekend, it reminds us of how nice a family dinner can be, and it creates “an event” even when the agenda is staying in for the night. Ruthie has always enjoyed the singing and the candles and the food, and her little sister Chaya lights up when I strike the match to begin our celebration.
But in spite of all of the loveliness of Shabbat, Friday nights are hard, and they have become harder since Ruthie started a (wonderful) all-day elementary school program. She is exhausted from a full week of school. Her sister is starving (Chaya is usually ravenous, but it always feels a little worse on Fridays). Often we are running around because Eric or I stayed a little too late at work, trying to wrap things up for the weekend. Our house is usually at its most tired, too, so we are sometimes washing dishes to set the table or moving piles of papers around to clear off our dining space.
In this environment of exhaustion, a couple of months ago Ruthie decided she didn’t want to do Shabbat. When I asked her why, I didn’t get very far at first. “Because it’s stupid.” “Because I don’t like the prayers.” “Because I am hungry.”
And then, finally, an answer I could work with:
“I don’t want to be Jewish, Mommy.”
Ouch. That hurt. But I didn’t want to let on just yet.
“Because I don’t understand the prayers. We don’t say them in English, and I don’t know what we’re saying.”
“Could we try doing Shabbat again if we said the prayers in English?”
“Sure,” she agreed.
I remembered that last Passover InterfaithFamily had turned me onto Gateways, a fantastic organization that provides resources for children with special educational needs to engage in Jewish Learning. Turns out, their resources are great for people of all abilities and ages. Their blessing sheets, complete with visual supports, are exactly what we needed to meet Ruthie’s request.
Two weeks ago, I printed out copies of the Gateways blessings for us to use during prayers. With these, we started a new ritual, where Ruthie reads the blessings in English before we chant the prayers in Hebrew. Her enthusiasm has grown, as she leads the blessings with great pride. For now, the protests are over, and I can focus on trying not to peek again.