National Scholar Updates

National Scholar May 2019 Report

To our members and friends

It has been an incredibly productive spring with our Institute programs and classes. We continue to build bridges throughout the community and promote our vision in communities, college campuses, and schools.

Here are some upcoming highlights:

On Shabbat, May 3-4, I will be the scholar-in-residence at Congregation Ohav Sholom in Manhattan (270 West 84th Street, between Broadway and West End Avenue). Please see here for the schedule: https://www.jewishideas.org/rabbi-hayyim-angel-scholar-residence-congregation-ohav-sholom-manhattan

On Shabbat, June 1, I will be the scholar-in-residence at Congregation Bnai Yeshurun in Teaneck, New Jersey (641 West Englewood Avenue).

On Sunday-Monday June 23-24, I will present four papers at the Yeshivat Chovevei Torah Yemei Iyun on Bible and Jewish Thought. The annual conference is co-sponsored by the Institute for Jewish Ideas and Ideals, and I participate every year. For a complete schedule and registration information, see here https://www.yctorah.org/giving/yemeiiyun/

 

Our Campus Fellows of our University Network continue to run effective programming through the United States and Canada. Please see our latest report here https://www.jewishideas.org/article/campus-fellows-report-may-2019

If you know of eligible university students who would be good Campus Fellows for the 2019-2020 academic year, please have them contact me at [email protected], or have them go online here https://www.jewishideas.org/university-network/application. Applicants first must join the University Network, which is free, here https://www.jewishideas.org/civicrm/contribute/transact?reset=1&id=9

 

I continue to serve as the Tanakh Education Scholar at Ben Porat Yosef Yeshiva Day School in Paramus, New Jersey. Ben Porat Yosef creates a complete feeling of what the Ashkenazic and Sephardic worlds of thought, halakhah, custom, and history can do to complement one another, very much in line with our vision at the Institute. We are currently developing an innovative Bible program for grades 1-8 that likewise reflects our deepest values at the Institute, which combine commitment to tradition with critical-mindedness, openness to ideas, and a rationalist, non-fundamentalist approach to sacred texts. It is a privilege partnering with this singular institution.

I also am the guest editor for Conversations 34, which will feature a collection of Rabbi Marc D. Angel’s essays in celebration of his fifty years in the rabbinate. We also plan on holding several events in honor of this momentous occasion in the coming year.

If you have not yet seen our two symposia on Conversion and Ethics, please see them here https://www.youtube.com/watch?v=GG17aaahdPQ and here https://www.youtube.com/watch?v=OjL_o2e4B68.

As always, thank you for all of your support, and we will continue to spread our vision to educators, university students, and the broader Jewish community.

Rabbi Hayyim Angel

National Scholar

Institute for Jewish Ideas and Ideals

Looking Forward: A Story in the Haggadah

At this time of crisis, we pray that Hashem will bless all of us with good health and wellbeing. I offer this interpretation of a passage in the Haggadah and hope it provides a framework for coping better.

The Haggadah tells of five sages who observed Pessah in Benei Berak. They lived in the generation following the destruction of the Temple in Jerusalem. The situation was exceedingly bleak.

The Haggadah describes them as mesubin, reclining. They acted as though they were noblemen. They studied Torah all night, as though everything was right in the world. They dreamed of a new redemption. By their example, they were teaching: yes, the reality outside is frightening—but we are not afraid. We have a vision, a grander reality in our minds. We foresee happy Jewish families around their Seder tables; we foresee flourishing Torah study; we foresee the reconstitution of the Jewish State.

The students witnessed their rabbis’ sense of a larger reality.  “Our teachers, we now see that there is a new dawn. You are leading us through the darkness of night.”

These sages taught their generation—and all future generations—not to lose heart at times of crisis. With Hashem’s help, we will overcome.

Rabbi Yehoshua and Rabbi Eliezer were the elders; Rabbi Akiva and Rabbi Tarfon were of the next generation; Rabbi Elazar ben Azaryah was younger. The students who attended them were younger. When all the generations can confront shared problems together, a new day will dawn.

As our sages of old envisioned a better future, so let us look forward to a new and blessed dawn.

Truth, "Narratives," Propaganda, Falsehood

It seems to have become "politically correct" to speak of narratives, rather than to focus on historical truth. This tendency is blatantly evident in some discussions about Israel and the Palestinian Arabs. We are told that each group has its own narrative, implying that each group clings to its own version of truth and should be respected for its views. This approach--seemingly objective and non-judgmental--actually leads to the distortion of facts and undermining of historic truth.  It simply is not true to say--as some Palestinian spokespeople say in their narrative--that the land of Israel is the historic homeland of Palestinian Arabs.  It isn't a "Jewish narrative" that Israel is the Jewish homeland; it is historically true. It has been true since biblical times; it was true during Temple days in antiquity; it was true through the nearly 2000 years of exile in which Jews prayed facing Jerusalem and yearned for the return to their holy land; it is true based on the ongoing presence of Jews in the land of Israel throughout the ages, based on archaeological evidence, based on archives, documents, photographs etc.

For there to be peace between Israel and its neighbors, it is essential to seek truth, not "narratives."  Here are a few historical facts that must be understood.

The Muslim Ottoman Empire controlled the land of Israel for hundreds of years.  Relatively few Jews lived in the holy land during those centuries. The Ottoman Empire could very easily have established a Muslim country in the land of Israel with Jerusalem as its capital city. The thought never occurred to them!  "Palestine" was a poor backwater of little significance; Jerusalem was an old, decrepit city that no one (except Jews) cared very much about. There was no call for a "Palestinian State", and no claim that Jerusalem should be a capitol of a Muslim country.

Between 1948 and 1967,  Jordan controlled the West Bank and the Old City of Jerusalem. Egypt controlled Gaza. Neither Jordan nor Egypt ceded one inch of territory to Palestinian Arab rule. Neither suggested the need for a Palestinian country, nor took any steps in the direction of creating a Palestinian State. Jordan did not declare Jerusalem as a capital city of Palestinians.

In June 1967, Israel defeated its implacable Arab enemies in the remarkable Six Days War. In the process, Israel took control of the Sinai, the Gaza Strip, the West Bank and the Old City of Jerusalem.  In making peace with Egypt, Israel ceded the Sinai to Egypt. In attempting to create conciliatory gestures to Palestinian Arabs, Israel ceded much of the West Bank and Gaza to the Palestinian Authority. Israel is the only country in the world to have given territory to the Palestinian Arabs. Israel has a legitimate claim to much of this territory, but for the sake of peace decided to forego pressing its claims.

Although no Muslim or Arab nation, when having control of Jerusalem, the West Bank and Gaza, created (or even suggested creating) a Palestinian State with a capital of Jerusalem--the current propaganda in the "politically correct" world is: the Palestinian Arabs have a right to their own State with Jerusalem as capital.

Why did this "politically correct" position gain so much credence? Why is the "international community" so concerned--even enraged--that President Trump has recognized Jerusalem as the capital of Israel? Don't they all know that Israel's claim to Jerusalem goes back 3000 years, and that Jews have prayed facing Jerusalem from time immemorial?  Don't both Christianity and Islam recognize the sanctity of the Hebrew Bible--a Bible that highlights the centrality of Jerusalem in so many texts?

When the land of Israel was a desolate, poor backwater, no one cared much about it. But once Jews came and revitalized the land--suddenly people started to take notice. Jews planted farms, developed progressive agricultural techniques, built cities, roads, schools, universities. Suddenly, this desolate backwater became desirable due to the labor and ingenuity of Jews.  Before the Six Day War, no one cared much about the desolate West Bank or the poverty-stricken Gaza Strip or the poorly maintained Old City of Jerusalem. But once Israel took control and started to turn these places into beautiful, modern areas--then these places became desirable. Once the Jews had made so many improvements, now claims were made on behalf of Palestinian Arabs that they should have all these things themselves.

The world has not been too bothered by the Arab economic boycott of Israel; by constant threats of war; by a steady flow of rockets shot into Israel; by ongoing terrorism against Israel and Israeli targets. But when Israel defends itself against these attacks, it is more likely that Israel will be condemned by the nations of the world than that the perpetrators of crimes and murder against Israel will be condemned.

Certainly, Israel is not a perfect country; and there is no doubt that it has made errors in its policies--as has every other country on the face of the earth.  But Israel has a right to flourish and to enjoy the fruits of its labors and creativity and idealistic endeavors. Israel does not ask to be judged more kindly than any other nation--only that it should not be judged less kindly than any other nation.

The current "politically correct" propaganda ignores hundreds of years of history of the holy land; ignores the rights of the people of Israel; ignores truth.

If we are to have peace between Israel and the Palestinians (and the rest of the Arab world), it would be most helpful if people understood the historic context of the unrest, if both sides strove to establish a spirit of mutual respect, if both sides focused on how much benefit all would have if a just and fair peace were to be in place. Misguided individuals and countries who forget history, who ignore or deny Israel's rights, who look the other way when Israel is maligned and attacked--such people are part of the problem, not the solution.

As we read in Psalm 122: Pray for the peace of Jerusalem: may they prosper who love thee.

    

Coming Home: A Sephardic Way Forward

 

Setting the Stage

 

An Ashkenazi guy walks into evening services ten years ago at a synagogue close to his home, looking for a place to say kaddish daily for his mother who had just passed.  This synagogue up the street was Sephardic.  The culture was different than what he knew.   There was a new nusach for prayer and a new pronunciation of Hebrew, amongst a minyan with obvious generations-old connections.  Most knew the service by heart.  The stranger was greeted, given a siddur and many times congregants checked to make sure he was following along.   There was seriousness and lightheartedness.  The damp, cold Seattle late winter night was surrounded by the warmth of the congregants and their ancestors’ homelands.  The Ashkenazi guy left with a new vocabulary: ma’ariv was really arvit, and instead of davening at shul, we had gathered for tefillah at the kehillahKaddish had new words and hashkava was chanted.  The hazzan graciously prepared a meldado schedule for the coming year.  And maybe, just maybe, the visitor’s maternal grandmother’s maiden name Shprintzen was from the Spanish, esperanza.

 

That was my first day in, for me, a brand-new Jewish world at Congregation Ezra Bessaroth.  Seven years after my first visit, I was asked to serve as president of the kehillah. By then the minyan guys had become sources of comfort, support and spiritual growth and the kal became a temporal and spiritual home.  This essay, written with love and admiration, is in honor of Ezra Bessaroth, my community. 

 

I write this essay on sabbatical in Brooklyn, just a few weeks after concluding a two-year term as president.  Rabbi Marc Angel, an illustrious son of Ezra Bessaroth, graciously asked me to share my experiences as president, highlighting special characteristics of Sephardic congregations.  Rabbi Angel’s invitation led to weeks of sitting in front of a blank computer screen, stumped.  A simple recounting of the highs and lows of being president seemed empty.  There were good days and bad days.  I also am very aware that I have no special knowledge of Sephardic Judaism or of Orthodox Judaism, modern or otherwise. 

 

But what clicked finally was stories.  For many years I have provided pro bono psychotherapy to immigrants and refugees, one in a long line of Jewish psychologists to do that at International Medicine Clinic at Harborview Medical Center in Seattle.  My patients came from east Africa, Southeast Asia, Mexico and Central America.  You may ask how could individual psychotherapy, a method of healing born from the intellectual tradition of Western Europe, be used with patients whose lives, histories, experiences, and concepts of illness bear little relation to this tradition, or how I was trained to help as a psychologist.  At Harborview, I learned about culture and how it refers to layers of meaning, assumptions, practices and relationships in the context of history.  I learned to listen in new, deeper ways.  I became aware of what psychiatrist and anthropologist Arthur Kleinman referred to as the explanatory models1 of my patients; the cultural, personal and interpersonal significance of their symptoms, how they explained why they were suffering and what it would take for them to get better.

 

In the words that follow, I will share stories and insights that arose for me during my time as president of a Sephardic congregation.  I will draw on the guidance of psychologists, anthropologists, philosophers and rabbis in discussing strengths and challenges.  I will come to this from the perspective of my passion, which is Jewish community that claims history, transmits traditions, gathers us, holds us, inspires us and carries us forward.  I write this knowing that EB, like many established Jewish congregations, is at a turning point and seeking models for our second century, a matter that consumed much of my time as president.  With your indulgence, I will do that from perspectives of my own Jewish history and being a learner, member and now former president of one of the oldest Sephardic and oldest Jewish congregations in America. 

 

Standing at the Margin and Looking In

 

By way of introduction, my Dad is a Shoah survivor from Berlin and my mom’s family hailed from Belarus.  I was raised and spent my adult life in Conservative synagogues, including serving on boards and as shaliach tzibur.  My Dad, too, was president of our synagogue growing up and we were fixtures at services year-round.  I studied religious thought and Jewish studies in college but finished my education in sociology at Brandeis before becoming a social worker and then a psychologist.  In the years before my mom’s passing, my day-to-day practice had flagged.  EB was my first traditional community.

 

Arthur Kleinman in Writing at the Margin2, talked of the marginal predicament of Jews in the 20th Century, the century of the Holocaust.  For my family it was a time of upheaval and displacement.  My father and grandparents had moved across continents, leaving behind centuries of family history.  Aside from some tales that were told, however, these events led to ruptures of historical continuity and historical memory.  Traditions were lost and identities disappeared.  In my home, trauma lurked behind nightmares and stern glances among adults that ended responses to questions from the children.  Growing up, I lived among children in similar situations, attending new suburban synagogues with traditions only a few years old.  (The synagogue of my youth, Temple Beth Am in Randolph, Massachusetts, recently closed its doors.)  For me, there was more wandering, as I went to colleges, lived in Israel, attended graduate schools and made homes in many locations around the country.  Settling in Seattle, I completed my education, started a family and established a career. We joined a Conservative congregation, miles from where we lived.

 

And then Mom died.  In her early seventies, she had sustained a spinal cord injury and was then found to have emphysema.  She died after a lengthy illness with growing losses of physical and mental faculties.   Mom was mostly cared for by my father, and I was thousands of miles away.  After returning to Seattle from her funeral and shiva, I arrived at arvit at EB on a damp March evening, on the margins and looking for more than I knew. 

 

Time

 

In my fifth grade Hebrew school class our teacher, Mr. Skupsky, explained his theory of time.  He pointed to one post in the room marking our birth and to a second post, marking our death.  Everything was linear in between, in exact order.  Our empirical society with its multiple digital readouts encourages such a linear view of time.  A linear view of time has its merits.  We all like to be on time for our flight and get bills in on deadlines. Heaven forbid that we need to invoke the laws for arriving late at synagogue for tefillah. 

 

Yet, as Jews we know that time means something different and works differently.  The first sanctification in Torah is of time, of Shabbat, and our first mitzvah, before the Aseret Hadibrot, is to sanctify time, the new month, rosh hodesh.  On our festival holidays we say a blessing for the Holy One who blesses Israel who in turn blesses time, zemanimShabbat, shemitah and yovel are points in time where we are reminded that the earth and all its peoples and riches are A’Shem’s.  Our patriarchs are famous for initiating prayer at certain times of the day.  Rabbis Abraham Joshua Heschel and Jonathan Sacks describe time as the arena of the Divine-human encounter.

 

Jewish time is not straightforward. It does not have a simple linear past, present and future.  I am always surprised when reminded that events in Torah are not in linear order.  In Biblical Hebrew past tense is often denoted by verbs in the future tense.  Conversations in Talmud occur between scholars who lived hundreds of years apart.  We are reminded that Jews of all generations, including generations to come, received the Torah at Sinai.  Not only do we recount yetziat mitzrayim at our seder, but we are commanded to approach the evening as if we ourselves were preparing for the perilous journey.

 

Philosophers have also questioned the linear view of time in ways that are consistent with Jewish theology.  Henri Bergson was a Jewish French philosopher and Nobel Prize winner.  Shortly before his passing in 1941, and on his deathbed, due to his fame and intellectual prominence he was offered the opportunity by the French government to pass into the non-Jewish population, but he instead opted to register as a Jew.  Bergson thought a lot about time3.  Here is an example that illustrates Bergson’s point.  One can look at a cell under a microscope and determine its functioning in some present moment.  Yet the cell carries history, through its DNA, and the cell in the present moment combines the past as the life of the cell moves into the future.  To Bergson, the present carries with it everything that has ever happened and affects the present; he even went as far as to claim that the past lives in the present.  The present is an actuality and the past is virtual existence carried by memory, story and ritual.  The present is a realm where the past and potentials for the future interact and simultaneously exist.

 

Why all this focus on time and what does it have to do with a small Sephardic synagogue in Seattle?  At least for me and my family, Jewish time is discontinuous.  Relatives, the memory of relatives, traditions and connections were lost in the events of the 20th century. One of the great things of living in Brooklyn is attending events at the Center for Jewish History where I can see glimpses of my family’s past; yet that time is sequestered in a museum. 

 

At EB, and I can imagine at other Sephardic kehillot, time works differently.  The past, history, historic DNA is embedded in the day-day present moment and influences how we think of the future.  Ezra Bessaroth sits on a lovely and large property in the Seward Park section of Seattle.  We overlook Lake Washington, a majestic park with old growth forest and on good days we see bald eagles.  The blooms of our majestic decades old cherry tree herald the spring festivals.  If you can, add to this an architecturally wondrous sanctuary built of cedar timbers with an inspiring series of stained-glass installations. 

 

This is also a sanctuary built to seat over eight hundred people. I’ve been told that in the past it was full many times a year.  At EB, like many American synagogues and churches, the past decades have seen a decline in membership.  While our founders were visionary in many ways, a fund for upkeep of an architecturally complex structure was never set up.  To the son of a good German accountant that I am, the answer was clear.  Let’s leverage our property, move back into a smaller space and with our profits set up an operations endowment.

 

Horror understates the reaction to this proposal.  I was led by congregants and introduced to ancestors whose names adorn plaques, sifrei Torah, art installations, and offices.  I was taken to our Presidents’ Lounge to be introduced to our illustrious hakhamim and rabbanim, and to all the past presidents of the kehillah and the Ezra Bessaroth Ladies Auxiliary.  Just outside in our courtyard is a reproduction of the Holocaust memorial in Rhodes.  I was offered another copy of Ezra Bessaroth: The Story of a Sephardic Congregation in case I had not read it closely enough before.  Might I like to look at newsletters from the 50s, or 40s or 30s?

 

At the time, and even up until starting this essay, I attributed this reaction to stubbornness.  However, I think the issue is more one of time.  I approached things with a linear view of time; the past is past, here we are in the present and we can make rational decisions about the future based on projections and balance sheets.  After all, I grew up with accounts of split second and often terrible decisions that needed to be made in order to save lives.  History was a luxury and the future often not beyond the next meal or train ticket. 

 

The kehillah was responding more out of Bergson’s view of time; the present and past virtually existing together in a realm that allows us to imagine our future, time as lived.

 

Let me describe some ways this happens.  Many of my good friends at EB, like Albert, Albie, Ike, Julie and Victor can be seen with their namesakes on Shabbat and festivals.  In turn, the people they were named for are known and present.  It is not unusual to have discussions of family trees and to discuss children and children’s children and where they all are.  Another example of the present being a realm for past and future is in the EB approach to liturgy.  There is painstaking exactitude in reading and pronunciation of Hebrew, reading sefer and hazzanut, according to traditional Rhodesli practice.  Some of this may reflect the personality of our beloved Hazzan Emeritus, and former Boeing engineer, Ike Azose, but stories of others of our founders suggest that it is broader than that.   Pronunciation, taamim and service leadership is a forum in time.  

 

I came from a tradition where traditional Ashekenzi pronunciation was mixed with modern Hebrew pronunciation.  Tefillah melodies were freely improvised, even to include secular tunes.   I contrast this to the careful vetting that was required by Hazzan Azose and Rabbi Shimon Benzaquen even to begin to use a traditional Ladino romanza melody, La Rosa Enflorece, for Shabbat kiddush at EB over the past two years. 

 

While life is lived forward, we look back, and back much further than the five generations currently at EB.  EB’s High Holiday liturgy is filled with medieval poems from Spain.  But it is not only on special occasions that time is invoked.  I often have wondered why.  Looking from the outside, I think part of it is history.  There have been centuries to cope with the traumas of the expulsions from Spain and Portugal.   There is a common founding story with uniting lines of scholarship, liturgy, art and minhagim that provides a crucible for continuity and identity through all the subsequent changes and traumas Sephardim experienced in the lands of their dispersion.  But it is more than even that.  The scholarship, literature, art and minhagim were not the subjects of detached history.  I think of my family or of my patients at Harborview Medical Center with communities split apart and who struggle to regain the sense of time that seems to come so easily at Ezra Bessaroth.  I write this knowing EB’s history and the migration from Rhodes to America.  Not only were individual lives saved and changed, a community migrated, and a community reconstituted in a new land.   Past, present and future are integrated into a living community that has managed to maintain identity, integrity, to be a living community in time.   

 

 

Community

 

Several writers, many Jewish, discuss relationships, meaning, connection, and community.  Psychologist Urie Bronfenbrenner4 took child development out of the lab to identify the role of active mutual accommodation between person and environment and surmised that we come to be defined, to become ourselves, through patterns of face-to-face interactions.  Psychiatrist John Bowlby and psychologist Mary Ainsworth5 studied separation and what they came to call attachment.  They identified how through countless intimate encounters between children and parents, humans form mental models of relationships and how the emotional and moral world works, models that carry on even after the parting of our attachment figures as the children become adults.  Rabbi J. Soleveitchik6 saw in Adam II, the lonely man of faith, existential loneliness alleviated by, and yearning for companionship attained in a covenantal community.  Martin Buber discussed the distinction between the world to be used and the world to be met. “True community” to Buber arises through people “taking their stand in living in mutual relation with a living center and their being in living mutual relation with one another.”7  The columnist David Brooks talks about “thick” organizations that “become part of a person’s identity, engage the whole person: head, hands, heart and soul.”8  In thick organizations we share rituals, sacred stories and watch out for one another. 

 

Teva means ark.  Last fall, I had the honor to read sefer at my cousin’s daughter’s bat mitzvah, perasha Noah.  I had not before connected the perasha with EB.  The teva at EB sits in the middle of the sanctuary with congregants and officers on all sides.  Before us, atop another ark, our aron, we read da lifnay mi atah omed, know before Whom you stand. Imagine the scene of congregants, some in seats their parents, grandparents and great grandparents occupied, other in seats that have just become home.  People move seats over the course of services.  There are piles of texts everywhere.  The mehitza is close with communication over and to the side as greetings are exchanged and babies passed.  Elders are helped to their seats.  The children make their candy rounds.  The teens stagger in and fall back asleep.  Some pray silently, some pray aloud, many pray through talking with their friends and neighbors.  Some pick up their study from the prior service.  Some, like the president, pray for the 60-year-old heating system to not fail.  Some are there for Hodu l’Ashem at the very start and some come in time for Adon Olam at the end.

 

Most weeks there are congregants who come from five different continents.  While Sephardim are still a majority of the congregation, that majority is no longer overwhelming, with Mizrachi and Ashekenazi Jews being a growing part of the congregation.  Jews whose families trace themselves to Rhodes may no longer be a majority of the Sephardim at EB.  Some congregants are meticulous in their Shabbat and day-day practices, some are there because they are Sephardic, and this is simply where they belong even as their lives have gone in different directions.  Many of us are in between, building, adapting, learning and trying very hard.

 

The room is abuzz and at the center is our teva, home to our hazzanim, hakhamim and gabbai.  It is large, seats six, and stands about five feet high.  There are cabinets galore whose doors open to a virtual geniza of material, birkhonim, siddurim, old messages.  In the coming hours prayers will be offered, and sefer read.  But much more than that will happen.   Members will purchase mitzvot and donate them to others.  Congregants will be called to Torah to choruses of bekhavod! and we will rise in honor of parents, spouses, friends and scholars.  Semahot, losses, wishes for healing, and comings and goings will be announced.  Worshippers will come forward, sometimes in long lines, sometimes from the seats, to offer donations, sometimes endless donations, as we affirm connections, heal rifts and honor our community.

 

A sacred duty for the EB president is to be on the teva for Shabbats and holidays, tracking the service with an old page turner whose metal numbers squeak when turned and was likely the project of a well-meaning youth many years ago.  In the past two years, I had a regular front row box seat to this community spectacle, to, in the words of Zorba the Greek and psychologist Jon Kabat Zinn, the full catastrophe, as I made rounds, checked in, congratulated honorees and thanked all for their generosity.

 

This is our community in time.  Services are not the only place for community, but this picture says everything about community at EB.  While it is fiercely traditional (I have been told by many that Orthodox is not a Sephardic term), it welcomes, supports and honors all of us no matter our level of practice or how we got there.  It is connection, affirmation, honoring and living Jewish life, past present and future, not in a museum or in a detached memory. 

 

Two years ago, we had a congregational summit and participants were asked what is the core, what needed to remain the same at EB even as we discuss the future.  The most common response was community.  There is a place at the table and always room for one more.  My friends at EB are from our founding families.  They are also from Iraq, Iran, Israel, Australia, Morocco, South Africa, Queens, Chicago, Detroit, Portland, California and small towns in Washington State.   The community provides safety and affirms connection, it holds and nurtures.  It is where we are reminded before Whom we stand.  It is where we come to enter, in Buber’s words, into mutual relationship with a living center and with each other.  I think community is how Sephardim have been able to carry time through history.

 

Coming in from the Margin: A Sephardic Way Forward

 

Architect Frank Gehry said in an interview that if he knew in advance where a project was going, he wouldn’t go there and that he lets projects evolve in response to a problem.  What began here as an exercise in organizational analysis has become a response to many problems.  One is a personal need for self-reflection, a search for meaning involving faith, fear, spiritual quest, and prayer for hope on the other side.  Another is a community needing to create sustainable models for its second century. 

 

I have often reflected on why I was asked to become president.  Others knew the community better, had greater fundraising skills, longer time in organizations and more refined spiritual practices.  I think that the search for meaning was mutual: we were all struggling for a way forward and someone outside the family was needed.  But none of us knew this in advance.  Arthur Kleinman said of the study of medicine and culture “we know much more than we can say or understand, we are awash in the meaning of experience; the historical flow and cultural elaboration of experience leads us to organize figures out of grounds, that are greatly relevant to particular occasions.”9  We were all trying to put into words things that we could not describe, but we knew at a level beyond words that we could help each other. 

 

For me, there was the unconscious challenge of finding a Jewish home in a time of loss and transition.  Jews are masters at walking borders and boundaries.  For much of our known history we have dwelled at the edges of societies, sometimes with more acceptance and sometimes with less.  Even here in America, new and troubling signs of Jewish marginalization originating from the political Right and Left are now seen.  I think of my grandparents and father, solid members of their societies of birth, but in the end refugees in search of sanctuary. They came to a new land, but they had no home community and they needed to construct new identities and histories. 

 

I hope in this essay I have been able to transmit a vision about the transformative role of community, a community in time, where we find meaning through entering into relationship grounded in history as a way to come home.  As I wrote this essay many of my intellectual heroes came to mind.  Kleinman, Bergson, Bronfenbrenner, Ainsworth, Bowlby, Soloveitchik, Buber and Brooks share a focus on relationships, yearning for meaning and community. They shed light on what I have come to see as gifts, deeply Sephardic gifts, a community like EB gives to the Jewish world. 

 

I think of the lessons from my teachers at EB.  Rabbi (Emeritus) Ron-Ami Meyers recently taught me about Shimon HaTzadik’s conclusions of the 3 legs supporting the world, Torah, avodah and gemilut hasadim.  Through masterful integration of sources, he demonstrated how kindness was the ikar, the key, tying together these legs.  Last spring Rabbi Marc Angel, was the keynote speaker at our fundraiser, “Runway to the Future.”  In a quiet moment Rabbi Angel told me a story of one of EB’s founders, Reverend Behar, that he thought captured the essence of our kehillah.  One Shabbat morning, the hakham was confronted with a situation where he might have strictly interpreted a law but thereby possibly embarrass a congregant who had come to honor a deceased parent.  Instead he exercised leniency about the law and strictly interpreted the ethic of kindness.

 

This community has paved my path to a more traditional Jewish life.  The path has been one of Torat Hesed, the Torah of Kindness, the path of Torah and the path of Kindness.  I know that to many the label Sephardic refers to place of origin and sets of customs.  But that is not the ikar, it’s not what, to my mind, Sephardic means, it is not what has kept our community whole over the centuries.  The Sephardic essence is a living community in time, in history, in relation, humbly proceeding together in kindness. It is a place where I brought my dramatic but fragmented Jewish history and yearning Jewish self and became a traditional Jew, so proud of my family history and feeling whole as a member of a new community that has dealt with historic trauma and emerged with continuity and joy.  It is in these ways that I can now call myself a Sephardic Jew.

 

This essay is also written to help EB to be hopeful in a time of change.  Like many older American synagogues, sociology is catching up to us as mobile, brilliant and accomplished children move away, and a new generation may not have the same relationship to synagogue and synagogue membership as we and our parents did.  The search for a sustainable way forward occupies us all, and all of us know that bold change is needed.  There are many details that those steeped in organizations, finance, governance and real estate will need to bring to the table.  But as we do this, may we remember before Whom we stand, before the Holy One, before each other in generations past, present and future, and before the unique vision of a community in time that is Sephardic Judaism.

 

Arthur Lewy

Adar II 5779

March 2019

Brooklyn, NY

_______________________________________________________________

 

1 Kleinman, A. Writing at the Margin: Discourse Between Anthropology and Medicine, (Berkeley, CA: University of California Press, 1997).

 

2 ibid.

 

3 Bergson, H. Time and Free Will: An Essay on the Immediate Data of Consciousness, (London: George Allen and Unwin, 1910).

 

4 Bronfenbrenner, U. The Ecology of Human Development: Experiments by Nature and Design. (Cambridge, MA: Harvard University Press, 1979).

 

5 Ainsworth, M. S., & Bowlby, J.  “An ethological approach to personality development.” American Psychologist, 46(4), (1991): 333-341.

 

6 Soloveitchik, J.B. The Lonely Man of Faith, (Northvale, NJ: Jason Aronson, 1997).

 

7 Buber, M. I and Thou, (New York: Touchstone, 1970), 94.

 

8 Brooks, D.  “How to Leave a Mark on People.”  New York Times, April 18, 2017.

 

9 Kleinman, A. op cit., 99.

 

 

 

Intentional Communities and Moral Behavior

 

Moral Exercise

 

A Hassidic tale tells of a rebbe in a Russian village who used to take a dip in the river every morning. One day, the new local policeman on his first patrol just before sunrise, saw the rebbe diving into the frozen river. He ran to the strange old man, calling him to get out of the river and shouting, "Who are you? What do you come from? And where are you going?" The old rebbe smiled gently and asked the policeman: "How much do they pay you for this job?" "Ten Kufeykas a day,” answered the baffled young policeman. "I'll tell you what,” said the rebbe, "I'll pay you twenty Kufeykas a day if you come to me every morning and ask me who I am, where do I come from, and where I am going to.”

Human beings are dynamic and ever evolving creatures, and just like our muscle system becomes atrophied if it is not stimulated enough, so does our moral and intellectual system. Hence, it is crucial we get asked those questions, about ourselves and our purpose, constantly.

One way to do it would be putting a sticky note on the fridge, setting up a reminder on our smartphone, or meditating about it. However, in this article I argue that communities, and more specifically intentional communities, are the optimal environment for nurturing and sustaining moral behavior. An intentional community is a group of people who have consciously decided to live together spatially and temporally around a shared purpose. In this sense, an intentional community can serve as a framework for individual growth and moral behavior, and we will dive deeper into this later. But first, let us look into moral behavior and understand why it is important in and of itself.

 

Navigating the Sea of Life

 

Moral behavior is the kind of behavior that is consistent with certain moral values. Values can be considered the compass, whereas moral behavior is the practical work of navigation itself. We could go deeper and ask what moral values are. However, as answering this question will require a separate article, I would propose to accept as an axiom that core Jewish values, such as justice, treating people with dignity, aspiring for spiritual presence in the material world, family, and more—are indeed prime moral values. I wish to put this as an anchor for us in a postmodern world, on which we can build the next level.

Anyone who has dealt with navigation knows that you are never really spot on; only rarely do you progress toward the absolute North (or any other direction). You need to check and double check, make adjustments, and always be on the lookout for unexpected turns, tides, and winds. The compass gives you the direction, but you need to do the work of sticking to it, what we call in Hassidism Avodat haMiddot. How is this work to be done? While the compass itself can be acquired in a theoretical way through reading books, the implementation of these values can be acquired only through trial and error in real-life situations. In this regard, communities are the single most important laboratory for practicing this navigation, for developing moral behavior.

The purpose of moral behavior from a Hassidic standpoint, is to reveal God's presence in this low material world, or, as the Alter Rebbe, Rabbi Shneor Zalman of Liadi, puts it, "to make for him a dwelling place in the lowest worlds.” This can be done through the refinement of one's actions, through practical commandments, so they will reveal the divine essence within him or her. Some of the commandments are moral behavior in and of themselves, these are also called "intellectual commandments" (mitzvoth sikhliyot, also referred to as mishaptim), meaning commandments we would have realized even without a divine Torah, such as the prohibition to kill or the obligation to help a fellow human being in distress. Alongside these, there is a corpus of "irrational" commandments (called mitzvoth shimiyot, or hukkim), such as purity and impurity laws or shatnez (the prohibition to wear a cloth containing both wool and linen). The Midrash teaches us something important regarding the purpose of these commandments: "Does the holy One, Blessed be He, care whether someone slaughters from the neck or from the oref (decapitates)? You should say: The mitzvoth were only given in order to letzaref (refine/combine) the creatures" (Midrash Rabbah 44). According to Jewish law, slaughtering an animal for food has to be done in a specific way that has no rational explanation, and the Midrash doubts that it's really that specific way that interests the creator. Rather, says the Midrash, God has commanded us for the purpose of letzaref, which in Hebrew has two meanings: One is refinement, like the work of the goldsmith; the other is bringing things together. I argue that both things are one and the same: You cannot refine yourself and your moral behavior without following a pattern of practical behavior, but you cannot do this alone, only with other people.

 

How It Actually Works—One Example

 

Somewhere in the early 1990s, when I was in the fifth grade, I remember watching a TV show describing what might be the consequences of global warming and the ozone layer hole. I remember the sense of upcoming catastrophe that sent me to bed lying ill for three days. On the fourth day, I decided I had to do something about it, so I ran for my school’s “pupils’ council” and became chair, joined a youth movement… and eventually ended up working mostly on developing intentional communities in Israel.

 

What’s the connection? Well, I ask myself the same question from time to time, wondering if communities are really what we need as the climate system is going off track. True, the dark forecasts of 25 years ago did not come to pass—at least not yet—but experiencing our fifth year of drought in a row here in the Negev, and unprecedented heat waves in Europe and Japan, does sound like an alarm call to me. Something is changing: We are about to reach 8 billion people who want to live an American lifestyle, and I am not sure my children will enjoy the same nature and climate I was privileged to enjoy. We need some urgent response. How can living communally help when we need urgent moral action and behavior to save the planet?

 

I believe there is a strong connection, and that is not because community is somehow more important than sustainability—such things can’t be compared. Sustainable living is not a “thing” in and of itself. Sustainable living is the aggregate outcome of many individual actions carried out by human beings endowed with free choice. People’s choices are rooted in their identities, dreams, and values—which are, in turn, rooted in their families and communities. Healthy and vibrant communities can induce more sustainable actions and forms of living, if they only see such sustainability as central to their identity.

 

For instance, it is well known that the main factor determining the burden we put on our environment is not the number of people living but rather the ecological footprint per person (meaning, roughly, the amount of resources we each consume). When people live in an isolated manner and need to provide for almost everything themselves, within the family unit at best, they demand a much higher volume of resources from the environment. The simple examples of communities changing this include carpooling, sharing rarely used stuff (hence buying less), composting and recycling together, or supporting local farmers as a group of mindful consumers (CSAs).

But it goes deeper than that.

 

Human beings have an internal desire to be loved, to be recognized, to belong to a group in which they can feel safe and flourish. When they are isolated, those needs transform into over-consumerism intended to compensate for the lack of social bonding, which increases probability immoral behavior, in my opinion. On the contrary, deep ongoing relationships forged around shared intentions create happier and fuller people, who need to consume less in order to feel filled-up.

 

This is but one example of how intentional communities induce and catalyze moral behavior, and we will see more examples from Israel below. However, our current communal structure is failing, and we need to be creative and innovative for the next step. Before discussing solutions, let us analyze the challenge first.

 

The Challenge of Jewish Communities

 

Second only to the nuclear family, the Jewish community has been what binds Jews to our identity, fortifies our commitment to Jewish peoplehood, and constantly improves our moral behavior. However, it appears that a paradigm shift is evolving in Jewish society, as a growing proportion of young adults do not identify with the traditional structures of Jewish communities, not to be confused with Judaism itself.

The postmodern revolution, along with tectonic changes in the economy, have resulted in a dissolving sense of community and belongingness in the Western world. More people live alone today than ever before, despite the fact that more people live in crowded cities with more people per square meter than ever before. Previously solid social networks—such as synagogues, neighborhoods, and offices—are disintegrating, leaving people unconnected to the world around them, and their moral behavior more fragile and vulnerable.

 

The modern structure of Jewish communities in the Diaspora is based on the historical Jewish community model as it has existed for generations (roughly speaking); but it underwent significant changes and crystallized into a new model after World War II (in the Western Hemisphere). The most significant factor was the rapid and dramatic improvement in the economic situation of the Jews. At the same time, the Jewish community structure was influenced by the structure of the Christian communities and the civil society around them. The synagogues continued to be the center of the community, and the formal demand for them to operate as nonprofit institutions caused them to be similarly reshaped based on elected lay leaders who appoint spiritual leadership (rabbis and cantors). Later on, the Jewish Community Centers were established, and it was agreed in various ways between them and the synagogues that they would not perform religious activities in order not to empty the synagogues of worshipers. There is no doubt that this structure served the Jewish people in an exceptional way for a long period of time. I would like to focus here for a moment on the main characteristics of the traditional communities (in the sociological rather than the religious sense) that rendered them irrelevant to the new generation.

 

A Growing Value Gap

Until a relatively short time ago, there was institutionalized anti-Semitism even in the United States. In fact, the reason why Jewish community centers were established was that Jews were not allowed to join the non-Jewish community centers, and Jewish hospitals were set up in order to give Jewish doctors a place to work. In addition to the collective memory of the Holocaust, the birth pangs of the State of Israel and the crisis of Soviet Jewry, it should be understood that the main factors shaping the Jewish identity and community until the 1990s were related almost entirely to the historical narrative and image of the Jews as a persecuted and weak minority group, that needs to stick together in order to survive. This meant prioritizing Jewish needs over general issues unrelated to the Jews or the State of Israel, which are now included under the code name tikkun olam.

Today, however, most young Jews (at least in the West) perceive themselves as belonging to the strong side of society in which they live. In addition, the vast majority sees itself as connected to its country and responsible for it as any other citizen, and for the entire world in many ways, hence the growing use of the terminology of tikkun olam and universal responsibility over the terminology of survival and national-particular responsibility. The change in language is not cosmetic; rather, it reflects a change—and even a reversal—of values as the Y generation embraces universal moral values, although rooted in Jewish tradition (e. g., social justice, sustainability, healthy diet, fair trade, etc.). This reversal led to a growing gap in values ​​between the leadership of the traditional communities and their young flock, and as a result, the younger generation is gradually abandoning the traditional communities.

Quality Preference

Traditional communities, especially the Conservative and Reform denominations, tended to grow to gigantic proportions. In practice, however, the vast majority did not attend the prayer hall except for Rosh Hashana and Yom Kippur, and many of them ended their membership in the community when the youngest child reached the age of bar or bat mitzvah. In addition, studies show that a spiritual leader is unable to provide a real response to more than 100 to 150 people (this is called Dunbar's number); communities with more than 200 households lose the ability to create an intimate connection and safe space for their members. On the other hand, the younger generation has deeply experienced Western loneliness, and it seeks an authentic, intimate, and relevant experience of belonging and community.

 

Hierarchy and Internal Politics

The combination of a large community and large-scale asset and financial management created a hierarchical organizational structure that maintained the stability of the communities but also brought the byproducts of internal politics and strict hierarchies. The younger generation, however, is characterized by flat thinking, not to be confused with superficial thinking. Flat thinking means seeing the world as a network of individuals and groups that interact on a free and egalitarian basis, with each individual determining the level of involvement in the processes that interest him or her. This dramatic change in worldview is also connected to the far-reaching technological changes of the last two decades. These changes have led to changes in the value system and the worldview of the Y generation, and not only in their daily conduct.

The tendency among the previous generation to misinterpret this profound change has at best alienated them; in the worst case, it has created programs aimed at bringing young people closer by turning to a very low common denominator such as beer evenings and free musical events. Many young Jews do come to these events, especially if they are free, but the assumption that this will create a long-term commitment to the traditional Jewish community is a false hope that stems from a deep lack of understanding of Millennials' need for belonging, identity, and meaning.

 

Organizational Structure

The desire to act professionally, in the spirit of Western culture, brought communities to hire professional teams including chief executives, educators, and rabbis. As a result, maintenance and operating costs reached enormous proportions that require high membership fees. This has led many young people to opt out of traditional synagogues, which is sometimes misinterpreted as lack of willingness to pay for Jewish communal life. However, people are willing to pay for something that is relevant to their lives and gives them a significant added value. It is enough to observe the phenomenal growth of organizations such as Hazon to see that when a Jewish organization offers a relevant "product" it has quite a few buyers who are willing to pay. Even though young Jews, like all young people, have fewer available resources at the moment, for the most part Millennials will be the generation with the greatest resources in history.

Legacy institutions may rightfully claim that they invest huge resources in attracting young people back to their ranks. However, this is based on the erroneous assumption that investing billions of dollars in the young generation from age zero to college will ultimately lead them to return to the traditional communities. Needless to say, the work done in these areas is truly remarkable: From Jewish kindergartens and schools, through summer camps, to Hillel on campus—almost every Jew in the United States has a place to go. The problem is that this assumption ignores both the inherent irrelevance of these institutions for many young people, as well as another essential sociological component: the extending gap between end of college and marriage. For young Jews in this period there are almost no relevant activities, and where they exist, they do not provide a deep response that can connect them in the long term.

 

Intentional Communities for the Next Generation

 

To summarize, I argue that a paradigm shift is evolving in Jewish society, as a growing proportion of young adults do not identify with the traditional structures of Jewish communities, not to be confused with Judaism itself. In order to respond to this shift and turn it into an opportunity it is necessary, I believe, to invest in a wide range of new initiatives and experiments in Jewish community and learn from the remarkable experience in intentional communities in Israel, from the last three decades.

The main concept I would like to propose in this article is the concept of Jewish Intentional Communities as a tool to induce and catalyze moral behavior. First, let us define what we mean by a JIC: First, it is a group of people who have chosen to come together with an intentional focus in mind. This community togetherness is not a mere byproduct/side-effect of the other goals, nor is it simply a means to other ends, but it is an intention/aim/value, in and of itself, what sociologists call a "primary group.” While it may sometimes start from an a priori geographic fact, this community togetherness is not only a physical coincidence but a deliberate choice in the nature of togetherness itself.

 

A Way of Living in the World, Not Just in a Bubble

The Jewish and Intentional nature of the community implies values that are expressed both internally and externally. There should, therefore, be a holistic, integrative relationship between the culture and values of the community and their relationship with the society around them. While Jewish Intentional Community values and culture are certainly defined and expressed within the life of the community together, as a microcosm of a good society, they should also be reflected in an external mission, wider than the circle of the community itself. This could include, for example, the local neighborhood, the Jewish community, Israel, or even wider societal missions.

 

Temporal Togetherness, Spatial Togetherness, or Both

Jewish Intentional Communities involve significant relationships between members who share time and/or space together, physically, in-person. While this temporal and/or spatial togetherness does not necessarily mean that they live in the same house or the same building, their relationships cannot be completely virtual. There needs to be either physical or temporal proximity; the community must either have a significant place to be together or a significant time to be together, or both. Therefore, if community members are not living within a certain proximity to each other, in order to be considered an intentional community they do need to come together physically for a significant amount of time.

Temporal togetherness is potentially a much more viable model to replicate since there is no requirement to buy land or commit to living together in the initial stages, so the resources demanded are much less of an up-front investment. However, there is an ongoing need to intentionally prioritize resources (e.g., finding times, places, etc.) in order to come together for immersive experiences.

 

Actively Jewish

The community should be actively engaged in Jewish life. Just “being” Jews/Jewish is not enough. The definition of Judaism/Jewish is totally open—the active engagement could be in relation to Jewish culture, religion, identity, practice, tradition, values, history, peoplehood, land, language, nationality, philosophy, politics, and more. However, Judaism should be an “issue” that the community is invested in—something that is about “where the community is going,” not just about “where the members came from.”

 

Permanence

A JIC is a long-term/life-long community. There are many wonderful programs, camps, seminars, residences, etc. in which one can experience community life temporarily. Jewish Intentional Community is not, at the core, a temporary framework for trying out a taste of community life. JIC’s strive to be long-term communities that are meaningful to their members.

 

Some Examples from the Israeli Movement

Israel has a long-standing movement of intentional communities, which sprouted in the mid 1980s. It started as a grassroots movement, with the first urban kibbutz established in Sderot in 1986 (called "Migvan,” meaning "diversity"). It was established by people who grew up in regular kibbutzim, meaning rural and agriculture based, but who came to realize that the real and new challenge is within Israeli society. They opened a kibbutz inside a city. Instead of doing agriculture, they opened a successful (and today, huge) nonprofit organization that significantly helped build Sderot's educational and welfare systems. In parallel, groups from the religious-Zionist sector came to realize pretty much the same thing, and decided to go into existing cities instead of settlements in Judea and Samaria. A few years later, alumni of haNoar haOved vehaLomed youth movement, the "mother ship" of haBonim Dror, also decided that it is no longer relevant to go to kibbutzim and started their own urban kibbutz movement. They call them "educators kibbutzim,” and have 50 urban kibbutzim with over 2,000 people. Other movements and sectors followed shortly: the Ethiopians, the Mountain Jews, ba'alei teshuvah, and even the Druze and the Bedouins. Today there are more than 200 intentional communities in Israel, with 15,000 members, spread from Eilat to Kiryat Shmona, which are literally revitalizing Israeli society from within.

I would like to share two major developments of this movement that shed light on how intentional communities can be a catalyst for moral development. The first is more practical, and the second more essential.

 

Financial Resilience

The severe economic crisis that hit the United States in November 2008 had implications on almost every corner of the world, except for Israel. While Israel's economy was not affected, Israel's nonprofit sector was severely hit, due to a sudden reduction in U.S.-based donations. All over the country, nonprofit organizations either shut down or significantly reduced their activities and closed branches. Despite this, not even one intentional community closed or even stopped growing. The reason is simple: A community is not an organization; hence it is much more sustainable and resilient, and less dependent on external financial resources. An intentional community is comprised of young adults who have struck root. It’s obvious, when you think about it, and yet most of us fail to see the huge social and moral potential of communities in this context.

 

Strengthening the Social Fabric

Israel is a very fragmented society with about five to seven major sectors and dozens of sub-sectors. Most of them feel enmity toward some or all of the others. Often, those feelings are translated into verbal violence and occasionally into physical violence. In a small place like Israel, bridging the gaps between these sectors is an existential challenge and also a moral one.

How does this relate to intentional communities? It seems that intentional communities have a moderating effect on their members. When it comes to living together all people are different, even in the same sector, and the constant interaction with people who are different cultivates an internal tendency to be a better listener, and to acknowledge the fact that there is more than one right way to view the world. It does not mean that all views are equally relevant, but it means giving more space to the option of being wrong.

Communities create this kind of constant interaction and it is evident that people who live in vibrant intentional communities that are part of a larger city, tend to be more tolerant and welcoming even to people outside their community.

On the national level, we saw this in Israel in the form of MAKOM, the national umbrella organization of intentional communities, which was established in the summer of 2011. Leaders from 14 different movements and organizations of intentional communities came together: secular, religious, Ethiopian, non-Jewish and more. They all agreed that despite the deep disagreements among them, it seemed that they could agree and work together on 90 percent of the issues, such as education, welfare, social justice, and more. Thus, they formed MAKOM: The National Council of Intentional Communities in Israel. Seven years later, MAKOM is probably the largest social network in Israel, and the cross-sectorial collaboration it embodies is still rather rare.

A large proportion of this success of moral development is due to the communal lifestyle of the leaders of those 14 networks that taught them the meaning of sharing life with people who think, act, and react differently.

 

Intentional Communities 101

 

A common misconception is that anybody can build a community and no serious preparation is needed. While I strongly agree that building an intentional community is something that almost anyone can do, and it's not rocket science, it is still worthwhile to learn from others’ experience. There is a whole professional field of community development with books, workshops, and research. In this limited framework I will only try to lay out some basic principles that can get one started.

 

Start Small and Intentional

In modern society we have gotten accustomed to measuring success with numbers. As a result, one of the classic mistakes community entrepreneurs do is to start with a big event with as many people as possible in the room. The problem is that the more people you have in the room, the more opinions you have and the more difficult it will be to agree on a shared intention.

The way we recommend is to start very small, even with three to five people. The first phase should be defining a clear vision and mission for the community, which will then serve as its "identity card.” The next step should be inviting only a few people to join at a time until reaching a critical mass of about 10 to 15 people in the leadership core. Those who join will get absorbed in the vision and mission laid out by the founders; and although they can adjust and tweak it a bit, the community builds its backbone this way instead of undermining it.

 

The Location Trap

An Intentional Community is a group of people sharing both space and time together (as well as intention). Hence, finding a location for the community is obviously something its members should deal with. In some cases, they will already be living in proximity to one another, and will just want to find public space for joint activities; in other cases they will relocate as a group to another place (more common in Israel), purchase a building for co-housing and many other options.

The challenge is that it is much more tempting, and exciting, to discuss potential location than almost anything else. It gives people the opportunity to dream, to feel that this is the real thing, and discuss remote future details and avoid contemporary conflicts. But that is exactly the problem. It is like discussing with a potential spouse the details of the college you would like to send your child to, when you haven't even decided you love each other enough to get married.

It is best to avoid discussing location at least for the first few months. It is important to remember that out of 10 groups that set sail only two or three will succeed. All the rest will fall apart, mostly because of internal social issues and conflicts. It is better to disband before signing a multi-million dollar contract with a developer, and sign it only after you a certain level of confidence and trust with your partners.

 

Ousting of the Founder

Of all the patterns that repeat themselves in communal life, I believe this is the most prevalent and important one. You, the entrepreneur, wake up one morning and decide to make a difference in your life and induce moral behavior by creating a Jewish Intentional Community. You collect a small group of friends, define a clear vision and mission statement, grow it gradually, and avoid discussing the community's location until the group is mature enough. Eventually, you succeed, and after three years you actually lead a full-fledged intentional community doing amazing things. My advice to you, at that point, would be to step back and let someone else take the lead. Otherwise, what is very likely to happen is that you will be simply overthrown.

The dynamic is simple: People gather around a leader because he or she gives them enough confidence in the process. As time goes by, they grow more confident, in their own right, and feel a stronger sense of ownership over the community. The newcomers (relatively to the founder) would like to get their opportunity to lead one of the things they hold dearest in their lives. If they will not be given the opportunity to do this by the founder's initiative, they will take it by their own initiative.

 

Learn and Do, All the Time

Jewish tradition is rooted in learning, talmud Torah; and activism, hessed or tikkun olam. The same goes for the Jewish family, and it only makes sense that a Jewish Intentional Community will try to live up to the same standards.

Creating a regular space for learning, alongside external projects and volunteering, is the key through which intentional communities induce better moral behavior and make their members better human beings. It also gives the community the space to create its shared language and update its vision and mission as times change.

Furthermore, creating a tikkun olam project together is the best guarantee for the internal resilience of the community itself. Think of a married couple without children, versus a couple which has been blessed with children. The former is much easier to disband when conflicts arise, simply because there are no strings attached. When there are children, divorce is still an option, but the couple will go through much more effort to preserve their marriage.

An external project that all, or at least most, of the community members are invested in is like the community's child. Communities face internal conflicts and disputes as well. Communities with significant projects can and have fallen apart as well. But it is much less likely.

 

Concluding Notes

 

The few "tips" mentioned above are not meant to discourage anyone from attempting to create a community. I am merely suggesting doing it wisely and trying to avoid repeating other people's mistakes. In the professional community development business, we usually say that the most difficult component in a community is human beings. Alas, these are the only building blocks you can actually use to create one….

When I was 16, a group of friends and I found a deserted building that used to be a restaurant on the outskirts of Kiryat Tivon (Northern Israel). We renovated the place and became a strongly connected group, my first intentional community. As a result, I joined the haNoar haOved vehaLomed youth movement, served in the Nachal, and lived in communes until I was 22 or so. At about this age I became religious, which is a whole different story, and moved to a mixed religious-secular community in Jerusalem and then founded Garin Shuva in 2009, the intentional community on the Gaza border in which I live to this day. This community developed into the Nettiot network of communities, through which I was also one of the founders of MAKOM in 2011.

After more than a decade of communal experience, the idea to try and take the Israeli model of and apply it to Diaspora Jewry in some way came up the first time I met Nigel Savage, founder and president of Hazon, in 2012. Two years later, we received a grant from the UJA Federation of New-York to start "Hakhel,” the first ever Jewish Intentional Communities Incubator. Its purpose was, and still is, to cultivate the emergence of a range of new experiments in Jewish communal life, as part of the general rejuvenation of Jewish life in the Diaspora. Hakhel invests in and supports such new models and experiments through professional consulting, seed money grants, international and local conferences, online learning and learning trips to Israel.

As our Sages say, "a person is his own relative,” and cannot be considered reliable when testifying about matters relating to his or her own field of interest. However, with all due caution, I believe that if we want to increase moral behavior in our generation, as well as ignite a Jewish renaissance in the Diaspora, Intentional Communities could and should play a major role in this effort. My hope is that this article will contribute, if only little, to this joint effort.

 

National Scholar June 2019 Report

To our members and friends

It has been an incredibly productive spring with our Institute programs and classes. We continue to build bridges throughout the community and promote our vision in communities, college campuses, and schools.

Here are some upcoming highlights:

On Shabbat, June 1, I will be the scholar-in-residence at Congregation Bnai Yeshurun in Teaneck, New Jersey (641 West Englewood Avenue). Free and open to the public.

On Sunday, June 2, from 10:30-11:15 am, I will give a pre-Shavuot talk on Ezekiel and the Principles of Prophecy at CareOne Teaneck, 544 Teaneck Road. Free and open to the public.

On Monday, June 3, from 1:00-2:15 pm, I will give a pre-Shavuot talk on the Revelation at Sinai at Lamdeinu Teaneck, 950 Queen Anne Road. Tuition of $25.

On Sunday-Monday June 23-24, I will present four papers at the Yeshivat Chovevei Torah Yemei Iyun on Bible and Jewish Thought. The annual conference is co-sponsored by the Institute for Jewish Ideas and Ideals, and I participate every year. For a complete schedule and registration information, see here https://www.yctorah.org/giving/yemeiiyun/

On Shabbat, July 12-13, I will be the scholar-in-residence for the Sephardic Community Alliance in Deal, New Jersey. More details to follow.

Our Campus Fellows of our University Network continue to run effective programming through the United States and Canada. Please see our latest report here https://www.jewishideas.org/article/campus-fellows-report-may-2019

If you know of eligible university students who would be good Campus Fellows for the 2019-2020 academic year, please have them contact me at [email protected], or have them go online here https://www.jewishideas.org/university-network/application. Applicants first must join the University Network, which is free, here https://www.jewishideas.org/civicrm/contribute/transact?reset=1&id=9

I continue to serve as the Tanakh Education Scholar at Ben Porat Yosef Yeshiva Day School in Paramus, New Jersey. Ben Porat Yosef creates a complete feeling of what the Ashkenazic and Sephardic worlds of thought, halakhah, custom, and history can do to complement one another, very much in line with our vision at the Institute. We are currently developing an innovative Bible program for grades 1-8 that likewise reflects our deepest values at the Institute, which combine commitment to tradition with critical-mindedness, openness to ideas, and a rationalist, non-fundamentalist approach to sacred texts. It is a privilege partnering with this singular institution.

I also am the guest editor for Conversations 34, which will feature a collection of Rabbi Marc D. Angel’s essays in celebration of his fifty years in the rabbinate. We also plan on holding several events in honor of this momentous occasion in the coming year.

 

I also am working on a pamphlet on Tanakh and Sephardic Inclusion in the Yeshiva High School Curriculum, to be published and distributed through our Institute as part of our Sephardic Initiative. The goal of this pamphlet is to demonstrate how our drawing from the wisdom of the entire Jewish experience enriches our learning and brings unity to a diverse community. Additionally, the pamphlet calls attention to the need to bring Sephardic and Ashkenazic customs into the Tanakh classroom.

As always, thank you for all of your support, and we will continue to spread our vision to educators, university students, and the broader Jewish community.

Rabbi Hayyim Angel

National Scholar

Institute for Jewish Ideas and Ideals

Campus Fellows Report: March 2019

To our members and friends,

 

Our University Network continues to grow and thrive on campuses throughout North America, and we recently signed up a new member in Bangladesh!

 

We thank our Campus Fellows, who take leadership roles in developing programming on their campuses to promote the ideas and ideals of our Institute. Here is the latest round of reports from the field.

 

Thank you to our members and supporters for making this religious and intellectual programming possible during an all-important stage in our students' development!

 

Rabbi Hayyim Angel

National Scholar

Institute for Jewish Ideas and Ideals

 

Yona Benjamin, Columbia

 

Thus far I have been promoting the Institute and sharing the articles that the Institute produces. Reception has been positive. I hope to have my events after the midterm break. There is the possibility that I will be planning a supplementary event that will take place before a Purim seudah at Columbia (a sort of pre-seudah non-Purim-Torah learning session). I hope to have two events after spring break which focus on creating a reading group for Institute articles which will have discussions over Shabbat meals.

 

Corey Gold, Harvard

We learned from Sarah Cheses. Sarah will be teaching on “Assisted Reproduction and Gender Selection: Playing G-d?” over lunch Sunday, February 3rd for both our undergraduate community as well as the broader Orthodox community in Cambridge.

Zac Tankel, McGill University

Our first program in the Fall 2018 semester was a discussion group on the topic of morality, ideals, and commandments in Judaism, based on an article in Issue #31 of Conversations. The main questions of our discussion concerned G-d as the source of moral knowledge and the reasons for the mitzvot. For our second program, Rabbi Moshe Farkas drove in from Ottawa to lead a discussion on the topic of Jewish business ethics, which included questions related to issues such as interest, loans, and rentals. At both events, the attendees were highly engaged, which made for a deeply interesting and thought-provoking conversation. 

 

I have organized two institute programs so far this semester, and both have gone really well.

 

The first took place on February 5th, and it was a small discussion group I ran on the topic of the suffering of the righteous, based on a sugya in Brachot 5a. It was a small event, with only six people, but everyone was very engaged, and it made for a wonderful discussion. This is the Facebook event page: https://www.facebook.com/events/377506952810444/

 

The second event took place on February 26th, and for this one, I partnered with two Jewish groups on campus, Hillel Montreal and the McGill Jewish Studies Students' Association. The event was a shiur by a chazzan from the Chassidic community of Montreal, Baruch Kish, on the Chassidic approach to gilgul. We had about fourteen or fifteen people attend. It was very different from most of the Institute programs I've run, but people enjoyed the uniqueness of Baruch's shiur. This is the link to the Facebook event: https://www.facebook.com/events/2215285482044677/

 

I've been stretching out my budget this semester to try to allow for as many events as possible. My plan for the rest of the semester is to do more discussion groups (like the ones I led on November 1st and February 5th), and possibly another speaker. Two other students have confirmed that they would like to lead discussion groups, so one will be on March 12th (on the topic of financial ethics in Judaism) and the second on March 19th. Another two people have also expressed deep interest in doing so, so they will hopefully be leading sessions on March 26th and April 2nd. I will keep you updated with regards to the upcoming events.

 

Thank you so much for your support! Options for learning and discussion for Orthodox students are very limited at McGill, so the support from the Institute provides an incredible opportunity for that!

 

Raphael Levi and Benjamin Nechmad, Rutgers

IJII at Rutgers ran an event co-hosted by the Drisha Institute for Jewish Education which brought in Rabbi Daniel Reifman who spoke about the topic of “When Text and Tradition Collide.”

 

Ora Friedman, Stern College for Women, Yeshiva University

On December 17, we held an event entitled “The Hows, Whats, and Whys: Conversion to Judaism.” Zahava Schwartz, a GPATs intern for Route 613, which is a comprehensive conversion preparation program geared for students interested in halakhic conversion to Judaism, spoke about her experiences interacting with converts, as well as what the conversion process entails. 

Ora Friedman, Stern College for Women, and Yonatan Abrams, Yeshiva College

The event was very successful on Stern campus. Rabbi Hajioff spoke about some issues concerning the end of time. He discussed Rambam's qualifications for who Melech HaMashiach will be, and he spoke about what to expect in a Messianic era. 20 students came, and we pitched the University Network (and I just sent a follow up email with the University Network registration page), we gave out more than 20 journals, and all the pizza was eaten!

 

Steven Gotlib, Rabbi Isaac Elhanan Theological Seminary, Yeshiva University

On March 5, we hosted a discussion on the topic of “shiurim on buses” which touched on the halachic and interpersonal concerns of the recent Israeli news reports. We bought snacks and had 10 semicha students and members of the young professional community. 

 

When Teaching Right Behavior Is Not Enough: A Mussar-Approach to Creating Mensches

 

https://ssl.gstatic.com/ui/v1/icons/mail/images/cleardot.gifRabbi Chaim Tchernowitz (d. 1949) relates in his autobiography how the synagogues of his youth in Russia were divided by profession. There was the shoemakers’ shul, the hatmakers’ shul, the carpenters’ shul, and the horse thieves’ shul.

We need to look no further than the institution of a horse thieves’ shul for evidence of a breakdown in Jewish moral behavior. What were they thinking during Parashat Yitro when the Torah reader got to “Do not steal?!” This breakdown is symptomatic of a gap that exists between the ideals of Torah and our actual individual and communal behavior. It is the persistence of this gap in the human condition in general that has fueled religio-moral and psychological speculation and research into human behavior for millennia. This gap is a particularly painful for the Orthodox Jewish community, a community committed to the complete fulfillment of the mitzvoth and extra-halakhic ethical demands. How can it be that the otherwise observant father of six and pillar of his Orthodox community has been embezzling funds from his company, breaking federal lobbying laws, or committing sexual improprieties, to name a few of the real-life examples of the gap we’ve seen over the past several decades?

 

This gap does exist, and we will never fully overcome it. Physical drives, the emotional residue of ways we were hurt as young people, and many other factors lead us to deceive ourselves and exercise bad judgement when balancing competing values. What can we do to bridge the gap and align our behavior as much as possible with the Torah and moral ideals we profess to believe? The answer is actually quite simple but not something most people want to hear. The answer is not to just learn the ethical principles and mitzvoth of the Torah with more diligence. Rabbi Yisrael Salanter (d. 1883) warned us long ago that learning Torah on its own is not enough to overcome our inclination toward self-deception and to change behavior. Rather, we must engage the heart to make the Torah’s teachings part of us to such an extent that they can influence our behavior. We engage the heart through a commitment to evoking emotion, practicing and repeating behaviors, holding each other accountable, inspiring each other, engaging in multiple modalities of learning, and acting with integrity.  

 

I worked for over a decade at Gann Academy, a community Jewish high school in Waltham, MA, as an instructor of rabbinics and later as the Mashgiah Ruhani (spiritual advisor). Early in my tenure, we wanted to do something to bridge the gap between our professed commitment to Torah values, such as honesty, humility, and compassion—and the plagiarism, sense of entitlement, and social exclusion practiced by some of our students. We looked to Rabbi Salanter and the Mussar movement for inspiration and practical instruction how to bridge the gap. We first identified the six key middot for our school and made those our curriculum. We then created a monthly small group-based program called Chanoch LaNa’ar (CLN) that involved learning Mussar and classic Torah sources about the chosen middot, a rigorous protocol for sharing personal experiences with the middot and taking on daily assignments to practice the middah of the month. Each faculty facilitator had one year of training under my direction before leading his or her own group. Each year we had faculty-only groups, student-only groups, and faculty-student groups. These latter groups were the most popular and provided a rare opportunity for teens and adults alike to learn more about each other’s lives. Groups met monthly during the school day for 75 to 120 minutes. In between meetings, participants would meet at least once with a havruta (study partner) to discuss the middah and their own practice. Group facilitators would write weekly reminder emails to their participants and would track their group members to make sure they were following up with practice and meeting with their havruta.

 

Over the past eight years, we’ve run over 40 groups involving over 75 percent of the full-time faculty and reaching up to 25 percent of the student body in a single year. During this time, the school’s senior leadership team studied Mussar for two years. In the last two years, classroom teachers began to integrate Mussar concepts and practices into student work in math, English, Hebrew, and other courses. While not as intensive as the monthly small group work, by brining Mussar into the classroom, many more students are exposed to, and get practice with, Jewish wisdom about good character.

 

Eight years after beginning this effort awareness of Mussar permeates the school and the language of middot are found everywhere from student publications to geometry class. Year after year, graduates of the school are heard integrating an understanding of middot with self-reflections about their own growth as students and their aspirations for life after high school. Department chairs report being able to refer to middot and Mussar concepts when working through difficult relational issues between teachers and students.  At this point the program is firmly rooted in the school culture and continues to grow in participation among students and faculty. This article describes what we learned about applying the multi-modal techniques of Mussar in the school environment and how this approach can be applied to all sectors of the Jewish community.

 

Why Mussar?

 

Mussar is the Jewish discipline of ethical character development and is as old as the Torah itself. Kedoshim tihyu and many parts of the Book of Devarim are Mussar texts, urging the Israelites to heightened ethical awareness and behavior. Pirkei Avoth and many passages in the Talmud are also Mussar texts, but we do not get actual instruction about how to develop character traits until the tenth and eleventh centuries, with the writings of Rabbi Saadia Gaon and the Duties of the Heart by Rabbi Bahya Ibn Pequda. The latter provided meditations and practices for developing traits such as humility and trust in God. This book ignited a 1,000-year genre of Mussar literature that grew in every corner of the Jewish word, including the medieval rationalists (Maimonides’ Shemoneh Perakim), Kabbalists of Spain (Rabbeinu Yona’s Sha’arei Teshvua), Kabbalists of Tzefat (Rabbi Moshe Cordovero’s Tomer Devorah), Central Europe (Orhot Tzaddikim), Enlightenment Europe (Rabbi Mendal of Satonov’s Sefer Heshbon HaNefesh), and Lithuanian yeshiva world of the nineteenth and twentieth centuries (Rabbi Yisrael Salanter’s Ohr Yisrael). It was in this latter world that Rabbi Salanter created the modern Mussar movement, reprinting classic Mussar texts and designing a program of practice to internalize Torah and develop the middot.

 

One key element of Rav Yisrael’s program was that the Torah’s ethical teachings needed to be activated by accessing the emotion. It was not enough to learn a text in a dry, intellectual way. Indeed, he echoed the warning of Rabbi Moshe Haim Luzzato, the author of one of the most popular Mussar books of all time, Mesilat Yesharim. In the introduction, the Ramhal laments that people with the quickest minds tend to pass over classic Mussar teachings such as “love your neighbor as yourself” (Vayikra 19:18) and “Jealousy, lust, and honor-seeking drive a person from the world” (Pirkei Avoth 4:21) because they are straightforward and not intellectually challenging ideas.[i] However, such a learner misses the point of these, and other Mussar teachings. These words are not simply to be understood intellectually, but to be integrated into the heart. This happens when the words come alive. The twentieth-century Mussar master, Rabbi Shelomo Wolbe, describes the Ramhal’s affective style of learning, Hitbonenut, as follows:

 

Hitbonenut is one of the great secrets of the Torah. This is how it was explicated by Ramhal (Rav Moshe Hayim Luzzatto) in his Derekh Etz Hayim:

 

“See now that both of them—the human mind, and the Torah which informs it—are of the same character. ‘Torah is light’—actual light, not mere wisdom. The Torah is compared to fire, for all its words and letters are like coals, in that when left alone they may appear to be only coals that are somewhat dim, but when one begins to learn them they ignite. This is what characterizes the human mind as well, for its power of great understanding causes it to glow with the force of hitbonenut.”

 

This explains what is found in the introduction to Mesilat Yesharim, that “the better-known these things are and the more the truths [of Mussar] are obvious to all, so do we find them being ignored and forgotten.” The reason for this is that, since these facts are so widely known, hitbonenut regarding them is lacking, and therefore they lack the character of light, and are only wisdom, which means that their influence is hardly felt, and they are largely forgotten!

 

This, then, is the work of Mussar….We may know about Providence, but this knowledge has no light. We may know what our duty is in this world, but this knowledge has no light. Hitbonenut turns knowledge into light.[ii]

 

Rabbi Yisrael Salanter distinguished between learning Torah related to the middot, which require the generation of this “light,” and learning other kinds of Torah:

 

The intellect functions to uncover the hidden-most secrets of wisdom.[iii] It stimulates knowledge and council (Proverbs 1:4) to seek and inquire, and to clarify matters that are in doubt. The emotions serve to open the sealed chambers of the heart and to pour waters of understanding upon it; one begins to understand that which he already knows intellectually, but has not entered into the inner sanctum of his heart. Consequently, the study of improving one’s character and purifying one’s negative traits is different from that of all other areas of Torah study and wisdom. Concerning Torah study, knowledge and the knowledgeable person are two separate entities. Man’s mere mastery of Torah knowledge suffices for him to acquire perfection and to conduct himself according to his clear and accessible Torah knowledge. However, such is not the case with character rectification and the purification of negative emotional forces. The mere acquisition of knowledge does not help a person to conduct himself in an upright fashion. Rather, the principles he has learned must be inculcated within his heart—bound and joined to him so that they and he are united as one.

 

The special method of implanting the wisdom of Mussar within his heart is called hitpa’alut [i.e., the conscious awakening of the heart through fervent recital of Mussar concepts]. The power of hitpa’alut bequeaths a blessing to [change the nature of] people. Even after one ceases from actively employing this exercise, the blessing is neither diminished nor lost; rather, it leaves behind a subtle imprint that continues to inspire the spirit. By profuse engagement in hitpa’alut (particularly at properly organized times, each person according to his or her situation and circumstances), the fruits of their efforts will increase and be intensified, and ultimately their temperament will be transformed for the better. (Ohr Yisrael, letter 30)[iv]

 

Mussar and any teachings about character development cannot be taught like other Torah subjects. If these ethical teachings are going to actually make a difference in behavior, the pedagogy needs to make the teachings come alive and enter the student in many different ways. This was our charge when created the Chanoch L’Na’ar program at our high school.

 

Emotion and Experience—Head, Heart, and Hand

 

My school, like most elite Jewish educational institutions in North America, excels at intellectual, text-based learning. We challenge the minds of our students and they engage in high-level discussions and produce intellectually complex written work. These analytic processing skills and mastery of content are important for many areas of life and Jewish practice. However, they only have a minimal impact on the character development we seek. Indeed, the analytic bias of our educational institutions can actually be an obstacle to achieving our character development goals. Even more hidden is a possible gender bias in the hierarchy of Jewish learning values. Analytic disciplines like Talmud are the gold standard, and an excellence at this discipline is a high-status activity. Study of middot, which is not as analytically rigorous, is lower status and is seen traditionally as a feminine activity because it involves the emotions. I have found this bias to be most acute in the Modern Orthodox world, where status is reserved only for the sharpest analytic minds. We must overcome this bias and embrace the affective components of Torah learning if we are going to make a dent in the character issues in our community. The nineteenth-century Mussar movement and Rabbi Salanter received ferocious attacks for suggesting that time should be taken from straight analytic Talmud study, to spend an hour each day in more affective Mussar learning. Let’s not continue that mistaken attack in our own day.

 

Rabbi Salanter’s method of learning involved fervent repetition of Torah and Mussar texts after engaging in the regular analytic study of the text. These sessions could include crying, shaking and other emotional discharge. Rav Yisrael described how his thinking would clear after these emotion-filled sessions. Despite the transformative power of this technique, we determined that this practice would be too intense for our high school students. If we weren’t going to use this method, we needed to find some way to engage our students’ hearts in middot study. Relevance and deep personal exploration became our paths to the heart.

 

Even though we did not employ the full learning regimen of R. Salanter, we did draw on two of his three steps. The first step is to learn a Torah or Mussar text as you would any piece of Torah. You apply all your analytic abilities to understand why those particular words were chosen and what their plain and deeper meanings could be. Once you have a working understanding of the passage, the second step is to create a clear image in your mind of how the teaching relates to your life. This image can come from something present or in your past. It is this second step that makes the teaching personally relevant to your life. The third step is to repeat the verse many times, evoking emotion with each repetition. We left out the third step and focused on the first and second steps, encouraging our students to find personal relevance in Torah and Mussar sources about humility, patience, trust, honor, and other middot. Searching and finding how these ideas actually showed up in their relationships with friends, parents and in their school and extracurricular experiences made these texts come alive in ways that analytic discussion fails to do. This focus on personal relevance contributed to students integrating these teachings into their lives.

The other method we chose was a protocol for creating a trusting environment for people to open up and share vulnerabilities with each other.[v] In this “focus person protocol,” one student at each group session would describe a question about how to apply that month’s middah to a challenge in their life. The faculty facilitator would prepare the student in advance, talking through the middah challenge and helping the student discern how vulnerable he or she could be in front of the group. The other group members, both faculty and students, were trained in a rigorous form of question-asking that would help the presenters explore their inner life. Advice and judgement were explicitly discouraged to cultivate a welcoming environment of trust. The discussion and sharing in these groups were often profound in their content and emotional valence. Students and faculty alike reported gaining important new insights and abilities to integrate the middah into their life. I attribute this success, at least in part, to the ability of participants to access emotions such as fear, vulnerability, hope, intimidation, courage, and shame in the context of studying Torah about a middah.

 

Practice Is the Language of the Heart

 

Mussar is not a theoretical discipline. We get the heart to feel what the head knows through practice. Built on the concept of na’aseh veNishmah—“we will do and then we will understand,” an essential part of Mussar practice is something called the Kabbalah—small, concrete challenges done daily to activate the middah. Twentieth-century Mussar master Rabbi Shlomo Wolbe explains that these daily challenges need to fly under the radar screen of the yetzer haRa so as not to evoke a spirit of rebellion and thus become counterproductive.[vi] When we learn that a Torah approach to humility involves being right-sized for any situation, the next step is to create a daily practice for trying out being right-sized. For students who habitually speak first and take up lots of time in class discussion, their Kabbalah will be to let three people speak before they offer their first comment in one class each day. It is not that this student doesn’t have important thoughts to offer to the class. Rather, Mussar practice is designed to shake us out of habit and feel whatever feelings the habitual behavior may be covering. For this student, it could be that speaking first and often covers feeling of inadequacy or impatience. After practicing for several weeks, and reflecting on the experience of challenging the habit, this student should be better equipped to make an appropriate decision when to speak in class free from the habitual drive to immediately raise his hand.

 

Habit Formation

 

Habit formation is another key feature of repeating the Kabbalah over a period of several weeks. It is not the flash of insight that changes behavior but regular repetition of the desired behavior or mental process. Professional athletes will testify that they couldn’t perform under pressure the way they do if they hadn’t spent many hours habituating their bodies to making that shot or swinging the bat in that particular way. The same goes for middot and ethical behavior. If I want to curb the way I speak lashon haRa I cannot just decide to stop saying negative things about people. I need to commit to a daily practice, for example, substituting saying something positive when I feel the impulse to say something negative about someone, or catching myself each day during lunch when I notice I’m about to say something negative about a student or colleague. While this practice is forced and artificial, it is no more forced than a baseball player going to a batting cage to take 100 swings every day to get ready for a game. When in the grips of the yetzer haRa, it is nearly impossible to change your behavior. The work needs to happen away from the moments of challenge so that when the challenge presents itself you’ve built the muscle memory to act aligned with your values. Repetition is what builds this muscle and it is why repetitive action is such an important feature of Mussar.

 

Accountability

 

Anyone who has tried to change any behavior, be it diet, exercise, or religious observance, will testify how difficult it is to maintain the practice needed to form new habits after the initial burst of motivation wears off. One way the most successful programs like Weight Watchers get people to stick with their commitment is through personal accountability to another person or to a group. Rabbi Salanter built such accountability into his Mussar program. Although Mussar can be studied alone, it is most effective when studied in a group dedicated to middot development. At the end of the group meeting, the members specify their practice goals to each other for the next week. The next session starts with a check-in when members will own up to which commitments they followed through on and which they did not. Additional accountability can be built in by assigning partners to check in between meetings. Rav Wolbe’s Mussar groups included a person who would check in daily with members about their practice.[vii] I can testify from experience that the chance I will do a practice increases when I know I will have to report back. The more frequent the accountability, the more likely practice will take place. Even if we feel a strong desire to grow and change our yetzer haRa makes us forget. Accountability to another person and to the group provides peer pressure in a positive way to help us remember.

 

Our school-based groups employed a non-judgmental form of accountability based on the belief that participants would feel guilty enough if they did not do their practices and didn’t need others to shame them into compliance. Participants were trained to ask each other about their practices and then listen quietly, giving space to the speaker to explore why they did or did not follow through. Listeners could ask questions to help the speaker explore their motivations. This non-judgmental approach is a distinct departure from classic Mussar groups developed in the nineteenth- and early-twentieth-century yeshivot. There, the discourse in the group was much more critical. According to Rabbi Yitz Greenberg, who attended a Navarodok yeshiva for high school, “We had a va’ad (Mussar group). We kept a spiritual diary of the week that tracked where you failed. Then the group would tear you apart and tell you where they thought you were off.[viii] Today I think this type of critical approach could easily backfire and drive students away. Rabbi Wolbe emphasized that this generation needs Mussar to be positive. Whether positive, neutral or critical, the main thing is to create a system of accountability that will remind participants of their commitments.

 

Peer Inspiration

 

Rebbe Nachman of Breslov (1772–1810) instructed his followers to do three things every day—have a personal conversation with God, study the Shulhan Arukh, and have a conversation with a friend about your spiritual life. The purpose of this last practice, called a sihat haverim, was to inspire one another through listening to each other’s yearning for and process of spiritual growth. While not a classic Mussar movement practice, we integrated this sihat haverim, or spiritual havruta (to borrow the phrase from Rabbi Aryeh ben David’s Ayeka program) into our program. Pairs of students and faculty meet at least once between va’ad meetings to have a structured conversation about their experiences with the middah and the practices. I find these meetings invaluable to help clarify my own thinking and for the inspiration I get hearing someone else talk personally about their spiritual life. We are social creatures. Hearing how a friend is using the middah challenges us, through either a feeling of competition, or an aspiration to grow, to more seriously consider adopting the desired behavior.

 

Multiple Modalities for Learning

 

Different learners integrate information in different ways. Traditional Torah learning is both auditory and visual and takes place through individual reading, learning in havruta, listening to a lecture, and class discussion. That is a good start for a multi-modal approach but more can be added. Our sessions always involve havruta learning, personal journal reflection, large-group discussion, presenting in front of the group, and mini-lectures. The kabbalot mentioned above enabled students to bring a physical dimension to their learning, living out a middah through the way they used their bodies and interacted with others.

 

Modeling Integrity

 

Hypocrisy undermines all that we teach about middot. Our students are keen observers of our behavior as adults and are constantly on the lookout for gaps between what we preach and how we behave. These gaps can sometimes inspire students to live with more integrity, but more often they function to offer an excuse for students to justify slacking off on their moral commitments or for choosing behavior that allows them to follow their lower, self-preservation instincts. This type of integrity was key to Rabbi Salanter’s Mussar program as testified by the many stories about his championing workers and the poor in the communities of Vilna, Kovno, and beyond. In one example, Rabbi Yisrael was appalled by the way the community let its version of a homeless shelter fall into disrepair. He told the community leaders that he was going to sleep in the shelter until they made improvements. The leaders were horrified that their exalted Torah scholar was going to sleep in such filth. They quickly made the needed improvements. Rabbi Salanter’s Mussar program wanted no daylight between Jewish ethics and Jewish moral behavior.

 

At our school we knew we needed to eliminate these areas of hypocrisy and live as close as possible to our professed values. One example was the creation of an ethical contractor policy in the early years of the Mussar program. We created this policy after it became clear that the night cleaning crew was not being treated well by their employer. The Head of School charged me and our Chief Financial Officer with creating a policy that would enshrine Jewish values as the guide to behavior for all of our contractors, from janitorial to landscaping. Such values included safe work conditions, training, and fair wages. The policy helped us bridge the gap between our professed value of dignity for all human beings, and the actual working conditions of the lowest income workers in the building. The policy signaled to our students, parents, and all stakeholders that we were serious about living our Jewish values that we would pay more for a contractor who would meet our standards rather than go for the lowest bid. After we created the policy based on our janitorial contract, we had students research the work conditions and communal standards for landscaping. The student leaders came away with a visceral sense that our school walked the talk of Jewish values. This type of integrity is key in modeling for students that middot are not just an ideal, but are something that can and should be lived.

 

The other way we modeled integrity was by never asking students to do something that the adults in the building were not willing to do themselves. For this reason, our first Mussar groups were for faculty, and students only began to join groups in years two and three of the program. The entire management team of the school engaged in Mussar learning and practice for over two years. I cannot overstate the importance that school leadership and faculty actually practice middot development themselves. This signals to the students that adults are serious about middot and these are behaviors that people with authority try to do.

 

What we learned about creating a culture of middot has implications beyond our Day Schools. Jewish communal organizations, Federations, and synagogues can implement similar practices to align behavior of their members and staff with professed Jewish values. For example, boards of directors of Jewish institutions could engage in Mussar learning and implement a Jewish Values Alignment Audit to identify gaps between values and behavior. I recommend starting with leadership to signal to the entire organization or community that practicing Jewish values is a serious organizational priority.

I have two warnings for any school or organization considering adopting a Mussar approach to character development. Mussar works best when it is a voluntary commitment. While it is tempting to force all students or staff members to learn Mussar, I’ve seen this backfire. The level of personal commitment and vulnerability required by this discipline calls for an opt-in approach. This is the approach we took at the school and it did not take long to get a critical mass opting in. This year over 25 percent of the student body choose to participate in Mussar va’ads. The other warning is to not cut corners. The lowest common denominator in Jewish character development programs is to teach middot or Mussar in a purely cognitive way. The efforts described in this article demanded a rigorous commitment to process. We needed well-trained faculty who could prepare students and peers to be emotionally vulnerable while creating strong group boundaries. We needed to be serious about organizational integrity, as well as holding each other accountable and encouraging regular practice. If our communal institutions can make these types of commitments to real character development, we will create the conditions necessary to take on some of our biggest communal challenges.

 

[i] Mesilat Yesharim, Introduction.

[ii] Aley Shur, vol. 1, 89–91, Rabbi Shlomo Wolbe, as quoted and translated in Musar for Moderns, Rav Elyakim Krumbein (KTAV, Jersey City, NJ) 2005, 83–84.

[iii] This and the indented quotation on the next page from Rabbi Yisrael Salanter are from Ohr Yisrael, letter 30 and the translation is adapted from Rabbi Tzvi Miller’s edition of Ohr Yisrael.

[iv] Translation by Rabbi Zvi Miller (Targum Press: Southfield, MI) 2004.

[v] We adapted this protocol from the work of educational philosopher, Dr. Parker Palmer. See A Hidden Wholeness, ch. 8 for a detailed description of his version of this work.

[vi] Aley Shur, vol. 2, 190.

[vii] Ibid., 191.

[viii] Jaffe, David, “Rabbi Yitz Greenberg and a Post-Modern Mussar,” in A Torah Giant, ed. Rabbi Shmuly Yankelowitz, 2017.

Seeing What Seems Not To Be There: Thoughts for Pessah

I recently read of a phenomenon known as “inattention blindness.” When people are focused on a particular thing, they tend not to see anything that interferes with their concentration. For example, psychologists asked a group of people to watch a film of a basketball game and to count how many times team members passed the ball to each other. While the people were engaged in viewing the basketball game and concentrating on their assignment, the tape showed a person walking right through the center of the picture in a way that would obviously be noticed. Yet, when the viewers were later asked about the screening, about 75% of them had no recollection of having seen a person walk through the basketball court. They were “blind” to this interruption in their concentration. They did not see someone who was right in front of their eyes.

Sometimes we miss the most obvious things because we are paying attention to something else. We tend not to see or hear anything that disturbs our concentration.

“Inattention blindness” is a good thing when it helps us stay focused on what is really important to us. It is problematic, though, when it leads us to miss important things that are in clear sight.

I think that “inattention blindness” may serve another purpose. By blanking certain things out, it prevents us from seeing these things for the moment; but when we later realize what we’ve missed, we actually pay more attention in the future.
Pessah focuses our attention on the redemption of Israelites from Egypt. But it also omits certain things from our focus, things that we might tend to miss unless our attention is awakened. These omissions, when we realize their absence from our attention, actually become more important to us than if they had been there in the first place. Their absence makes us think about them more carefully.

Leaven: On Pessah we see and eat matzot. Matzot lack leavening. We might overlook the importance of leavening due to “inattention blindness.” But if we think about it, we may derive important lessons. Rabbi Yehoshua Abraham Crespin of 19th century Izmir, in his volume “Abraham baMahazeh,” draws on a rabbinic teaching that leaven is a symbol of egotism and arrogance. Leavening represents the puffing up of one’s self-importance. The redemption from Egypt was accompanied by the obligation to rid oneself of leavening i.e. eliminating haughtiness and selfishness. Even as we focus on matzot during the festival of Pessah, we also need to remember the absence of leaven.

Moses: The Haggadah is devoted to the story of the redemption of the Israelites from Egypt. Yet, the name of Moses appears only once, and that only in passing. We focus on the miracles that God performed for the Israelites. Yet, how can we possibly relate the exodus story accurately without having Moses in the foreground? Moses’ very absence from the text makes him all the more “present” to us. We wonder why his name is missing. A lesson may be derived from the near absence of Moses’ name in the Haggadah. The greatest human beings are also the most humble. They perform wonderful deeds and seek no credit. They are not interested in self-adulation or p.r. opportunities. They do what is right…because it is right. They neither seek nor expect applause. If Moses himself had written the Haggadah, he would very likely have showered praise on the Almighty and kept his own name out of the story. And that is the genuine greatness of Moses. The very absence of his name reminds us of the virtue of true humility.

Contemporary Reality and Elijah: The Haggadah focuses on the marvelous redemption of the Israelites in antiquity. It omits reference to our contemporary condition, except to remind us that wicked people in every generation arise against us. As we sit at a festive Seder table, we seemingly put out of mind all the problems we face today: anti-Semitism, anti-Israel propaganda, injustice, poverty, societal anomie etc. Yet, how can we forget that we are not yet fully redeemed, that our world is still very far from perfection? At some point, probably during the Middle Ages, a custom arose to welcome Elijah the Prophet to our Seder i.e. to introduce a messianic theme to the Haggadah. Elijah, the harbinger of our ultimate redemption, is absent from the Haggadah text…but still very much present in our consciousness. A lesson: redemption may come slowly, only after many generations. Elijah’s name is absent from the text as a reminder that the process of redemption is not readily visible. Ultimate redemption unfolds at its own pace and in its own mysterious way. But our faith is strong: Elijah appears at our Seder and will one day announce the real redemption that we and all humanity eagerly await.

As we focus on the observances and texts of Pessah, we also need to think about those themes that we might have missed due to “inattention blindness.” When we see what seems to be absent, we may find that our spiritual vision increases!

Moadim leSimha.

National Scholar March 2019 Report

To our members and friends

On Sunday, February 10, we held a wonderful symposium on the need for our schools and communities to do more to promote ethical behavior as a basic Torah teaching. Our program featured Rabbi David Jaffe, a National Jewish Book Award Winner for his book, Changing the World from the Inside Out; Dr. Shira Weiss, author of several books on ethics; Rabbi Daniel Feldman, a Rosh Yeshiva at Yeshiva University who has authored several books on ethics in halakhah; and myself. You may now view the symposium on YouTube, at https://www.youtube.com/watch?v=OjL_o2e4B68.

If you have not yet seen our symposium on Conversion from October 21, featuring Rabbi Marc Angel, Rabbi Yona Reiss, and myself, please see https://www.youtube.com/watch?v=GG17aaahdPQ.

On Shabbat, February 22-23, I was the scholar-in-residence at the University of Pennsylvania. This is part of our initiative to spread our core vision to university students across the country. It was a sensational Shabbat, as we discussed many of the core religious issues pertaining to the intersection of Jewish tradition and contemporary scholarship.

Looking ahead to upcoming educational programs:

On Sundays: March 3, March 31, April 7, 7-8 pm: I will give one class on Purim (March 3), and two on Pesah (March 31, April 7), at the Young Israel of East Brunswick. 193 Dunhams Corner Rd, East Brunswick, NJ 08816. Free and open to the public.

On Mondays, March 4, 11, 18, 25, April 1, and April 15, 1:00-2:15pm I will teach a six-part series on the Book of Psalms, integrating classical commentary and contemporary scholarship as we learn more about prayer and religious experience. It will be held at Lamdeinu Teaneck, at Congregation Beth Aaron, 950 Queen Anne Road, Teaneck. To register, go to lamdeinu.org.

On Shabbat March 22-23, I will be the scholar-in-residence at the Boca Raton Synagogue in Boca Raton, Florida.

On Shabbat May 3-4, I will be the scholar-in-residence at Congregation Ohab Shalom in Manhattan.

I also am the guest editor for Conversations 34, which will feature a collection of Rabbi Marc D. Angel’s essays in celebration of his fifty years in the rabbinate. We also plan on holding several events in honor of this momentous occasion in the coming year.

As always, thank you for all of your support, and we will continue to spread our vision to educators, university students, and the broader Jewish community.