Temple Educator's Column - December 2024

The TRUE story of Chanukah

The difference between Jewish and secular calendars this year means that Religious School is not in session for Chanukah. We adapt. And that to me, is the lesson of Chanukah – and of the Jewish people for that matter. We survived nearly 2,000 years of exile and being kicked out of nearly every country and city state in Europe – not to mention the Roman empire, the Crusades, the Inquisition and the Holocaust – by adapting. We continually find ways to not simply survive, but to thrive and find new joys in living Jewishly.

I am going to share some historical accuracy with you now. Do not confuse that with Truth. Truth is what we believe in our hearts. Sometimes it is informed by historical events. Sometimes by our beliefs. If hearing something different about Chanukah will disturb you, I urge you to scroll to the next article. This is not something that you NEED to know.

Still with me? Judah and the rest of the Maccabees were real. We have lots of contemporary evidence. It is extremely unlikely, however, that any of them ever heard about a little jug of oil that burned for eight days. The first time we hear that part of the story is in the Babylonian Talmud, written 460-660 years after the actual events.

In the First Book of the Maccabees, written just four years after the war, the dedication is celebrated for eight days just as the original temple dedication under King Solomon and dedication of the tabernacle in the wilderness with Moses, Miriam and Aaron was held. And Judah declared all Jews everywhere should celebrate each year.

Forty years later, it seems that Jewish communities outside of the land of Israel were not celebrating Chanukah. So, a Second Book of Maccabees was written. “They celebrated it for eight days with rejoicing, in the manner of the Feast of Booths, remembering how not long before, during the Feast of Booths, they had been wandering in the mountains and caves like wild animals.” It seems the holiday soon gained traction in the diaspora communities after that. Still no oil though.

One hundred and ninety or so years after the original events, Flavius Josephus describes the first Chanukah. Josephus had been a Judean general in the war against Rome that resulted in the destruction of the second Temple in Jerusalem in 70 C.E. He went over to the Roman side and spent the rest of his life writing about Jewish history and customs. Historians believe that he was trying to create an image of the Jewish people in the minds of the Romans that would lead them to think we were not a threat and should leave us alone. He wrote: “Judah celebrated the festival of the restoration of the sacrifices of the temple for eight days, and omitted no form of pleasures…” A very Roman type of simcha.

Finally, Pesikta Rabbati is a collection of Midrashic tales written in the land of Israel in the 8th or 9th century CE. while the land was under Muslim rule. In it we read “When they entered the Temple, they found eight rods of iron (spears), which they hollowed out and then kindled wicks in oil which they had poured in the grooves.” This version reminds us of turning swords into plow shares – making weapons into tools of peace. A good metaphor while living under foreign rule.

So too, the Talmudic story of the oil teaches those around us that we are not looking for a fight. God made the miracle of the oil and the victory of the few over the many – not humans. We celebrate God and our faith not war.

In each case, we adapted. In each case we recast the story in a way that gives us reason to celebrate. I am not debunking the story of the oil and its miracle. I am saying we have four more facets to the jewel that is Chanukah. They are ALL our stories.

And I am sticking to them. I invite you to join me. No need to tell the young kids just yet.

L’shalom,
Ira Wise, Temple Educator

Temple Educator's Column - November 2024

From the Education Center

TBT's Religious School curriculum is built around Jewish values, beginning with those in our temple mission statement. That value is Kehilah – community. We have a wonderful faculty; a few being members of TBT. Half of them are undergraduates who bring a youthful energy that is contagious. We are lucky to have them all. Even so, I would like us to develop a new muscle in our Kehilah Kedoshah – our sacred community. I invite every adult in our congregation to give serious thought to the idea of becoming a teacher or a substitute in our Religious School. Maybe not right away, but soon.

 Throughout my career I have preferred to hire members of the congregation whenever possible. You bring a sense of ownership, of long-term commitment to this community. And you bring something to our kids that is unique. You serve as a special kind of Dugma – a personal example. And that – Dugma – is another one of our values. Dugma sometimes results in one kid saying to another, "Wow, Cooper! It is so cool that your dad is our teacher!"

I have been so grateful and proud that so many temple members joined the faculty. When members become teachers, the village really does raise our children. And it makes us all feel even MORE engaged. I invite you to become even more hands on, my fellow villagers. This is not solely - or even primarily - a request to our members who are educational professionals. Two of the best teachers I ever worked with were not professionally trained teachers.

 Sy Bierman was my Religious School classmate. He was a treasury agent by day, pursuing counterfeiters, among other financial crimes. He was our fifth-grade teacher and he was amazing. He was so amazing that parents began demanding he teach their kids. When I graduated college and joined the faculty, another teacher and I were each assigned one-third of the year with different groups of 8th graders, just so that every 8th grader would have part of the year with Sy. I was proud to call him my teacher and my colleague.

 Mort Wolin was one of the first teachers I worked with as a temple educator. He was in sales. He was a very soft-spoken gentleman whose grandsons were in our school. He was also the sole Jewish survivor of Baronovich, Poland. The leaders of the Jewish community were able to get a single visa from the Nazis in 1940. They chose to give it to him and send him to America because he was the valedictorian – their greatest hope for the future. His experiences in Poland, being a father and grandfather and his career in sales made him a great teacher. He loved

Judaism and transmitting it to the young, and as a good salesperson, he knew to listen as much or more than he spoke, giving his students agency and encouraging their curiosity.

Many years ago, Eric Yoffee, then the President of the Reform Movement (URJ), declared that the path to synagogue leadership should pass through the classroom. Moreover, he said that we all need to take a more direct role in the education of our congregation’s children. There are some synagogues even smaller than ours that require new members to take a turn as a teacher.

Please consider taking yours. And we are still looking for classroom support right now. Call me. Email me. Let’s help our youngest villagers grow and take their places among us.

L’shalom,
Ira Wise
Temple Educator

Temple Educator's Column - October 2024

From the Education Center

This month we will all spend a lot of time thinking about (and hopefully doing) T’shuvah - repentance. The High Holy liturgy and all of the practice surrounding the Days of Awe demands that we atone, we change our hurtful behaviors and seek to make restitution with those we have wronged. Remember this for a moment while I digress, please.

When I started working in the religious school as a ninth grader in Chicago, they called me an aide. By the time I became a teacher eight years later, we were calling teens doing this work Madrikhim. (A boy was a madrikh and a girl was a madrikhah.) It means “leader or one who shows the way.” It was a good name. And that was what we were calling them here at TBT through last May.

Hebrew, like French and Spanish, is a gendered language. It is simply how it developed from ancient times. And I am sure you are aware that the language surrounding gender in our society has become very fluid and somewhat complicated. When we get it wrong – in the eyes of the person about whom we are speaking – we may cause pain, harm, and even alienation. It does not matter that we did not intend to do so. The impact of our words matter.

This past spring the Education Committee had a discussion about this and came to the conclusion that we need to do a bit of T’shuvah. It is entirely possible that we have not had a single madrikh or madrikhah who identified as non-binary. It is also possible that we might have, but the titles we used for teens who just wanted to connect and help teach kept someone away who did not identify as male or female. We may be lucky and can fix the language before someone feels that their temple does not have a place for them in this role.

So, the committee has changed the name of the group to the Hadrakhah Team. Hadrakhah means “leadership,” so the basic intent is the same. These teens are still showing our younger learners the way to go forward. And we will call them Hadrakhahniks – a word that is a bit of mixed language salad, but a word pioneered by the Kibbutzniks! It will take time to wrap our tongues around this change, but it gives us the opportunity to be as welcoming as we have always tried to be.

L’shanah tova u’metukah and G’mar Chatimah Tovah,

Ira Wise
Temple Educator

Temple Educator's Column - September 2024

From the Education Center - Let’s Play Two…

The summer of 2016 was amazing for me. In our family we had new jobs, a high school graduation and the last child was off to college. Special for us, but most of you have those things happening as well. If not that summer, then another. Those of you that know me are aware that summer was amazing for me in particular for one other reason: The Chicago Cubs.

My Red Sox fan friends chortled “Now that we’ve had a few World Series, it might as well be your turn.” And I remind them that Red Sox have NEVER been the longest suffering team in baseball. They missed that honor by ten years. And in 1918, they beat…the Cubs. But I digress.

My beloved team was in first place the entire season. They last did that in 1969, and Mets fans know how that turned out. I digress again. I mention this here because I need to explain the baseball bat I have hung in my office. It is a metaphor for Jewish learning.

The bat is signed by Mr. Cub, Ernie Banks, one of the heroes of my childhood and was a gift to me from my previous congregation on the occasion of my 10th anniversary as educator. Whenever someone said “Hey Ernie! It’s a beautiful day for a ball game!” he would respond: “Let’s play two!”

I would tell this story whenever teaching about the Yotzer or Ma'ariv prayers. These are prayers we say as part of our regular worship service, praising God for creating the world in which we live. (We say Yotzer in the morning and Ma'ariv at night.) I would explain that Ernie believed that when it is a beautiful day, we need to show God our appreciation by doing the things we love best and by sharing it with others we love. For Ernie it was playing baseball and sharing it with all of Chicago. I was fortunate enough to meet him in the 80’s and confirm that is what he meant.

So what does the bat have to do with Jewish learning? Jewish learning – doing it myself or facilitating it for others – is the thing I love doing best. Ernie’s bat reminds me that no matter the weather outside, it is ALWAYS a beautiful day for Jewish learning.

Whatever your age it is a beautiful day for Jewish learning.

Our Preschool gets fully underway on September 3rd.

Religious School begins on Sunday the 8th.

The Curriculum Working Group and the Education Committee have been working through the summer to imagine what that will look and feel like.

Torah Study has been continuous, and the Program Committee just arranged for our wonderful Scholar-in Residence who will be coming the first weekend of December.

When it comes to Jewish learning, let’s play two!

L’shalom!
Ira Wise

Temple Educator's Column - Summer 2024

Our first day of classes will be Sunday, September 8!

Returning Students are enrolled for Religious School already!

We are doing enrollment for returning students a little differently this year. We are assuming they are all coming back, so we are saving you the hassle of filling out a lot of forms with information that is the same as it ever was.

You should have already received a personal email from me where I will explain this more fully. And I will ask for some information we may not already have, like your child’s Hebrew name, any new information about special learning needs, changes in the family, etc.

Billing happens later in the summer and will happen automatically. If for some reason your child is not coming back to us, that email will explain the process for making that happen as well. It is important to know how many students we will have in each grade as early as possible, so we can make sure to have the correct number of trained teachers!

For children who have not been enrolled in Religious School before…

We will need you to complete a basic form in addition to the one described above. If you have a child who is ready to enroll for the first time this fall, and have not gotten an email from me, I apologize. We are still getting some of the kinks out of our new data base. Please reach out to me at rsdirector@tbtshoreline.org

And we are still looking a for a few good people…

Each year, we find that a few of our wonderful teachers move on to other amazing things. We wish them well! At the same time, we have lots of amazing kids who need teachers to create wonderful learning experiences.

There are three requirements for all of our positions, and one additional requirement for some our positions. To teach in the TBT Religious School you MUST:

1. Love being Jewish and have or develop a passion for transmitting that love to others.

2. Know how to listen. Teaching is as much about listening to our kids and hearing what is on their minds and in their hearts. There is no need for lectures or speeches!

3. Like kids!

Some of our teaching roles require some level of Hebrew skill as well. The more the better.

If you are a professional educator, that is wonderful, but it is not required. We have a temple educator whose job is to help teachers develop a teaching repertoire. If you are very knowledgeable about Judaism and all of the topics that entails, that is wonderful, but it is not required. I can help you with that.

We have amazing teachers who come to TBT just for Religious School. We also have amazing teachers who are members of TBT and serve as living examples. Please contact me at rsdirector@tbtshoreline.org or on my cell 203-727-2831. Let’s talk about what being a teacher might be like for you. And if you are only interested in getting your feet wet by starting out as a substitute, that would also be amazing. Reach out, please.

L'shalom,
Ira Wise

Temple Educator's Column - June 2024

Excerpt from Ira's TBT Annual Meeting Report

I want to thank the leadership, Rabbi Moss and the staff for putting your trust in me as Interim Director nine and a half months ago. I was told at the time that my main task was to bring a sense of stability and calm to the teachers, parents and students of our Religious School.

I am very proud of the work of our teachers and madrichim who were instrumental in bringing this goal to reality. While I could teach, lead and encourage them – they were the ones in the rooms with our children. They created meaningful and authentic experiences and made each child feel seen and heard…

As Temple Educator, it is my task to work with you – our members and leaders, the senior staff and our faculty – to determine how to move forward and take us to the next level of learning.

The first thing we have to ask ourselves is "Why Change?"

Research tells us that the unique experiences of each generation mold their views, wants, needs and expectations. Our sacred challenge is to figure out how to engage and inspire the younger generations without disenfranchising or disenchanting those who have been here for decades. And even better - to bring the older generations along on this joyous road.

Part of this challenge involves building the plane while the plane is in the air. We do not have the luxury of putting everything on pause while we sit down to flesh out where we are going. There will be Shabbat this weekend. There will be Religious School tomorrow and Sunday and again in September. And Preschool will march on.

Our first steps are around curriculum and pedagogy – the content and the methods of learning. Our current curriculum is built around a pre-packaged and purchased product that was originally designed to respond to the needs of using Zoom as the primary medium for learning. It is a good, but limited curriculum, especially as we have returned to being in the same spaces with our students.

Once we agree why we need to change, we need to decide where to begin.

We are taking a three-pronged approach. We will focus on
1) curriculum – what we learn,
2) pedagogy – how we teach or transmit the curriculum, and
3) communication – how we describe and tell the story of how youth learning happens at Temple Beth Tikvah.

In April, the Curriculum Working Group was convened by chair Lizzie Sharp. It is a group of fourteen people that includes professional educators, parents of future and current students as well as alumni, two religious school teachers and two teenagers.

The next question is what content What Should Be Learned? (Curriculum)

If a child attends our school from kindergarten through high school graduation, they will have approximately 900 hours of class time over 13 years. And most children, even those who love the experience and are encouraged by dedicated parents, attend far less than that. It’s a reality.

The other reality is that even in 900 hours we cannot squeeze in all the history and customs and language and tradition and community-building and… that we’d like. So decisions have to be made about what gets more attention and what gets less. These types of decisions can be made based on the experiences and expertise of our Temple Educator or dictated by an off-the-shelf curriculum, but to be truly effective the choices need to be made through careful reflection which incorporates Temple Beth Tikvah’s values and philosophies as well as a deep understanding of the needs and desires of our students and their parents.

Our learning goals will be framed by our temple’s mission: “Temple Beth Tikvah is a vibrant, inclusive Reform Jewish community, guided by Torah and interconnected through our traditions and values of tikkun hanefesh (enriching our lives) and tikkun olam (improving our world).”

The Curriculum Working Group is working to recommend a framework for the curriculum, the values and content that will be taught. I will use that process and product to develop the guidelines for teachers and determine the needed supplies and training for it to be implemented. This will be a staged process, with successive areas of the curriculum rolled out over the next 18 months. The Education Committee will be asked to adopt the recommendations as they are developed.

Second, it’s critical that we focus on How We Teach (Pedagogy)

I have been working with our teachers to expand their pedagogic toolboxes, with an intense focus on experiential learning. This refers to the deliberate infusion of Jewish values into engaging and memorable experiences that impact the formation of Jewish identity. The idea is to focus less on learning facts, dates and data – although we will still do that – and more on creating experiences that help our kids be hands-on with being Jewish.

We will continue to work on developing Experiential learning skills, and will expand our focus to include Social, Emotional and Spiritual learning goals – reaching inside the learners, trying to connect to their hearts and souls in addition to their minds.

Our third focus is on Communication – how we will describe how youth learning happens at Temple Beth Tikvah.

A separate working group will begin to meet in the fall to explore a name change for what we now call Religious School and how we tell our story. The name may change or it may not. Whatever we choose, we need to be able to articulate to ourselves as well as to those looking for a congregation what we are all about. And we want it to be something unique that speaks to how kids learn today.

We are about to celebrate Shavuot, which marks the giving of the Torah at Mount Sinai. Every member of the children of Israel was there, regardless of gender or age. In Parshat Nitzavim, we are told “I make this covenant, with its sanctions, not with you alone, but both with those who are standing here with us this day before our God and with those who are not with us here this day.”

The rabbis interpreted this to mean that every member of Am Yisrael – the people of Israel – who would ever live was also there. Let me conclude by asking that we all stand at Sinai together.

We are looking for a few new teachers, and I invite you to consider joining our faculty or serving as a substitute.

Participate in one of our working groups or serve on the education committee which guides learning at TBT.

Pirkei Avot teaches that we are not required to complete the task, but we are not free to desist from it. A congregation of learners means we are all learners and teachers.

Join us.
Ira Wise

Temple Educator's Column - April 2024

Full disclosure: I am a comic book fan boy. Always have been. I once had a subscription to the Legion of Super-Heroes. The new issue arrived by mail! (I am also one of those fan boys whose mother gave away the collection while he was in college. Sigh.) I still enjoy comics now and then, and I love all the superhero movies.

I have not given up my love of superheroes. As I have matured, I have learned that there are REAL superheroes. They rarely wear a cape, although occasionally they wear tights – even if they are not going to a yoga class. And while they cannot fly or stop bullets with their bracelets, they can make imaginations soar and help us feel stronger than ever.

I am talking about teachers of course. And because of who I am and where you are reading this, I am particularly talking about Jewish teachers. Our teachers do amazing things. If you have a child in our religious school, I don’t need to tell you about them. You know. If your kids are out of the house, or not yet old enough to join us on Sundays or Wednesdays, you have not had the pleasure of hearing kids running up to their parents in the lobby to tell them about what happened in their classroom or somewhere else in the building.

I have only been here since August, but I would be happy to sit down over a cup of coffee and tell you some great stories about Miriam Heyman (K), Karen Rabinovici (1st), Jack Brown and Lia Solomon (2nd), Lizzie Sharp (3rd ), Eli Buchdahl (4th ), Noah Tirschwell (5 th ), Danya DubrowCompaine (6th), Shelley Capozzi (7th) or Rabbi Moss (10th - 12th ) and the amazing experiences they have created for their learners. (I teach 8th and 9th , but I don’t like to blow my own horn.)

One of the things that helps make some of these heroes most effective is that they are members of the congregation. I have yet to hear something like “Hey Lauren! It is so cool that your mom is our teacher!” at TBT, but I have heard it often throughout my career, as I love to hire our members to teach.

Why am I telling you all of this? First of all, join me in shepping naches (being really proud) from all of the amazing things our fellow congregants are doing. Next, and just as importantly, please think about becoming a member of our team. Start by reaching out to me and we can talk about what being a teacher means, and what it can do for you. (All of our teachers do it because they love it – even though we do pay them!) We can dream a little bit together and I can help you develop some skills.

We do not look specifically for professionally trained teachers – although some of our teachers also teach in general education. We are looking for people who love kids and being Jewish, who are not overly shy and who are really good at listening. We are creating experiences where our learners can decide what being Jewish will mean to them, not just filling them with information.

Call me at 203-245-7028. Email me at rsdirector@tbtshoreline.org. Or just drop in. Teaching will be great for you and awesome for our learners. Capes and tights are optional. If you want a mask, we can talk.

L’shalom,
Ira Wise

Education Director's Column - January 2024

Are you ready for the summer?

I have been quoted as saying that overnight Jewish summer camp is the most valuable thing you can give your child after connecting them to a congregational community and teaching them to care about being Jewish. (I have suggested many other things that it is the best thing after, but let’s stick to the Jewish stuff.) My wife Audrey, I, and both of our adult sons are products of Jewish summer camps, and we all went on to become counselors and more. In fact, we believe much of how we parented our sons is based on what we learned as camp staff.

Camp is an immersive experience. You learn about being part of something by being part of it. In a Jewish camp, Jewish identity, Jewish ideas and Jewish values are built into everyday living. Kids there do all of the fun summer stuff: sports, arts and crafts, hiking, drama, music, climbing and ropes courses, laying down in the grass with your friends and declaring what clouds look like, and even repairing the world. It is a safe cocoon – some camps call it the Bubble – where they can help one another get on with the business of figuring out who they are.

On Sunday, January 21, we will be hosting several overnight Jewish Camp representatives from 11:00 a.m. – 12:30 p.m. They will each have different activities for the kids as they move through their stations, giving them a taste of camp. Parents are invited to join us and to have more focused conversations about the possibilities for your children down the road.

Some of our kids are already planning to attend a camp this summer. They will simply have fun. Others might go to an overnight camp in a year, or three, but are not ready for this summer. They will also have fun. We are not trying to convince anyone to go to camp right away. We are trying to plant the seeds with them and with you to think about Jewish summer camp when they and you are ready.

All of the camps we have invited participate in the One Happy Camper program sponsored by the Foundation for Jewish Camp. It offers a significant scholarship for ALL first-time campers at Jewish summer camps, regardless of financial need. They do it because they agree that Jewish Summer Camp is that important to the Jewish development of our kids. I look forward to seeing many of you there!

L’shalom,
Ira Wise Interim
Director of Education

Guest Column with Ira Wise - December 2023

Happy Chanukah!

The library at the Jewish Theological Seminary in New York has some amazing books and artifacts. On a visit with a group of educators many years ago, librarian David Kraemer passed around a brick of lucite. Inside was a very old document. It was one of several dozen handwritten copies of a letter from, and signed by, Rambam (also known as Maimonides), arguably the greatest authority on Jewish law in history. The letters were sent to Jewish communities throughout the 12th century Western world, asking Jews to send money which would be used to ransom the Jewish community of Jerusalem. They were being held captive by either the Crusaders or the Saracens – I cannot remember.

Pidyon Sh’vuyim – Redeeming Captives – is, according to the rabbis of the Talmud as well as Rambam, the greatest of mitzvot (commandments). It is even more important than clothing and feeding the poor. It is outrageous that in our celebrated modernity, redeeming captives is still something that is needed anywhere.

We are a week away from the beginning of Chanukah. It should be a time of celebration, lighting candles, spinning dreidels, and overeating things fried in oil like latkes and sufganiyot (jelly doughnuts).

And we will. It may feel strange to you, as it does to me, to plan a celebration while watching the news feed each day waiting for the next ten hostages to be released. I hope that by the time you read this, those releases are still happening.

The Jewish year continues to happen, no matter what else is going on in the world. Chanukah will begin on the 25th day of the month Kislev (the evening of December 7), like it does every year. Even in the darkest times of Roman persecution, the Inquisition, and even the Holocaust, our ancestors often found ways to mark the festivals and holy days. And many Israelis are making sure to celebrate important lifecycle moments, if they are able – even with the war going on.

So, I urge you to celebrate Chanukah. Keep the captives and the civilians in your hearts and minds. Even talk about them as you spin the dreidel, or after you sing Ma’oz Tzur, if that works in your home. There are resources for talking about the situation with children here. Remember that one of the things we celebrate at Chanukah is Jewish autonomy and freedom. Let’s celebrate on behalf of those who cannot. Let’s gather in prayer and a festive meal on December 8 for Shabbat Chanukah. Make donations to Magen David Adom or through the Jewish Federation.

Our joy may be diminished, but Chanukah teaches that we must bring light into times and places that are dark. I hope to see you over the holiday!

L’shalom,
Ira Wise Interim Director of Education