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February 23, 2001/Shevet 30, 5761, Vol. 53, No.21
Letters to the EditorFebruary 23, 2001
'Classic' Jewish education speaks to allEditor:I was surprised to see Gordon Weiner's critique of the curriculum of the Jess Schwartz Jewish Community High School (Jewish News, Feb. 9). In his letter he voices his concerns about its "ultra-orthodoxy." He argues it will be a challenge to the school's board of directors to make Jews of non-Orthodox belief comfortable because of the mandatory daily prayer, three years of required Hebrew, Bible, Mishnah and Talmud, and a freshman year requirement of siddur, prayerbook, theology. He says this proposed curriculum does not cut across denominational lines and territorial boundaries. Professor Weiner compares this curriculum to the one he pursued when he attended Akiba Hebrew Academy in Philadelphia, where there was only one required Judaica course, which centered on Hebrew. I believe his attack on the curriculum of the Jess Schwartz high school is based on outdated assumptions. The Reform movement, of which I am a member, is trying very hard to make up for years of neglect of its Jewish educational standards. For example, at one of the Reform Jewish high schools in Los Angeles juniors and seniors are studying Talmud at approximately the same level as Reform rabbinical students a generation ago. Requiring Talmud does not mean that a school is not pluralistic. It means that a school has an appreciation of the culture of discourse that has nourished Jews for the past 2,000 years. Does four years of required Bible study mean that a curriculum is not pluralistic? The Bible is the classic of classics. Requiring Bible means that a school wants to produce well educated, deeply grounded, ethically sensitive and Jewishly literate adults. The problem with Weiner's analysis is that it does not factor into account the impact of Israel and Zionism on the entire Jewish world. I am a different kind of Reform rabbi than the rabbis of a generation ago because I was required to live in Israel a year. Living in Israel, really learning Hebrew, being immersed in an organic Jewish environment, forces one to re-evaluate everything. I want my children to become fluent in Hebrew, to know the Bible in the original, to become comfortable in the sea of Talmud. This does not make me Orthodox. This makes me a serious Jew. Israel is one of the reasons we are experiencing an unbelievable resurgence of interest in prayer. There is a spiritual thirst throughout the Jewish world that is affecting all of our synagogues, regardless of denomination. Having a few minutes of daily prayer is a response to this growing phenomenon. We want our young people to develop their hearts and souls, as well as their minds. Requiring more text study doesn't mean a curriculum isn't pluralistic. It means that the school is responding to the huge demand throughout the Jewish world to increase Jewish learning. Now it is possible that the way such a curriculum would be taught would be non-pluralistic. However, I am confident from my discussions with people on the high school board and Headmaster Jay Schechter that the many voices of Jewish tradition will be heard. Rashi, Herzl, Rambam and Heschel, Borowitz and Leibowitz, Soliveitchik and Schulweiss will all have a chance to speak. Finally, I would argue that in my 17-1/2 years living in this community, the formation of this school is the greatest nes, miracle, I have witnessed. From the beginning, this school was pluralistic - no small achievement when Jews have been fighting with each other. The founding committee and board of directors of this school have been pluralistic. Sitting at the same table have been Reform, Conservative, Orthodox and secular Jews. They have hired an amazing, talented and devoted headmaster. Mr. Schechter is Modern Orthodox, and he has great respect for all Jews. He understands the significance of building a pluralistic school that role models for the Jewish world a new paradigm: the power and holiness of Jews of different denominations working and studying together. More than that, he has been deeply influenced by Israel. He knows that in light of the first Jewish country in 2,000 years, it will not be business as usual. Everything, especially the education of our young, will change. He is not kidding when he tells parents that this is going to be the best high school in the state and one of the best in the country. He is determined to forge a curriculum with the highest secular and Jewish standards. The young people fortunate enough to attend such a high school will not be programmed to become anything other than well-educated, respectful, caring and committed Jews. William C. Berk, Senior Rabbi Temple Chai Phoenix 'Classic' Jewish education speaks to allEditor:I was surprised to see Gordon Weiner's critique of the curriculum of the Jess Schwartz Jewish Community High School (Jewish News, Feb. 9). In his letter he voices his concerns about its "ultra-orthodoxy." He argues it will be a challenge to the school's board of directors to make Jews of non-Orthodox belief comfortable because of the mandatory daily prayer, three years of required Hebrew, Bible, Mishnah and Talmud, and a freshman year requirement of siddur, prayerbook, theology. He says this proposed curriculum does not cut across denominational lines and territorial boundaries. Professor Weiner compares this curriculum to the one he pursued when he attended Akiba Hebrew Academy in Philadelphia, where there was only one required Judaica course, which centered on Hebrew. I believe his attack on the curriculum of the Jess Schwartz high school is based on outdated assumptions. The Reform movement, of which I am a member, is trying very hard to make up for years of neglect of its Jewish educational standards. For example, at one of the Reform Jewish high schools in Los Angeles juniors and seniors are studying Talmud at approximately the same level as Reform rabbinical students a generation ago. Requiring Talmud does not mean that a school is not pluralistic. It means that a school has an appreciation of the culture of discourse that has nourished Jews for the past 2,000 years. Does four years of required Bible study mean that a curriculum is not pluralistic? The Bible is the classic of classics. Requiring Bible means that a school wants to produce well educated, deeply grounded, ethically sensitive and Jewishly literate adults. The problem with Weiner's analysis is that it does not factor into account the impact of Israel and Zionism on the entire Jewish world. I am a different kind of Reform rabbi than the rabbis of a generation ago because I was required to live in Israel a year. Living in Israel, really learning Hebrew, being immersed in an organic Jewish environment, forces one to re-evaluate everything. I want my children to become fluent in Hebrew, to know the Bible in the original, to become comfortable in the sea of Talmud. This does not make me Orthodox. This makes me a serious Jew. Israel is one of the reasons we are experiencing an unbelievable resurgence of interest in prayer. There is a spiritual thirst throughout the Jewish world that is affecting all of our synagogues, regardless of denomination. Having a few minutes of daily prayer is a response to this growing phenomenon. We want our young people to develop their hearts and souls, as well as their minds. Requiring more text study doesn't mean a curriculum isn't pluralistic. It means that the school is responding to the huge demand throughout the Jewish world to increase Jewish learning. Now it is possible that the way such a curriculum would be taught would be non-pluralistic. However, I am confident from my discussions with people on the high school board and Headmaster Jay Schechter that the many voices of Jewish tradition will be heard. Rashi, Herzl, Rambam and Heschel, Borowitz and Leibowitz, Soliveitchik and Schulweiss will all have a chance to speak. Finally, I would argue that in my 17-1/2 years living in this community, the formation of this school is the greatest nes, miracle, I have witnessed. From the beginning, this school was pluralistic - no small achievement when Jews have been fighting with each other. The founding committee and board of directors of this school have been pluralistic. Sitting at the same table have been Reform, Conservative, Orthodox and secular Jews. They have hired an amazing, talented and devoted headmaster. Mr. Schechter is Modern Orthodox, and he has great respect for all Jews. He understands the significance of building a pluralistic school that role models for the Jewish world a new paradigm: the power and holiness of Jews of different denominations working and studying together. More than that, he has been deeply influenced by Israel. He knows that in light of the first Jewish country in 2,000 years, it will not be business as usual. Everything, especially the education of our young, will change. He is not kidding when he tells parents that this is going to be the best high school in the state and one of the best in the country. He is determined to forge a curriculum with the highest secular and Jewish standards. The young people fortunate enough to attend such a high school will not be programmed to become anything other than well-educated, respectful, caring and committed Jews. William C. Berk, Senior Rabbi Temple Chai Phoenix Faith-based not so simpleEditor:President Bush's faith-based social-aid proposals may seem simple on their face. Yet, upon inspection, these programs may, in fact, cause untold grief to the unfortunates who need help. Persons in great need in this wonderful and free country may have to conform to some religious norm, prior to being offered the simplest help. As Jews and Americans, therefore, we must vigorously oppose this presidential assault on our secular Constitution. Howard Reuben, M.D. Phoenix (Via the Internet) No remote-control TorahEditor:The letter to the editor by Dr. Gordon Weiner, "Curriculum not pluralistic" (Jewish News, Feb. 9), questions the validity of a pluralistic Jewish community high school curriculum. The piece by Contributing Editor Vicki Cabot on the opposite page, "Don't yield to this temptation," is precisely the validation needed for a Mishnah-based curriculum. Our assimilation rate speaks too loudly to ignore previous deficiencies in Jewish education. My family's ever-present struggle for Talmud vs. TV echoes Cabot's quest for Judaism. Weiner recalls his Philadelphia high school curriculum, stating its "emphasis was on Jewish history, literature, language, culture and Israel." Exactly. Our sitcom- solution-oriented society also deserves a curriculum not run by remote control. As our Torah is for all Jews - would not our guidebook, our Talmud, be for all Jews, too? The Torah includes laws and commandments; Talmud and Mishnah take one to the next step: the cognitive, critical-thinking level of commentary and explanation. As Jews, we are people of the book. Would we not aim for the highest possible level of learning given this opportunity in a Jewish high school? Our community boasts a high school for the arts with a focus on art. Would not the neshamah, soul, of a Jewish high school focus on Judaism? As the Mishnah states: "These are the things, the fruits of which man enjoys in this world, while the reward remains for him in the world to come: honoring one's father and mother, performing deeds of kindness, making peace between man and his fellowman. And the study of Torah is equal to all of them." (Mishnah Pe'ah 1:1) Deborah Rudin Israel Paradise Valley Public serviceEditor:Two articles, one by Leisah Namm on the battle against so-called Messianic Jews, "Former Messianic Jew now battles missionaries," and Tami Bickley's article "When Death Happens" (Jewish News, Feb. 9), render a great Jewish public service. Jewish News of Greater Phoenix maintains a high standard of Jewish journalism. Herman Brown Sun Lakes |
