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