National Scholar Updates

Angel for Shabbat, Parashat Naso

By Rabbi Marc D. Angel

When the Almighty calls on Moses to command the priests to bless the people of Israel, the instructions are in the plural (emor lahem). When the blessing is concluded, the Almighty indicates: “and I will bless them” (va-ani avarakhem)—also in the plural. The setting of the priestly blessing, then, is clearly to be a public event intended for the entire collective.

Yet, the tripartite blessing itself is entirely in the singular form. Although the blessing is intended for the plurality of Israel, it is aimed at each individual separately. It prays that God will bless and protect each of us; that God’s countenance should shine on each Israelite and grant each one of us peace—shalom.

The formulation of the priestly blessing is alluding to a profound truth. The blessings are given to the entire community…not as an anonymous mass of people, but as an assembly of individual human beings. The emphasis is on the uniqueness of each person, the desire that each of us finds blessing and fulfillment in life. The goal is shalom…peace, wholeness, personal satisfaction.

God’s infinite wisdom encompasses all…but focuses on each. This idea is underscored in a Talmudic teaching (Berakhot 58a) that requires the recitation of a special blessing when witnessing a vast throng of Jews. We are to praise the Almighty Who is hakham harazim, the One who understands the root and inner thoughts of each individual. “Their thoughts are not alike and their appearance is not alike.” The Creator made each person as a unique being. He expected and wanted diversity of thought, and we bless Him for having created this diversity among us.

Religious life entails participating in a community, observing shared rituals, following traditional patterns. It can happen that one’s individuality may seem compromised or lost in the process. The overwhelming emphasis on communal mores tends to diminish the uniqueness of each individual. The priestly blessing reminds us of the need to be part of the community…but to retain our own distinctive individuality.

In his famous essay, “Self-Reliance,” Ralph Waldo Emerson taught: “There is a time in every man’s education when he arrives at the conviction that envy is ignorance; that imitation is suicide; that he must take himself for better, for worse, as his portion.” We each are who we are; to squelch our individuality in order to imitate others is self-destructive. Emerson lamented the tendency to forfeit one’s ideas, ideals and values in order to blend in with the dominant group. Rather, one should be true to him/herself.

Poignantly, Emerson wrote: “Man is timid and apologetic. He is no longer upright. He dares not say ‘I think,’ ‘I am,’ but quotes some saint or sage.” These words, proclaimed in the mid-19th century, continue to ring true nearly 200 years later. So many religious people, including rabbis, are reluctant to express an original opinion unless it is authenticated by sages of earlier generations. Instead of relying on their own thinking, they seek to amass sources of earlier “authorities.”

The framework of the priestly blessing provides a vital dynamic. We are a community; we stand together in our beliefs and observances. At the same time, though, we are each unique individuals with our own particular thoughts, sensitivities and needs. While we—as members of a community—receive the blessings from the priests and from God, those blessings are directed to each of us separately.  

This is not merely a blessing on us. It is a challenge for us.

* * *

Rabbi Marc Angel has a youtube series on religion and literature, with the first session dealing with the teachings of Ralph Waldo Emerson:  https://www.youtube.com/watch?v=bqP9UMJOwmk

     Rabbi Benzion Uziel delivered the opening address at a gathering

in Jerusalem of the rabbis of the land of Israel (spring

1919). In describing the rebirth of the Jewish nation in Israel,

he pointed out the many challenges facing the emerging Jewish communities

and settlements. He urged the rabbis to be active participants

in this historic process. It would be unacceptable and dangerous if religious

Jews were to say: "Let us stand in a corner as though looking at

the events from a distance. Let us say to ourselves: we and our families

will serve the Lord." He felt that this isolationist attitude was contrary

to the vision upon which our religion is based. Rabbi Uziel exhorted

his colleagues to go among the people, to work with the people, to participate

in every aspect of the nation-building process. In this way, they

could bring the eternal teachings of Torah into the real world. [1]

     This theme was to dominate much of the thought and work of

Rabbi Uziel, who proclaimed that Judaism is not a narrow, confined

doctrine limited only to a select few individuals; rather, the Torah is the

guide for the ideal way of life for the entire Jewish people, and also carries

a message for humanity at large. Jewish religious expression must

not be confined to a parochial, sectarian mold. Rather, it must thrive

with a grand vision, always looking outward.

     Rabbi Uziel's philosophy of Judaism flowed from various sources.

Born in Jerusalem to an illustrious Sephardic rabbinical family, his father

was the Av Bet Din of the Sephardic community of Jerusalem and presi-

dent of the community council. His mother was part of the Hazan

rabbinical family, which had produced fist-rate rabbinic leaders for generations.

As a youth, Rabbi Uziel studied with the Sephardic sages of

Jerusalem, but also with Ashkenazic rabbis. He became one of those

unique individuals who was well steeped in the halakhic methods and literature

of both the Sephardim and Ashkenazim.

     In 1911, Rabbi Uziel was appointed Chief Rabbi of Yafo and its district, where he worked with Rabbi Abraham Isaac Kook, the Ashkenazic spiritual leader of Yafo. Although

Rabbi Kook was older, Rabbi Uziel was appointed Chief Rabbi (Haham Bashi) by the authority

of the Turkish Government. Officially, the office of Chief Rabbi was

open only to individuals born in the Ottoman Empire, whose families

had been living there for several generations, and who knew the language

of the land, as well as French and Arabic. Rabbi Uziel had all

these qualifications, while Rabbi Kook did not. Rabbis Uziel and Kook

developed a good working relationship and held each other in high

esteem. In 1921, Rabbi Uziel became the Chief Rabbi of the famous

Sephardic community of Salonika, returning to be Chief Rabbi of Tel

Aviv in 1923. In 1939, he was elected Chief Rabbi of Israel, Rishon le-

Zion.

     Rabbi Uziel was a leading posek, thinker, teacher, communal leader

and political activist, one of the unique figures of 20th century Jewish

life. Rabbi Uziel saw God's hand in the development of Jewish life in

Erets Yisrael. He felt that he was participating in the early stages of the

final redemption of Israel. His writings are characterized by the calm

wisdom of a genuine scholar and at the same time by an overwhelming

sense of urgency. Depending on the quality of religious leadership, he

said, everything could be won or lost.[2]

     Rabbi Uziel believed that the Jewish people, especially those living

in a revitalized Erets Yisrael, could be living models of the excellence

inspired by the Torah. Through their moral and ethical accomplishments,

the Jews would succeed in making the rest of the world aware of

the great standards set by the Torah for all of humanity. [3]

     He felt strongly that Jews must be aware of their own national

charter. Through this self knowledge, they would be able to conduct

their lives according to the ideals set forth in the Torah tradition. This

would lead to their own happiness, as well as to a positive influence on

the world in general. Rabbi Uziel criticized those false ideologies which

distracted the Jewish people from their authentic national charter. He

rejected the assimilationists, since their strategy would ultimately undermine

the true message of Judaism. He also chastised those who would

restrict Judaism to the narrow confines of their homes, synagogues and

study halls. This strategy would bury Judaism in a small inner world,

cutting off its impact on society as a whole. It was necessary to steer a

middle course between assimilationist tendencies on the left and isolationist

tendencies on the right. Rabbi Uziel cited the verse in Mishlei

(4:25) as a guide: "Let your eyes look right on and let your eyelids look

straight before you. Make plain the path of your foot and let all your

ways be established. Turn not to the right nor to the left. Remove your

foot from evil."

     Only by focusing on the specific charter of the Jewish people--to

create a righteous nation based on the laws of Torah tradition--could

the Jewish people fulfill its mission. Through our creating a model

Torah society, we would be seen by the entire world to be the representatives

of God. Our Torah teaches us to live life in its fullness. It teaches

us how to apply the highest moral and ethical standards to all human

situations. Judaism is not a cult, but a world religion with a world message.

"Our holiness will not be complete if we separate ourselves from

human life, from human phenomena, pleasures and charms, but (only if

we are) nourished by all the new developments in the world, by all the

wondrous discoveries, by all the philosophical and scientific ideas which

flourish and multiply in our world. We are enriched and nourished by

sharing in the knowledge of the world; at the same time, though, this

knowledge does not change our essence, which is composed of holiness

and appreciation of God's exaltedness." The national charter of the

Jewish people is "to live, to work, to build and to be built, to improve

our world and our life, to raise ourselves and to raise others to the highest

summit of human perfection and accomplishment. (This is accom-

plished by following) the path of peace and love, and being sanctified

with the holiness of God in thought and deed."[4]

     In his address accepting the appointment as Chief Rabbi of Yafo

(6 Heshvan 5672), Rabbi Uziel stated that a leader must have two

seemingly opposite qualities: strength of character and humility (gevura

nafshit and anava). In truth, these two qualities are not in opposition

but must go together. True humility cannot be found except in one

who has spiritual strength. Indeed, humility without such strength is

not humility at all: it is weakness stemming from fear and doubt.[5]

     In his address to the rabbis of Erets Yisrael in 1919, he reminded

his colleagues that while humility in itself is praiseworthy, it becomes repulsive

if it leads to shying away from the needs of the hour. Rabbis

who hide in the mantle of humility abdicate their responsibility to the

community. Leadership requires strength of character. [6]

     Rabbi Uziel saw the rabbis' influence deriving from the force of

their own righteousness, devotion and erudition. Since the hallmark of

Torah is peace, coercion and threats are not the proper ways to gain

adherence to Torah. Rather, rabbis (and religious people in general)

must win the hearts of their fellow Jews through deeds of love and

kindness. [7] One cannot demand respect; one must earn it.

     Rabbi Uziel was among those who believed that the time had

arrived for the reestablishment of a Sanhedrin. Through such a structure,

rabbinic authority would once again be centralized. The public

would know where to turn for Torah guidance. A properly constituted

Sanhedrin would have profound influence on Jewish communities

throughout the world and would be a harbinger of the ultimate redemption. [8]

     Rabbi Uziel was troubled by a schism among the Jews in Israel.

One group stressed the study of Torah to the exclusion of building the

land and organizing the people, while the other group emphasized

action while negating the need to study Torah. Both groups were

wrong. "Action without study--even action is lacking, since it is a

branch without roots. And study without action is a root without a

branch." [9]

     According to the Torah, work is obligatory. It is forbidden for a

person to be supported by the labor of others without providing his

own productive labor. A parent is obligated to teach his child Torah and

an occupation. A child who does not learn how to support himself

through his own labor is compared to a thief who steals the labor of

others without exerting any effort of his own. Each individual must be

engaged in productive labor to support himself, to share in the building

of the world and the advancement of humanity. Labor is not only an

obligatory commandment, but also gives the individual a sense of

honor and dignity. The laws of the Torah go hand in hand with productive

forms of labor and business. By working, one learns not only the

knowledge of one's profession, but also compassion, love and responsibility

for others.[10]  These spiritual and moral qualities are learned by

engaging in productive labor, not merely by abstract study.

     During the War of Independence in 1948, a number of yeshiva

students came to Rabbi Uziel to obtain exemptions from military service.

He rejected their requests and said that if he were not already an

old man himself, he would be holding a gun and hand grenade, fighting

to defend the Old City of Jerusalem where he was born and raised.

This was a battle of life and death for the people of Israel. How could

anyone want to be exempted from fighting this great battle? On the

contrary, each person should rise to the occasion and give strength to

his fellow soldiers. He told the yeshiva students that it was a mitsvah for

them to join in the defense of their people, to risk their lives alongside

their brothers, to defend the Jewish people and the Jewish land. [11]

     In Rabbi Uziel's view, religious leadership entailed a total commitment

to participate in all aspects of the life of the nation. Religious people

were not to live on hand-outs or to seek exemptions. Only by a

thoroughgoing involvement in all aspects of national life could the religious

community bring its values and ideals to all the people of Israel.

To retreat into self-enclosed religious enclaves was to surrender Torah

leadership. It was to reduce Judaism to a small, self-contained cult. This

position was absolutely untenable to Rabbi Uziel, who viewed Judaism

as a grand way of life which must shape the entire society, serving as a

model for the world.

     Rabbi Uziel believed that Torah study and observance should

make the religious Jew into a model human being.[12] But exactly what

are we to study and do in order to attain the highest standards of Torah

ideals? Obviously, we must study and observe Torah in as thorough and

profound a way as possible. In Rabbi Uziel’s view, the Torah is not simply

a book of laws and commandments; it encompasses all knowledge.

"It is impossible to understand it--certainly to plumb its depths--without

a profound and broad knowledge of all worldly wisdoms and sciences"

which are hidden in the depths of creation. [13] The Torah itself is

interested in cosmology, philosophy, theology, human history. To be

well-versed in Torah involves knowledge of astronomy and mathematics

in order to set the calendar. Torah law includes comprehensive knowledge

of weights and measures. It entails agronomical and zoological

knowledge in order to observe properly the laws of mixed species

(kilayim). Likewise, the laws of terefòt demand a thorough knowledge

of animal anatomy. Jewish law requires a knowledge of human psychology,

so that the judge can determine whether or not a witness is

attempting to deceive him. Halakha includes political and economic

principles, as well as laws governing the relationships between different

peoples. In short, Torah--being a total way of life--necessitates understanding

life in its fullness.[14]

     The Torah tradition teaches Jews to be engaged in the development

of society (yishuvo shel olam) in the broadest sense of the term.

This entails not only populating and settling the world, but studying

the ways of nature (science) in order to advance human civilization.

Yishuvo shel olam involves knowledge of how to establish a system of

justice and how to develop a harmonious and ethical society. Involve-

ment in yishuvo shel olam is a necessary condition to fulfilling our specific

Jewish way of life. The settlement and building of society increases

knowledge, widens our intellectual and scientific horizons. This very

process awakens within us a more profound appreciation of the wonders

of God, His creative powers and His providence. [15]

     Rabbi Uziel did not see Torah and mada as conflicting. He believed,

rather, that in order to be a Torah personality with full Torah

knowledge, one must study worldly wisdom. But when one studies

such subjects as philosophy, science, psychology, history and literature,

one does not do so for the sake of academic knowledge, but rather as a

means through which one gains a deeper understanding of God's ways.

"Talmud Torah" is a general term referring to the attainment of wisdom;

it includes Torah study as well as all the studies and sciences

which deepen our understanding. [16] It is Talmud Torah in this broad

sense which raises a person from ignorance to wisdom. Secular knowledge

by itself provides knowledge, but only within the context of Talmud

Torah does secular knowledge have ultimate meaning, leading the

student closer to God.

     In his address upon assuming the position of Chief Rabbi of

Salonika (9 Adar, 5681), Rabbi Uziel stated: "It is true that scientific

knowledge (mada) raises a person, gives him wings to soar to great

heights, enlightens his eyes to discover the secrets of nature and to uti-

1ize its powers, to make life more pleasant and to increase longevity;

general knowledge also endows a person with spiritual powers. But all

the acquisitions of general knowledge are vessels which help one to

live--and are not life itself. . . . The goal (of life) is . . . to know the

God of the universe, to walk in His ways and to cling to Him. [I7]

     Rabbi Uziel saw Maimonides as the classic example of the Jewish

ideal. In the Mishne Torah, Maimonides presents the spiritual inheritance

of the people of Israel from Moses to his own time. In addition,

he draws on the best of worldly knowledge. Rabbi Uziel believed that

Jewish sages were well aware of the philosophical, scientific and theological

insights propounded by non-Jewish sages. Indeed, Jewish sages

had to have knowledge of the world in order to fully understand the

Torah itself. After all, the Torah, Talmud and rabbinic literature include

references to all branches of human knowledge. Maimonides advocated

the principle: receive the truth from whoever states it. Maimonides

studied philosophy and science, gathering the best of what he found; in

this way he enriched his own thoughts in depth and breadth. [18]

     In his book on the laws of guardianship (apotropos), Rabbi Uziel

noted that our sages were fully cognizant of the legal thought and prac-

tice of the non-Jewish nations with whom they had contact. Our rabbis

of all generations "did not limit themselves to their four cubits and to the

walls of the study hall. Rather, they learned and knew al which transpired

in the world of science and justice." They did not hesitate to admit the

truth of the words of non-Jewish sages when the truth was with them. [19]

     In a letter he wrote to the leadership of the Alliance Israelite Universelle,

Rabbi Uziel recognized the importance of Jewish students

learning both religious subjects and general studies. He stressed the

need to learn Hebrew and said that Jewish students in the diaspora

should learn the language of the land in which they lived as well as at

least one European language. But the goal of Jewish education should

be clear: to raise children faithful to their people and to their Torah,

people who would be useful to their families, their people, and society.

Rabbi Uziel insisted that general subjects be taught by religious teachers.

Otherwise, a spirit of secularism would enter the children's hearts,

leading them away from the very goals for which Jewish schools stood.

In every generation, he said, the Jewish people have produced learned

doctors, authors, and business people. We have not lacked giants in science

and worldly wisdom. And we have been able to attain this while

retaining total loyalty to the Torah tradition. If modern-day Jews think

that their children can achieve success only by receiving an exclusively

secular education, they are in fact sacrificing their children's spiritual

lives. There is no necessity to do so, since one can attain worldly success

while remaining deeply steeped in Torah tradition. The ideal can be

attained only when general studies are taught within the context of the

Jewish religious tradition. [20]

     Jews throughout history have not allowed themselves to be cut off

from the intellectual currents of the world. Rather, they have been at

the forefront in all areas of human knowledge and scientific advancement.

In spite of the attempts by anti-Semites to confine Jews to ghettos

and to limit their educational opportunities, Jews have made

remarkable contributions to human knowledge. As active and knowledgeable

participants in world civilization, our goal is to lead humanity

in the paths of proper ethics and social harmony.[21]

     Rabbi Uziel saw Abraham, our forefather, as his model for outreach

to general society. Abraham's teachings brought people closer to

a proper understanding of God; indeed, he was successful in converting

many to his beliefs. By lovingly guiding people in the ways of God, he

set a pattern for his descendants to emulate. A basic responsibility of the

Jewish people is to teach monotheism and ethical behavior to the peoples

of the world. [22]

Unlike some other religions, Judaism does not claim a monopoly

on the world to come. All people--Jewish or not--have access to God,

and will be rewarded for a life of righteousness. [23]

     Judaism teaches responsibility towards each human being and

every nation. The ultimate redemption of Israel is not the success of

one people, but rather the redemption of all humanity. The entire

world will become free of war, rid of false beliefs and ideologies; it will

be free of political, military and religious coercion.[24]  A cornerstone of

Jewish religiosity is the recognition of the "image of God" found in all

human beings. This insight leads to the love of individuals and to the

love of humanity. [25]

     Since all human beings are created in the "image of God," all are

entitled to loving concern and respect. Rabbi Uziel’s commitment to

this principle is evident in a halakhic controversy which erupted concerning

autopsies. Already in the early 1930's in Erets Yisrael, the issue of

autopsies arose in connection with training Jewish doctors in emerging

Jewish medical schools. Medical training necessitated performing autopsies,

but how could this take place under halakhically correct conditions?

Rabbi Kook ruled in 1931 that it was not permissible to perform autopsies

on Jewish bodies for the sake of medical education. He recommended

that non-Jewish bodies be purchased for the sake of scientific

research. In sharp contrast, Rabbi Uziel theorized (le-halakha ve-lo lema'ase)

that autopsies could be permitted according to Jewish law if

conducted with proper respect. "In a situation of great benefit to everyone,

where there is an issue of saving lives, we have not found any reason

to prohibit (autopsies), and on the contrary, there are proofs to permit

them." In considering whether it would be preferable to obtain non-

Jewish bodies for autopsies, Rabbi Uziel’s response was unequivocal:

"Certainly this should not even be said, and more certainly should not

be written, since the prohibition of nivul stems from the humiliation

caused to all humans. That is to say, it is a humiliation to cause the body

of a human being--created in the image of God and graced with knowledge

and understanding to master and rule over all creation--to be left

disgraced and rotting in public." According to Rabbi Uziel, if one were

to prohibit autopsies, then no autopsies could be performed on anyone,

Jewish or non-Jewish. The result of this policy would be that no doctors

could be trained. [26]

     Rabbi Uziel’s appreciation of the “image of God" in everyone was

manifested in his abhorrence of discrimination based on religion or race.

In the early days of British rule over Erets Yisrael, Rabbi Uziel was

already imagining how halakha would be implemented in a new Jewish

state. He posed the theoretical question: may the testimony of non-Jews

be accepted in Jewish courts according to the rules of the Torah? "It is

impossible to answer this question negatively, because it would not be

civil justice to disqualify as witnesses those who live among us and deal

with us honestly and fairly. Weren't we ourselves embittered when the

lands of our exile invalidated us as witnesses? If in the entire enlightened

world the law has been accepted to receive the testimony of every person

without consideration of religion or race, how then may we make such a

separation?" He then went on to write a comprehensive responsum in

which he demonstrated the propriety of establishing a regulation allowing

testimony from non-Jews. [27] This responsum demonstrates Rabbi Uziel's

concern for creating ajust Jewish society which respected the rights and needs

of the non-Jewish population.

     In his speech to the rabbis of Erets Yisrael (1919), he stated that

the Jewish nation was a people of peace, never wanting to advance itself

by causing destruction to others. Non-Jews should not feel threatened

by the emergence of a Jewish state, since a Jewish government would be

a source of peace and blessing.[28]  In his address at his installation as Chief

Rabbi of Israel (1939), Rabbi Uziel stressed the need to forge links of

peace and fellowship among all segments of society in Erets Yisrael. [29] In

his radio address in honor of his installation as Chief Rabbi, he made a

special appeal to the non-Jewish population in the land of Israel: "We

stretch out to you a hand of peace, true and trustworthy. We say to you:

The land is spread out before us and we will work it with joined hands.

We will uncover its treasures and will live in it as brothers together." [30]

Rabbi Uziel, who spoke Arabic fluently, felt it was vital for Jews to

establish good relations with their Arab neighbors. He strenuously criti-

cized those individuals who, in the name of Judaism, fomented anti-

Arab attitudes. This was a perversion of Judaism. "The Torah of Israel,

all of whose paths are ways of peace, calls for the peace and love of its

people and all who are created in the image ofGod."[31]  It was up to rabbis

to decry negative attitudes towards the Arabs. In 1927, Rabbi Uziel

visited Baghdad and spoke to the Jewish community there, inspiring

them with his message from Zion. In his speech, which he delivered

both in Hebrew and Arabic, he called on the Jews of Baghdad to share

in the religious Zionist ideals, to settle in Israel, to maintain their religious

traditions in the land of Israel. The Arabic newspapers of Baghdad

praised Rabbi Uziel’s speech, and lauded his call for peace and

friendship between the two great nations (Jews and Arabs), both peoples

being descendants of our forefather Abraham.[32]

     In 1921, a battle erupted between Jews and Arabs in the outskirts

of Tel Aviv. When Rabbi Uziel learned that both sides were shooting at

each other, he went out to the battleground in his rabbinical garb. Fearlessly,

he walked between the two camps. The gunfire stopped. Rabbi

Uziel spoke to the Arabs with emotion. He reminded them that Jews

and Arabs are cousins, descendants of Abraham. "We say to you that

the land can bear all of us, can sustain all of us. Let us stop the battles

among ourselves, for we are brothers."

     Rabbi Uziel fully believed that peace and harmony were achievable

if goodwill could prevail. He was faithful to this vision throughout his

life, even though it was rejected by political and religious leadership on

both sides.

     When Rabbi Uziel died in 1953, hundreds of thousands of people

mourned his passing. All the people of Israel, Sephardim and Ashkenazim,

Jews and non-Jews, had lost a religious leader of the highest

stature. The motto of his life had been the words of the prophet Zekharya:

"Love truth and peace." The grandeur of his life and his religious

vision were an inspiration to his generation, and will stand as a

lasting monument for generations to come.

NOTES

[1] R. Benzion Uziel, Mikhmanei Uziel, Tel Aviv, 5699, p.328.

[2] For more on the life and career and Rabbi Uziel, see Shabbetai Don Yahye,

HaRav Benzion Meir Hai Uziel: Hayav uMishnato, Jerusalem, 5715. See

also Yaacov Hadani, "HaRav Benzion Uziel keManhig Medini,” Hamidrashia,

Vol.. 20-21, 1987, pp. 239-266. [See also Marc D. Angel, Loving Truth and Peace: The Grand Religious Worldview of Rabbi Benzion Uziel, Jason Aronson, Northvale, 1999.]

[3] R. Benzion Uziel, Hegyonei Uziel, VoL. 1, Jerusalem, 5713, p. 99; and

Hegyonei Uziel, Vol. 2, Jerusalem) 5714, p. 120.

[4] Hegyonei Uziel, VoL. 2, pp. 121-125. See also, Mikhmanei Uziel, p.460.

[5] Mikhmanei Uziel, p.324.

[6] Mikhmanei Uziel, p.331.

[7] Mikhmanei Uziel, pp. 364-365.

[8] Mikhmanei Uziel, p.391; Mishpetei Uziel, Yore De'a 3, Vol. 2 Addendum

No.3; Sha'arei Uziel, Jerusalem, 5751, p.l0. See also Marc D. Angel, Rhythms

of Jewish Living, New York, 1986, pp. 70-72; and Marc D. Angel,

Voices in Exile, Hoboken, 1991, pp. 194-196.

[9] Mikhmanei Uziel, p. 557.

[10] Mikhmanei Uziel, pp. 456 and 458.

[11]  Quoted in Shabbetai Don Yahye, pp. 227-228.

[12] Hegyonei Uziel, Vol. 2, pp. 96-97.

[13] Mikhmanei Uziel, p. 405.

[14] Mikhmanei Uziel, pp. 406-407.

[15] Hegyonei Uziel, Vol. 2, p. 98.

[16] Mikhmanei Uziel, pp. 552-553.

[17] Mikhmanei Uziel, p. 345.

[18] Mikhmanei Uziel, pp. 382-383; 393.

[19] Sha'arei Uziel, introduction, pp. 35 and 37.

[20] Mikhmanei Uziel, pp. 516-517.

[21] Mikhmanei Uziel, p. 120.

[22] Hegyonei Uziel, Vol. 1, pp. 98-99.

[23] Hegyonei Uziel, Vol. 1, p. 176.

[24] Hegyonei Uziel, Vol. 2, pp. 146-147.

[25] Mikhmanei Uziel, p. 344.

[26] For Rabbi Kook's opinion, see Da’at Cohen, Jerusalem, 5745, No. 199.

Rabbi Uziel's opinion is found in Piskei Uziel, Jerusalem, 5737, No. 32, especially

pp. 178-179. See also my article, "A Discussion of the Nature of

Jewishness in the Teachings of Rabbi Kook and Rabbi Uziel," in Seeking Good, Speaking Peace,

edited by Hayyim J. Angel, Hoboken, 1994, pp.112-123.

[27] For a discussion of Rabbi Uziel’s position, see Rabbi Haim David Halevy,

"The Love of Israel as a Factor in Halakhic Decision Making in the Works

of Rabbi Benzion Uziel," Tradition, Vol. 24, Spring 1989, pp. 17-19.

[28] Mikhmanei Uziel, p. 330.

[29] Mikhmanei Uziel, p. 424.

[30] Mikhmanei Uziel, p. 429.

[31] Mikhmanei Uziel, p. 523.

[32] Shabbetai Don Yahye, pp. 107-108.

[33] Shabbetai Don Yahye, p. 77.

For more than 800 years, Moses Maimonides has been a towering figure in Judaism. Not only did he become the leader of world Jewry in a tumultuous era, but his religious works, including the monumental Mishneh Torah and the Introduction to the Mishnah, remain avidly studied today. His Guide of the Perplexed, seeking to integrate classic Greek thought with Hebraic monotheism, has exerted an enduring influence on Western philosophy. And yet, Maimonides’ extensive writings are both important and relevant for another, rapidly growing field of knowledge: namely, positive psychology. Why? Many people are seeking to gain a greater sense of spirituality in their lives by applying its seemingly contemporary insights. In this article, I’d like to highlight Maimonides’ teachings related to this important new specialty, what its originators have called “the study of character strengths and virtues.”

The Science of Positive Psychology

The mental health field today is rightfully accepting “character strengths and virtues” as vital to understanding human nature. This development is long overdue; more than a century ago, the founding American psychologist William James urged that the new science of psychology explore the heights of human attainment, including altruism and transcendental experience, rather than focus on laboratory studies involving the sensory sensations of average people. Unfortunately, James’ declaration was largely ignored for nearly a half-century, until Abraham Maslow in the 1950s and 1960s co-founded the field of humanistic psychology. Maslow’s 25-year emphasis on studying emotionally healthy and high-achieving persons—those whom he termed self-actualizing—had great impact on academia and popular culture, but lessened significantly after his death in 1970.

 About a decade ago, Martin Seligman and his American colleagues launched the field of positive psychology, drawing partly upon growth-oriented conceptions of personality—but stressing empirical research to validate their viewpoint. Since then, positive psychology has grown tremendously around the world, with courses offered at more than 200 American universities, several new academic journals established, including The Journal of Happiness Studies and The Journal of Positive Psychology, and popular books such as Seligman’s Authentic Happiness and Happier by Israeli psychologist Tal Ben-Shahar gaining wide media attention.

 Central to such works has been a focus on such topics as hope and optimism, flourishing, gratitude and wisdom, love of learning, friendship and harmonious marriage, the mind-body relationship, courage, resilience, and happiness. Though the leaders of positive psychology are generally secularists from both Jewish and non-Jewish backgrounds, they have recently—and astutely—turned their attention to the writings of history’s great religious thinkers for insights into character-building and the attainment of life-meaning and direction.

In this regard, a major figure in Judaism is highly relevant: Moses Maimonides. Though he lived long ago, Maimonides can be viewed as a pioneer in this domain—as both a brilliant rabbinic thinker and esteemed physician. Throughout his voluminous writings, Maimonides highlighted the importance of emotional and physical wellness for leading an upright, spiritual life. Let me highlight five aspects of Maimonides’ teachings that are especially relevant to positive psychology today.

1. Human beings are creatures of habit.

The notion that habit plays a key role in molding personality was first advanced by William James in the 1890s. He famously described habit as “the enormous fly-wheel of society”—propelling our lives in ways that lie outside our conscious awareness. Consistent with this longstanding view, positive psychology today has affirmed the utility of making habitual various forms of character-building activity, such as daily writing in a gratitude journal to “count one’s blessings” or maintaining a diary to strengthen “learned optimism.”   

Maimonides repeatedly stressed the importance of habit in fostering ethical and altruistic behavior. It’s fascinating to note that he specifically highlighted the importance of repetition in building positive habits. For example, in his influential formulation on charity, he observed that performing many small acts over time is more conductive to building character than if we perform one tremendous act with the same philanthropic value. Why? Because we are inwardly changed by our own behavior and thereby become more compassionate.

Maimonides’ emphasis on the psychological significance of “small-act repetition” is precisely consistent with recent research in marriage and couples counseling—revealing that marriages collapse mainly due to many small acts of hurtfulness or neglect between spouses, not one huge calamitous event.        

2.  We are powerfully affected by our social milieu.

Since Alfred Bandura advanced social learning theory in the 1970s, developmental psychologists have known that in childhood our attitudes and behaviors are shaped by our social milieu: specifically, by those with power to dispense rewards and punishments, namely our parents. We imitate what they do, not what they say, in order to gain their approval and affection.

     Based on this viewpoint, positive psychology has begun to unravel how desirable behaviors of kindness, altruism, and empathy arise in certain social settings but rarely so in others.

Consistent with talmudic thought, Maimonides stressed the role of social surroundings in affecting individual behavior. Though readily acknowledging the influence of heredity, he contended that its impact on human conduct was much less than our daily social milieu. Maimonides recommended that we seek teachers, mentors, and friends in order to uplift our daily conduct—even paying for the opportunity, if necessary, to be positively influenced by moral exemplars.

Conversely, he repeatedly warned against associating with unethical companions due to their harmful impact on our character. If there are no ethical people with whom to

associate, Maimonides advised, then dwell alone in a cave rather than succumb to bad social influence.         

3. Develop good social skills.

Among the main interests of positive psychology today is the development of what are known as social competencies, or collectively, as social intelligence. Recent research in organizational psychology has shown that socially oriented traits such as conscientiousness and extroversion are predictive of workplace achievement as well as job satisfaction. Clinical studies, too, have revealed a strong relationship between mental health and the presence of friends and confidants in one’s life. Conversely, social isolation is an important indicator of depression at virtually all ages. In Maimonides’ relevant view, the cultivation of such social attributes as cheerfulness, friendliness, helpfulness, generosity, and kindness is not only ethically important, but also represents a true path for success in life. Thus, Maimonides endorsed the teachings of Pirkei Avot (Ethics of the Fathers) that positive social relations are the hallmark of the sage.

4.  Avoid negative emotions, especially anger.

To maximize mental health, positive psychology is concerned with strengthening such life-enhancing emotions as optimism, gratitude, and admiration—and lessening the force of our negative emotions. This view is consistent with increasing evidence from behavioral medicine that chronic anger exerts severe strain on the body and causes premature aging and reduced longevity. Here, too, Maimonides was a pioneering thinker, for throughout his Judaic and medical writings, he repeated warned against negative emotions for their destructive effects.

For example, in the Mishneh Torah (Book II, chapter 3), Maimonides asserted that “Anger is a most evil quality. One should keep aloof from it to the opposite extreme, and train oneself not to be upset even by a thing over which it would be legitimate to be annoyed.” In the same volume, he stated that “The life of an angry person is not truly life. The sages have therefore advised that one keep far from anger until being accustomed not to take notice even of things that provoke annoyance. This is a good way.”

5.  Cultivate mindfulness.

The fields of positive psychology and behavioral medicine today are increasingly recommending mindfulness training (that is, learning to stay focused in the present moment) for its therapeutic value. The scientific evidence is clear that such training is effective not only in reducing harmful emotions like anger and fear, but also in strengthening the body—by lowering blood pressure and heart-rate, for example. In this regard, it’s fascinating to learn that Maimonides addressed this topic in his influential Guide of the Perplexed (volume 1, chapter 60): “If we pray with the motion of our lips and our face toward the wall, but simultaneously think of business; if we read the Torah with our tongue while our heart is occupied with the building of our house, and we do not think of what we are reading; if we perform the commandments only with our limbs; then we are like those who are engaged in digging the ground or hewing wood in the forest without reflecting on the nature of those acts, or by whom they are commanded, or what is their purpose.”

Indeed, Maimonides attributed so much importance to mindfulness for establishing a healthful lifestyle that he even provided specific advice on how his fellow Jews could cultivate this trait: “The first thing you must do is turn your thoughts away from everything while you say the Shema or other daily prayers. Do not content yourself with being pious when you read merely the first verse of Shema or the first paragraph of the Amidah prayer. When you have successfully practiced this for many years, try when reading or listening to the Torah to have all your heart and thoughts occupied with understanding what you read or hear… After some time, when you have mastered this, accustom yourself to have your mind free from all other thoughts when you read any portion of the other books of the prophets, or when you say any blessing…direct your mind exclusively to what you are doing.” 

Maimonides’ career as a rabbinic scholar, communal leader, and physician spanned decades. His legacy has been profound and enduring. His psychological insights can enrich the new scientific specialty known as positive psychology with its important emphasis on fostering individual character strengths and virtues. In this regard, Maimonides’ teachings also provide specific ways to advance Jewish spirituality in everyday life.

Ilana is a good natured, caring, religiously observant high-school student who enjoys reading, baking hallah with her mother, and spending time with her peers at school and in her synagogue. When it became clear in pre-kindergarten that Ilana had a learning disability, her parents made the difficult decision to transfer her from the local Jewish Day School to a private school that specializes in teaching children with learning issues. Although this was a difficult decision, they knew it was necessary for Ilana’s academic growth and development. They reasoned that Ilana would have plenty of time to socialize with her Jewish friends on Shabbat and on playdates. They knew they could count on her continued involvement in their large Modern Orthodox synagogue.

Ilana’s mother was shocked and disappointed when one mother at their synagogue stopped inviting Ilana to participate in weekly playdates with her child. Invitations to birthday parties and other social activities began to stop as well. Even a B’nei Akiva dinner, designed for children to socialize with other synagogue members, felt “closed” to children who did not attend Day School. Ilana’s mother feels that no attempt was made to facilitate interactions between the Day School students and those from other schools. She finds it ironic that the same synagogue that graciously and compassionately hosts adults with moderate to severe disabilities at its yearly Yachad Shabbaton is unable to successfully include children, such as her daughter, with milder disabilities. She wants genuine acceptance and inclusion—and not compassion or pity. She wonders why some people act as though Ilana is “contagious” and that others can “catch” a learning disability or other impairment by socializing with children with special needs. She laments, “The social isolation is worse than the academic isolation.”

The Jewish tradition has always been aware of differences among God’s creatures, who are all considered to be created in the “image of God.” The Bible and rabbinic texts detail laws about treating people with special needs. We are taught, “Do not curse the deaf or put a stumbling block before the blind,” (Vayikra 19:14), and there is much discussion in various codes regarding the status of the heresh (deaf person), and the shoteh (possibly a developmentally delayed person). Maimonides’ Mishneh Torah (Hilkhot Berakhot, 10:12, based on Berakhot 58b) has a detailed discussion on which berakha to recite upon seeing people who are “different.”And the Mishna in Sanhedrin 4:5 teaches, “Although a person stamps many coins from a single die, and they are all alike—the King of Kings has stamped every person with the die of Adam, yet not one of them is like his fellow man.” These sensitively crafted sources suggest that each person is unique and worthy of respect and inclusion in the community—regardless of appearance or level of ability to walk, speak, hear, or learn. Additionally, these sources suggest that the Jewish community has a moral and even halakhic obligation to create programs to meet the needs of all people within our communities—regardless of special need or circumstance. How accepting and accommodating are our synagogues, schools, and community institutions? What can we do to better include and support those with special needs?

[H1] Synagogues

The synagogue is central to the daily life of most observant Jews—as a Bet Tefilla (a house of prayer), a Bet Midrash (a house of study), and perhaps most importantly, as a Bet Kenesset (a place of gathering). The synagogue is potentially the most important religious institution in the lives of families of children with special needs. Sadly, many families like Ilana’s feel that their synagogues lack a genuinely accepting attitude toward their children. Shabbat morning children’s services and afternoon Shabbat groups are often unable to meet the needs of children with special needs. Many parents feel that their children would benefit greatly from weekly Shabbat services and social activities, even if they sometimes need redirection and gentle reminders from patient, experienced group leaders. Children and their parents often receive uncomfortable looks, “shushing,” and requests to leave the sanctuary when a child is “making noise.” While parents recognize that fellow congregants have a right to pray and listen to the rabbi’s sermon in peace, they are often struck by the lack of understanding in their synagogue. This reception in their own synagogue stands in sharp contrast to the genuine acceptance they receive outside of their own synagogues.

There are Modern Orthodox synagogues and rabbis who have taken the lead in meeting the needs of congregants with special needs. In my work teaching children with special needs for bar and bat mitzvah, several rabbis have suggested sensitive, creative options for members with special needs. For example, families may choose to have a non-Shabbat bar mitzvah, where fewer members would be in attendance, the length of service is shorter, there is no haftarah, and there are no Shabbat-related issues when it comes to microphones, adaptive technology, or computers.

In one Boston area synagogue, a bat-mitzvah girl gave a devar Torah and “announced pages” using Power Point slides during a Sunday morning service. One Modern Orthodox rabbi suggested that a particular child with learning disabilities celebrate his bar mitzvah on the Sunday of Hanukkah because the Torah reading, from Parshat Naso, is repetitive and predictable and therefore less difficult for this child to learn. Another rabbi found a halakhically acceptable way for a non-verbal boy to celebrate his bar mitzvah on Shabbat morning. The boy had a very large brain tumor removed when he was two years old, and has unfortunately never been able to speak. He uses a Dynavox Dynamo augmented communication device seven days a week. He pulls down screens by topic and depresses buttons to communicate his needs. His very dedicated parents worked with the rabbi, so that their son could be called to the Torah on Shabbat morning. He essentially activated his father’s voice to recite the Torah blessing, lead Adon Olam, and deliver a devar Torah.

Despite these success stories, there remain unmet needs for people with disabilities in Modern Orthodox synagogues. Parents express frustration that they do not feel comfortable taking their children with special needs to Shabbat groups or children’s services. Orthodox parents who have made the painful decision to educate their children outside of the Jewish Day School system feel that such groups and prayer experiences are precisely what their children need to fully experience synagogue and Jewish communal life.

One Modern Orthodox rabbi, a parent of children with special needs, feels uncomfortable bringing his children to his own synagogue; yet, he and his children have been warmly welcomed and embraced “outside” of his community. He feels the neighborhood Hassidishe shtiebel understands and accepts his son—even if he is disruptive during the sermon or the repetition of the amidah. The Conservative Movement’s Ramah camping movement, through its CampYofi Program at Ramah Darom, has been similarly accepting and inclusive. Yofi offers a week-long camp for children with autism and their families. Similarly, Ilana and her family have been warmly embraced by a smaller, more traditional Orthodox synagogue in their neighborhood; each Shabbat afternoon the rabbi and his wife invite Ilana to their home, where she socializes with and even babysits for their children. Modern Orthodox synagogues should similarly embrace differences and work toward accommodating children with special needs.

[H1] Al Pi Darko—According to His or Her Way: Jewish Education for Children with Special Needs

Most parents in the Orthodox community accept as a given that their children will receive a Jewish Day School education. When it comes to providing an appropriate Jewish education for children with special needs, families often find that choices are limited. There are many reasons for this. First, the term “special needs” encompasses diverse impairments, including learning issues, physical disabilities, mental retardation, autism, psychiatric disorders, and other genetic and acquired conditions. Approaches and philosophies toward education, even within the special needs communities, can vary widely—from those advocating full inclusion to those promoting separate classrooms.

A second reason that choices are limited is that schools lack the staffing and expertise to consider implementing special-needs programs. Teachers and therapists with training in special education, speech and language therapy, psychology, physical therapy, and occupational therapy are required to support students with special needs.

Third, schools typically lack the financial resources for starting and running such specialized programs. The costs of providing a Day School education—even for “typical learners”—are never covered by tuition costs alone and can be prohibitive. Dr. Jed Luchow, Director of Special Education/Project SIR for the Board of Jewish Education of Greater New York, notes how complex and expensive providing such services can be. “When public schools need more money for services, they can raise taxes,” remarks Luchow. Yeshivot and Day Schools cannot.

Families specifically seeking a Modern Orthodox approach to educating a child with special needs find that few programs exist. Some turn to Hareidi schools, where there is more general acceptance of all learners who are viewed as created in God’s image. The recent movie, Praying With Lior, portrays the warm acceptance experienced by Lior Liebling, a young man with Down syndrome (and the son of two Reconstructionist rabbis) in a Philadelphia-area Hareidi yeshiva. Modern Orthodox parents of children with special needs have reported similar acceptance by the Hareidi world.

Some families feel that private special-needs schools (and in some cases, even Catholic schools) are better equipped to provide services to children with special needs. In the Northeast, for example, observant families sometimes opt for well-regarded schools such as Churchill and Gateway in Manhattan, Mary McDowell in Brooklyn, Windward in White Plains, New York, Eagle Hill in Greenwich, Connecticut, and the Cardinal Cushing School in Hanover, Massachussetts. This “trade off” means that families need to seek other avenues for providing Jewish education and Jewish socialization environments.

Fortunately, some Jewish community Day School programs do exist for educating children with special needs, and there are some successful initiatives supporting Jewish special education throughout the United States. Although specifically Orthodox-affiliated programs exist, families of children with special needs are more likely to cross denominational lines than they might for their other typically developing children.

Although it is impossible to highlight all such programs, I will mention some programs, mainly in the Northeast, in order to illustrate the various models and approaches currently offered. Many of the descriptions below are provided by the program; ability to live up to their claims are difficult to assess and are beyond the scope of this article.

In 1985, Rabbi Dr. Martin Schloss, currently the director of the Division of Day School Education for the Board of Jewish Education, and Dr. Sara Rubinow Simon founded the Consortium of Special Educators in Central Agencies for Jewish Education. The purpose of this group is to support special education programs in North American Jewish communities as well as to provide resources to Jewish special educators through professional networks. Members meet once a year to share ideas and materials to enhance and expand special education in Jewish educational settings.

Parents for Torah for All Children (PTACH) has supported children with learning differences from elementary school through high school for more than thirty years. PTACH programs exist at such schools as the Yeshiva University School for Girls and Chaim Berlin High School. Strides have also been made to sensitize and train teachers. PTACH’s educational director, Dr. Judah Weller, has created the “Jewish Day Schools Attuned Program,” based on the Schools Attuned Program, a nationally recognized professional development and service program, created by Dr. Mel Levine, Director of the Clinical Center for the Study of Development and Learning at the University of North Carolina School of Medicine at Chapel Hill. The Schools Attuned program covers eight neurodevelopmental constructs that affect learning—including attention, memory, language, motor skills, and social cognition. Several years ago, The Nash Family Foundation of New York City funded a grant to train 125 Jewish Day School educators in New York, Los Angeles, and other cities in the Schools Attuned program.

Kulanu Torah Academy in Long Island, New York, is a program dedicated for Jewish students with special needs, including students with Asperger syndrome, autism, cerebral palsy, Down syndrome, dyslexia, and Tourette’s syndrome, as well as developmental disorders, attention disorders, learning disabilities, and physical challenges. Students receive educational services within the yeshiva environment from middle school through high school. In addition, Kulanu’s Gesher Program is a three-year program initiative for 18- to 21-year-old students with special needs, which serves as a “bridge” from school to the world of work.

The Sinai Program in New Jersey offers schools for children with developmental disabilities and learning disabilities. According to their website, Sinai is sometimes referred to as a “school within a school.” Although Sinai is independently operated and funded and each school has its own administration and staff, all of Sinai’s schools are comprised of self-contained classes set within larger, typical community Jewish Day Schools, including the Joseph Kushner Hebrew Academy and Yavneh Academy. This structure increases opportunities for mainstreaming within the host schools.

Yeshiva Education for Special Students (YESS!) is the only full-service, professional, special-education yeshiva elementary school in Queens, New York, serving children in grades K through 8 with learning disabilities, attention deficit disorder, and language-processing disorders. According to their website, “It is the philosophy of YESS! that all Jewish children, regardless of their cognitive or physical challenges, have a place in the mainstream of the Jewish community." YESS! espouses individualized special education for general and Judaic studies. Mainstreaming and integration with the typically developing Yeshiva of Central Queens (YCQ) community are integral to the YESS! program.

Some Modern Orthodox schools have started programs to support students with a range of learning issues. Manhattan Day School in New York City has been offering support services for students in grades 1 through 8 with learning-based language disabilities since 1984. According to Sharon Miller, Director of Special Education, the program provides self-contained classes for between six and eleven students, who learn with one head teacher and one assistant teacher. Students learn basic skills in both secular and Jewish content areas, including reading, writing, mathematics, social studies, science, computers, organizational skills, Hebrew language, Bible, Talmud, and laws and customs. Students with Individual Education Programs (IEPs) often receive in-school services, such as speech and language therapy, occupational therapy, counseling, and physical therapy. The staff also includes special educators and school psychologists.

SAR Academy in Riverdale, New York, offers a program to support elementary and junior high school students with language-based learning disabilities. According to Rebecca Hirschfield, Director of Educational Support Services, the program was started, in part, to help keep students with learning issues in the Jewish Day School system. The SAR program is an inclusive educational initiative, designed to be able to meet the needs of children whose learning needs differ from their typically achieving peers. Children with special needs are placed in "inclusion" classrooms with typically developing children. The class is staffed by an additional teacher, who is a learning specialist. In the high school, students receive support through the Student Learning Center and may participate in a modified program, consisting of fewer periods per week of Talmud and Tanakh, and/or exemption from a foreign language requirement.

Ramaz School in Manhattan offers a Learning Center to support students. In the Lower School, students in need of remediation work individually or in small groups in the Learning Center. In the Middle School, students receive one-on-one remediation during the time they would otherwise be attending specialty classes such as music, art, or parashat haShavua. Students who have completed a formal external psychoeducational evaluation to document a learning disability are eligible for Learning Center services. Upper School students seeking the services of the Learning Center also must undergo psychoeducational evaluation; students may then be eligible for certain accommodations, including extended time for test-taking and laptops for use during exams. Based on the recommendations of the tester, students may also receive remediation from the Learning Center faculty.

A unique Boston-area program, Gateways: Access to Jewish Education, offers several programs for Jewish students with a wide range of special needs. Gateways provides a Jewish education to children with moderate to severe disabilities who are not able to receive one in a typical classroom setting (for example, children with autism spectrum disorder, hearing and visual impairment, developmental delay, cerebral palsy, and/or genetic disorders). Gateways also works with students in Jewish Day Schools across the denominational spectrum, including the Chabad Day School of Sharon, Maimonides School, JCDS, New England Hebrew Academy, Solomon Schechter Day School of Greater Boston, South Area Solomon Schechter Day School, Striar Hebrew Academy (SHAS), The Rashi School, and Torah Academy. Within each Day School, Gateways staff (comprised of speech-language pathologists, occupational therapists, and reading and learning specialists) provide extra support and assistance. Gateways works with students to help improve their academic and social skills and generalizing strategies in the classroom. In addition, the therapists assist teachers with curriculum modifications and provide teachers with professional development, including weekly coaching. For students who need more intensive instruction to develop reading and writing skills, Gateways provides an intensive alternative language arts curriculum to the classroom. This class focuses on explicit teaching of skills, including reading comprehension and decoding, written language, and word study (phonics, spelling, and vocabulary). Rabbi Mendel Lewitin is pleased with what Gateways has accomplished in his Striar Hebrew Academy. “Gateways has sensitized us to the fact that children have unique needs—from enrichment to remediation—and even helped remove the stigma associated with asking for special-educational services. Now, parents are comfortable seeking support, and all students are developing a deeper understanding of their peers.”

Sulam, established in 1998, is the only non-profit Jewish educational organization in the Greater Washington area for children who require specialized services for learning needs. By collaborating with Jewish Day Schools, Sulam educates children with diverse needs alongside their peers in a Jewish Day School setting. Sulam also provides adjunct educational services to high-school students at the Melvin J. Berman Hebrew Academy.

Another non-Day School alternative is MATAN: The Gift of Jewish Learning For Every Child, whose mission is “to give the gift of Jewish learning to every child, regardless of ability.” MATAN provides support to children, teachers, and families through teacher workshops, school consultation, program development, consultation with families, curriculum development and modification, behavior management, community presentations, and neuropsychological assessments. MATAN works with synagogues and provides after-school Talmud Torah-equivalent programs for children with special needs. MATAN also offers teacher training and provides consultation to families and synagogues.

[H1] Youth Groups and Summer Camps

Parents recognize that their child’s Jewish education is comprised of more than the school experience. Opportunities to participate in the richness of Jewish communal and synagogue life are extremely important to a child’s Jewish and social development.

Yachad/National Jewish Council for Disabilities (NJCD) includes individuals with disabilities (ages 8 through senior adult) in Jewish programming across the United States and Canada. Yachad members participate in Shabbatons at various Orthodox synagogues. Yachad Shabbatons are generally staffed by high-school and college-age Orthodox youth, allowing for socialization between typical and disabled peers.

The Jewish Community Center of Manhattan and other Jewish Community Centers across the country offer programs that focus on providing Jewish cultural programming for children and young adults with varying needs. Initiatives include programs for school-age children such as after-school or Sunday programs, summer camps, sibling workshops, assistive technology, lectures and support programs for caregivers, and a Special Needs school fair. The JCC in Manhattan also offers a program for young adults featuring Sunday outings, lounges, drama therapy, technology training, and career development.

The Friendship Circle, founded in 1994 by the Lubavitch Foundation of Michigan—and now existing in many communities nationwide—offers programs to provide assistance and support to the families of children with special needs as well as to individuals and families struggling with addiction, isolation, and other crises. Teen volunteers are an integral part of their program serving individuals with special needs.

According to The Foundation for Jewish Camp, “No experience is more powerful, thrilling, or transformative than Jewish overnight summer camp.” Various Orthodox summer camp programs offer socialization and Jewish immersion experiences for children with special needs. Camp HASC, a summer program of the Hebrew Academy for Special Children, provides a seven-week overnight camping experience to over 300 children with mental and physical handicaps. HASC is specifically dedicated to children with special needs.

Yachad b’Nesher is a Yachad/NJCD program within Camp Nesher, a camp for typically developing children. Yachad b'Nesher specializes in mainstreaming boys and girls who are developmentally disabled. There are accessible bunks on each campus set up for these campers, their special needs, and their specially trained staff. Yachad campers participate daily in all activities with different bunks.

Yachad also offers Yad B’Yad travel programs, where typically developing high school students and members of Yachad together tour the East Coast, the West Coast, or Israel.

The Tikvah Program was founded nearly forty years ago at Camp Ramah in New England and now runs programs at several Ramah camps throughout the United States and Canada. Although Camp Ramah is the camping arm of the Conservative Movement, the Tikvah Program has historically attracted a significant population of its campers from Orthodox homes. In the Tikvah Program, campers are included in all aspects of the rich Jewish summer camping experience and benefit from the richness of “immersion” in Jewish communal life. Prayers are modified for the needs of the campers and generally involve singing, dancing, and repetition. Following spirited weekday morning prayers, campers begin and end breakfast with the appropriate blessings, return to bunks for nikayon (clean up), and participate in daily activities such as Jewish learning, Hebrew instruction, swimming, sports, arts and crafts, and vocational training. Tikvah campers even take a turn leading the camp in Shabbat evening services, and they perform a Jewish-themed play, partially in Hebrew, for the entire camp.

[H1] A Modern Orthodox Action Plan

Clearly, the Modern Orthodox community can do more to help make people with special needs feel more fully included in synagogue and communal life. A move toward full inclusion will require working collaboratively with others in the Jewish community (often across the “denominational divide”), continued education of rabbis, leaders and community members, and ongoing congregation and communal self-assessment.

[H2] Working Collaboratively with Others in the Jewish Community

The Jewish disabilities world has been very successful in breaking down denominational barriers. I heard a story of two Philadelphia-area Jewish parents of children with autism speaking very comfortably and openly—one was a Lubavitch rabbi, and the other was a female Reconstructionist rabbi. The chances of these two interacting in another context are slim. This heartwarming anecdote illustrates the potential for Jews of various backgrounds to work together. Successful collaboration already takes place in many communities across the United States.

In Westchester, New York, Carol Corbin is the chairperson of the Westchester Special Needs Roundtable. She is also the coordinator of Synagogue Inclusion, which is part of the UJA of New York Caring Commission. In the first year of the Roundtable, nearly forty Westchester area rabbis and parents from across the denominations, as well as directors of special-needs programs, JCCs, and various agencies, came together. They determined that the focus of the initial phase of their work should be on teacher training and congregational sensitivity. As their work has continued, the Roundtable has addressed ways to make congregations sensitive to populations with special needs. They have addressed such topics as building access and the social, emotional, and educational needs of those with special needs.

Shelly Christensen, Program Manager for the Jewish Community Inclusion Program for People with Disabilities (a program of Jewish Family and Children’s Service of Minneapolis, Minnesota), is a frequent presenter across the country on the topic of inclusion. Christenson, author of “Jewish Community Guide to Inclusion of People with Disabilities,” has worked with synagogues and agencies to help create awareness and action. Synagogues across the denominations are collaborating in an effort to serve those with special needs, and are taking part in “February 2009 is Jewish Disability Awareness Month.”

Following her presentation several years ago, each synagogue appointed a lay leader to a community liaison committee. Each committee meeting takes place at a different synagogue, and committee members tour different synagogues and discuss issues of accessibility. Christensen reports that members of the Orthodox community have been very involved with the committee, and that synagogues and schools have embraced inclusion. Synagogues of all denominations may wish to consider starting inclusion committees, which function much as social action, Israel action, and ritual committees.

 The Modern Orthodox community also has numerous opportunities to join the larger Jewish community in workshops and conferences. For example, the Partnership for Jewish Life and Learning in the Washington, D.C., area has a Department of Special Needs and Disability committee, which organizes a yearly conference, “Opening the Gates of Torah: Including People with Disabilities in the Jewish Community.” Their most recent conference featured twelve sessions on inclusion and attracted more than 350 people. In addition, this organization provides information, resources, consultation, and professional development to parents, teachers, and administrators in preschools, congregational schools, and Day Schools in community. Their extensive range of services strives to “help ensure that every member of the Jewish community, children and adults alike, has access to the range of social, educational, and religious opportunities that the Washington area has to offer.”

Modern Orthodoxy, with its long, impressive history of collaborating with the larger Jewish community, has an unprecedented opportunity to take the lead in the area of inclusion and accommodation of special needs. This willingness to work collaboratively and diplomatically can be useful in helping the community address sensitive issues such as religious and dietary policy in Jewish group residences.

[H2] Education of Rabbis, Leaders, and Community Members

Pulpit rabbis are often sensitive to the diverse needs of their membership. Yet each rabbi can point to the moment he was “sensitized” to the needs of a congregant he hadn’t previously “noticed.” These needs frequently come up when a family is considering the bar or bat mitzvah of a child with learning disabilities or physical disabilities. One rabbi sheepishly recalls being asked if there were any people in his congregation with visual impairments. He reported that he didn’t think so. When asked if his synagogue offered Braille siddurim or special seating for members with visual impairments, he reported that it did not. He was then asked if he felt there was any connection between the lack of accommodations and the lack of attendance by those with visual impairments. And, as noted earlier, parents of children with autism are often uncomfortable bringing their children into the sanctuary for fear they will be disruptive.

While parents are instrumental in educating rabbis, rabbinical seminaries can offer “disability awareness” as part of the rabbinical school curriculum. Rabbi Dov Linzer, Rosh Yeshiva and Dean of Yeshivat Chovevei Torah Rabbinical School in Manhattan, recently brought the entire rabbinical school graduating class to a community-wide inclusion conference, held at the JCC of the Upper West Side of Manhattan. Linzer reports that the education of rabbinical students was encouraged by Shelly and Reuven Cohen, Manhattan residents, who had spent years seeking and developing educational and camp programs for Nathaniel, their son with special needs. When Nathaniel died, the Cohens approached Rabbi Linzer about possibly funding a program in their son’s memory, with the goal of training rabbis about developmental and physical disabilities. This program is now part of every YCT student’s rabbinical education. These rabbis will surely go out to their respective communities more knowledgeable and more sensitive to people with a wide range of special needs.

[H2] Ongoing Congregational and Communal Self-Assessment

Each synagogue has an opportunity and a responsibility to determine whether it is doing enough to meet the needs of people with special needs. This may involve surveying members as to their unique needs and assessing accessibility in their synagogues—from entrances, to the women’s section, to the reader’s desk.

[H1] Conclusion

Meeting the needs of those in our community with special needs involves a sincere belief that all Jews are created beTselem Elokim, and that each person has a right to respect and full inclusion in our communities. The Modern Orthodox community is in a unique position to champion efforts, within our synagogues and within our communities, to expand educational and socialization efforts. It is not our job to complete the task—but neither are we free to desist from it!

The Institute for Jewish Ideas and Ideals, founded in 2007, offers a vision of Orthodox Judaism that is intellectually sound, spiritually compelling, and emotionally satisfying. Based on an unwavering commitment to the Torah tradition and to the Jewish people, it fosters an appreciation of legitimate diversity within Orthodoxy. It encourages responsible discussion of issues in Jewish law, philosophy, religious world-view, and communal policy. It sees Judaism as a world religion with a profound message for Jews, and for non-Jews as well. It seeks to apply the ancient wisdom of Judaism to the challenges of contemporary society.

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