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A Publication of the Torah Education Network Volume I Number 2 Sivan 5747

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TEVET 574; ON OUR COVER: A Prayer for Teachers. Text by Rabbi Chaim Rischpitz of Pragu Calligraphies by Rafi Rosenbaum. Exclusively available from Galaxy Graphics, 113B Brooks Avenue, Deer Park, NY 11729.

The purpose of Ten Da'at is to provide i forum for the expression of a wide vari1 of stimulating and responsible Torah vi points. Thus, the views and opinions ex pressed in the articles of Ten Da'at are t-hose of the contributors and do not ne sarily reflect the position of Ten Da'at that of the Torah Education Network. Ten Da'at ISSN 0892-7359 Copyright, 1987 Torah Education Network CONTENTS \'olume I Number 2 Fayge Safran, Editor Sivan 5747 Da'ati 2 Set the Stage for Jewish Education! 3 Dr. John A. Krug Finding a Methodology in the Teaching of Torah 5 Rabbi David Eliach Did Vashti Have a Tail? Reflections on Teaching Midrash 6 Mrs. Penina Besdin Kraut

Top TEN Profile: Rabbi Aryeh Kaplan z'l 8 Rabbi Pinchas Stolper Annotated Bibliography of the Writings of Aryeh Kaplan 9 Rabbi Baruch Rabinowitz An Overview of the Developmental View of Moral Reasoning 11 Dr. Esther M. Shkop A Case Study in Tolerance 13 Rabbi Eugene I Kwalwasser

TEN V'Kach: Imitation, an Effective Means of Education: A K-12 Experience 14 .\ t.JUc Mrs. Nina Butler TeachingAkeidas Yitzchak 15 Mrs. Sarah Wainkrantz

I- {c\J{6 < The Library As Partner in the Teaching Process 16 two0+- Dr. Marcia W Posner DA'AT TORAH: Ten Da'at, Official Publication of Parents and Strangers: The Halakhic Issue of Rejecting the Torah Education Network and Dismissing Students 18 (f.E.N.), is a joint project of Rabbi Simcha Krauss lliucators Council of America, hers. Torah Education Department of the History Through Biography: A Modest Proposal 20 Prague. World Zionist Organization, and Dr. Moshe Sokolow ~lax Stern Division of Communal Services of Isaac Elchanan Theo­ Bits of Bytes: er logical Seminary, an affiliate of Teachers and Successful Computer Training 22 Yeshiva University. Mrs. Chani Friedman, R abbi Leonard Matanky, Todd Hoover; Ph.D. Dean Jacob Rabinowitz In Our Hook Bag 23 videa Executive Officer variety 500 West 185th Street Responsive Readers 23 ·ah view­ Xew York, N.Y. 10033 nsex- (212) 960-534 7 On Our Bulletin Board 24 ,t are ot neces­ )a'at or ork. Da'ati

We like to think of the times when we having to motivate. And motivation means citing classrooms. TEN DA'AT is plea.lt1i were children as having been simpler, less keying in to the mind-set ofa student, creat­ present, in this issue, a number of complex and jarring. Values and expecta­ ing a sense of relevance in one's approach quality professionals. They are men e tions seemed more clearly defined, outside and immediacy in one's lesson. It means women who have the Torah as their (j, stimuli and diversions less threatening and firmly establishing the Torah as the core tive and the best of technology and crea invasive. and focus of one's teachings, while at the ty as their tools. They are professionals P Today, however, the world moves in stac­ same time using the contemporary tools and incorporate theatre, video, and compute n catto allegro. Contemporary society is fu. methods that are most fam iliar to the stu­ to their Torah classrooms; who can n: w eled by rapid technology, satellite media, dent. If the balance is maintained and the mize the use of the library as an effe

Dr. John A. Krug

nyone as.sociated with Jewish edu­ The Jewish educational system, not being quantity, when these attributes could be the immune to the onslaught of the surround­ antithesis of preprogrammed children. It ed to cation today, whether Rabbi, admin­ ing society and barrage of often clashing would be a shame if our educational process these istrator, teacher, lay leader, or par- cultural components, has allowed several were to temper, if not crush, the child's and ent, is painfully aware of the myriad of reservoir of ideas. It is no longer a question )bjec­ multidimensional problems facing the field. factors to infiltrate its structure. One, for The combination of theological tensions, example, is a product of the mandated of supplying answers; the issue is to be will­ ativi­ ing to sit and listen to the questions. ,who philosophical disagreements, and the eco­ superlative world we live in and by: "more;' What needs to be done is to develop and erin­ nomic realities of education does not bode "bigger," "better." The message is clear; quantity supercedes quality. The number of utilize a means of blending our own efforts maxi­ well for achieving unmitigated succes.s in memorized mishnayot is more important with a child's own natural resources. Crea­ ~tive the future of Jewish education. The dearth than the understanding of meaningful tive dramatics, which covers the gamut :e the of deeply dedicated, totally committed and mishnayot. This whole notion is being rein­ from prepared scripts, spontaneous plays, stim­ truly talented people willing to enter the forced by our computer-controlled world use of puppetry, scroll theaters, dramatiza­ icom­ field is both a side effect and a cause of the where educating our children has digressed tions and games to role playing, socio­ :ill to woes facing that venerable institution into programming our children. This has dramas, improvisations, filming, videotap­ teach­ known as Jewish Education. yielded a form of regurgitational education ing and simulation exercises, is one possible irash; This piece does not propose to be a panacea which can be recognized by a child's ability alternative in addition to the many other ninto for the problems that we, who are in profes­ to spit back a preprogrammed answer, forms of informal educational techniques r and sional Jewish education, must confront; nor which have been developed. ) the does it in any way attempt to undermine or albeit correct, as long as one does not ask for further clarification with such questions as There has always been a reluctance with­ ildren minimize the importance of formal educa­ in the collective Jewish subconscious to con­ them. tional technique and the more traditional "how" or "why." There is nothing wrong with taking pride done, or even recognize, a positive use for f con­ straining, and pressure-packed environ­ what price?" A child is a reservoir of ideas, indeed, the many references throughout the .chers. ment, it behooves the educator to constantly thoughts, creativity, imagination, sensitiv­ gemorrah and midrash to l'1U-t'UiU :Y, m­ asc,ess, evaluate, examine, and probe alter­ ity, a warenes.s, spontaneity, and innovation. JiU-tt,pip" , theatersandcircuses, other native methods of imparting knowledge to These are, in fact, the very same qualities is overwhelmingly, and understandably, I what young people. which motivated our meforshim, were har­ negative. If one traces Chazal's exposure to .ch. To nes.sed by our halachists, produced the live­ "theaters and circuses;' one can begin but to RABBI JOHN KRUG, a Ph.D. in Clinical. Psychology, has al.so earned degrees in ly discussions found in our gemorrahs, to comprehend the justification for such Education and Drama. He is the Assis­ and, in general, led to the wealth and beauty negative sentiments to this art form. Fur­ tant Producer of the "Fantasticks," the of the material produced by our foremost thermore, if one traces the history of the 11 step world's longest running musica~ and has commentators and codifiers, Rabbis, and development of theater, it is easy to ascer­ worked on 250 pofessional productions. writers. The value of yesteryear was toques­ tain that the modern use of the terms ,afran He is the Director of Guidance and Coun­ tion, analyze, examine, assess, explore, dis­ "theater" and "circus" bears little resem­ seling as well as on the Judaic faculty of cuss, conjecture, hypothesize, and comment. blance to the notion of "theater" and the Frisch School in Paramus, New Jer­ How unfortunate it is today that in some "circus" in the Roman era. The Ludi sey. He is Consulting Psychologist at the cases these have become the attributes Romani, instituted in 387 B.C.E., was a Hill.el School in Dea~ New Jersey as well which some educators believe slow down the major building block in theater history; as maintaining a private pactice. system, impede progress in this mad dash to Continued i\N 5747 Tfu'I DA'AT 3 which did contain plays, but was actually an approaches of the meforshim, sociohistori­ addition, textual material relating to~ official religious festivity. There are some cal issues such as shtetl, Holocaust and Rus­ yon shvuyim was covered. A greater unde: suggestions that the origin of the word sian Jewry can all be taught, and learned, standing and awareness of Soviet Jewr "lewd" owes its meaning to the Roman using creative dramatics. emerged, as well as a deeper appreciati Ludi. This was the "theater" Ghazal was ex­ In the younger grades, ·puppets can be of our own freedom, all too often taken I posed to. In fact, the theater of Rome was used in a most creative fashion. Very often, granted. based on the slogan "panem et circenses" the more quiet children, a bit on the shy and Just because creative dramatics may (bread and circuses). The enormous arena, withdrawn side in the classroom, come into an informal educational technique,doesn Circus Maximus, which was built for mass their own when they can work with puppets. make it any less a valid educational tee! spectacles, witnessed many animal bait­ In the older grades, sociodramas and film­ nique. Teachers are still required to ha ings, gladiatorial games and religious of­ ing can be used very effectively. Though the educational goals in mind, certain Iearni ferings. This was the "circus" alluded to in purpose of this article is not to serve as an objectives to accomplish, methods to beec the gemorrah. Therefore, Chazal's rejec­ exhaustive list of things to do, several illus­ ployed, and resources and materials to tion of a Jew's involvement or aS.50Ciation trations will demonstrate how these tech­ used. In other words, this is serious b\lj with "theaters and circuses" is both reason­ niques can be applied. ness, which, in certain circumstances, ac able and understandable. In one instance, the class was made into a ally requires more preparation time than However, creative drama is different. Bes Din, and the pros and cons of the more traditional lesson plan. Creative drama can be defined by saying Nazarite debated. The lively give-and-take There are many educational resourr that to create is to bring to life, or to make which unfolded, identically paralleled the available for developing such creative tee something, to originate. What emerges discussion in the gemorrah. Following our niques. The Board of Jewish Education comes from within the person or the group; own discourse, we then returned to the text Greater New York, JERAC (Jewish Edo: it is not the imposition of something of the gemorrah, which now had come tional Resource and Advisory Center) already completed. Creative drama is to alive, and had become meaningful and rele­ Boston, ARE (Alternatives in Religi build, through imagination, innovation, vant for the class. Education) in Denver, or CAJE (Coalit In another instance, the class decided to for Alternatives in Jewish Education) and original thinking. What is not required u cated on both coasts are excellent source; in creative dramatics is a particular skill or make a film, showing how messorah is ti talent. What is needed is patience on the passed on from one generation to the next. information, in addition to the resourcere . n part of both the teacher and student in Comparing Torah to water, the fi Im, en ti tied ters now available at virtually every !XE one fo allowing a creative process to unfold. Thirst, had several scenes including issues of Jewish education in the country. Thelo, taught C'xeat'we dramati.cs is not a recreati.ona\ ac­ of continuity, -persecution, preservation, en­ public library is also a wealth of infonn 0thers ti.vity that )USt fi\\s ti.me, '{\\)ta bit-u.l z'man, em'les from witn'ln, and t\\e future \J). \\ore ti.on , and con\.ains muc\\ t\\at can eai:,;.\ \)at\\ but is rather designed to help students important than the fact that the students adapted for Jewish educationa\ use. \t thro learn, and achieve specific goals or objec­ wrote, directed, acted in, and filmed the quires a commitment of time and effort,t how tives in an active rather than passive cli­ movie themselves, was the fact that they even dollars, to research such options. Th mat also learned and studied all the sources in getic and daring educators will hopefu mate. If children are not allowed to use their spa natural resources, there is little opportuni­ tanach and gemorrah which were relevant develop more such programs in the futir wh ty for spontaneous growth and intellectual to the theme of the film. They then prepared It is time to counter the preprogramm advancement. Rather, what educators have a resource book to use along with the film, robotic students that are emerging f!ll achieved is merely a duplication of their and these high schoolers then went into the some of our schools, and stimulate the1 own knowledge. younger grades to use the movie as a trig­ potential of creativity, imagination, awa. There are several distinct advantages to ger film to teach the children in the ele­ ness, innovation, and sensitivity that incorporating this type of approach into mentary school. The benefits, including the children have to offer-if given the oppor teaching methodology. A major one is that fact that these high schoolers actually nity. In other words, let's set the stage creative dramatics offers a technique for served as teachers themselves, and enjoyed Jewish education. learning for those students who do not it(!), are obvious. adapt readily to the more traditional teach­ In a typical sociodrama, a member of the ing methods, or for those students who need class is confronted by an invader from an a high degree of external motivation. There alien planet, and must defend his Jewish Interested in joining has been a tendency within the ranks of Jew­ religion and ritual. Though the kinds of dis­ other creative people son ish education to write these children off as cussions that emerge parallel those found in the "nonconformists;• "disinterested;' "not real­ Maimonides' Guide of the Perpl.exed, or in a Think Tank? ops ly cut out for Yeshiva education;' "not able Yehuda Halevi's The Kuzari, such discus­ Write, or otherwise the to handle a double curriculum;' et al. It goes sions are more likely to take place when the inform, Ten Da'at er's without saying that creative dramatics is student, no longer in the "safe" confines of a thrc particularly beneficial for the special child, Jewish school, encounters on a college cam­ the learning disabled, or for those children pus or in the work place, similar questions. -0 EDU0 with attentional deficit disorders or mini­ An active simulation game was developed ~ "y'~ mal brain dysfunction. However, the use of in order to convey to our Westernized stu­ O 0 dramatics should not be limited to this seg­ dents the plight of Jews behind the Iron y < mentofour student population. Issues rang­ Curtain. They had to confront KGB interro­ -i-$',wo0"' ing from stories in thechumash,discussions gations, long lines of waiting for visas, pass­ in the gemorrah, and hal,acha, to textual ports and papers, and enforced "exile'.' In ng to pui,­ ,ter under­ iet Jewry preciation 1 taken for cs may be 1e,doesnot Finding a Methodology ional tech­ ~ to have n learning in the Teaching of Torah s to be em­ rials to be rious bus1- Second in a series of articles exploring the nces, actu­ structural elements of the developmental lesson. ime than a resources lative tech­ Rabbi David Eliach lucation of rish Educa­ Center) in Religious : (Coalition 1cation) lo­ urely, Hillel did it best. When asked by cess of the lesson, develops a similar content. ues of our people. The Torah is to be under­ t sources of the impatient convert to render the In practically all academic disciplines, stood in terms of its holiness-its religious :sourcecen­ meaning of Torah while he stood on the subject defines the material and the per­ imperative. The teacher must learn to cor­ ivery board one foot, Hillel responded that the Torah spective. If one teaches history, one explores relate the specific content of Torah to the -y.Thelocal taught man to do unto others as he would the given data of any period within the con­ commandments of G-d. of informa­ 6thers do unto him. Perhaps one could sym­ text of political, social, economic, cultural, Unfortunately, the teaching of Torah has ,n easily be pathize with Shammai for his action in and psychological factors. An instructor of often been narrow in its approach. There are use. It re­ throwing out the convert. For the truth is literature will probe a text in terms of its many who teach Torah pasuk by pasuk. j effort, not how does one go about teaching this mass of esthetics and the narrative content in terms Each verse is expounded upon, often word lions. Ener- material that is so diverse, whose content of very similar perspectives. More confin­ for word. What is missing is an organic ap­ 1 hopefully spans all of humanity's experiences and ing, the sciences and mathematics are also proach. The pesukim are taught as isolated the future. whose style in the telling of the human story taught as "facts" in relation to overriding items, the parts having little relationship to rogrammed ranges from the narrative to the poetic and principles. the whole. Then, there are teachers who rging from to the forensic. Of course, what Hillel did However, when we come to the teaching of employ solely secular methodologies. For 1te the vast was to subsume this seemingly disparate Torah, we are beset with a different prob­ example, in such a teaching of the story of ;ion, aware­ material within the framework of a reli­ lem. On the surface, Sefer Bereshit can be King David and Bathsheba, David would ty that our ~ous imperative. taught as if one were teaching a forum of emerge as a great sinner. Contemporary .he opportu- In a much later century, Immanuel Kant prose. Shir Hashirim can be taught within psychological and literary insights would 1e stage for would define the methodology that Hillel the esthetic framework of poetry; on the inform the lesson, but the teacher would be I used as a process that we utilize to know a other hand,P arashatMishpatim can easily achieving an incorrect aim. He would fail to given object in its wholeness. By and large, be taught as legal material. see that what the Bible had in mind in the modern educational practitioners have em­ Yet the Torah is more than that. It is story telling of the story was that a great man ployed two strategies to achieve this desired and it is poetry; it is history and it is law; it admitted to having sinned, and that even a riing end: the lecture and the developmental les­ is anthropology and it is sociology. But what­ king is subject to G-d's commandments. In ople son with its use of the Socratic method. In ever human experience it is, it is informed the above two approaches, the first had cor­ the forn1er methodology, the teacher devel­ by G-d and by a religious belief. Therefore, rect aims but poor methodologies; in the sec­ k? OJli for the students the factual content of though on superficial levels, there will be a ond, the methodology was correct but the vise the material within the context of the teach­ similar methodology in the teaching of aim was wrong. er's perspective. In the latter, the instructor, Torah to the methodologies of secular sub­ There is a third method that is equally un­ at. through student participation in the pro- jects, the instruction in Torah demands that satisfactory. In this approach, the teacher so we find an-appropriate methodology. overlays commentary on the text that the The reason for this need is that ultimate­ students become confused as to what is ly we do not teach Tanach to either develop Torah text and what is midrash. A student RABBI DAVID ELIA CH is the principal Hebraic linguistic skills or historical per­ must learn the differences between com­ of the Yeshiva of Flatbush High School spectives. Although the latter are valuable mentary and text. and/acuity member at the Azrieli Grad­ by-products of such study, the overriding In part III of this segment of articles, I uate Institute of Jewish Education and aim of teaching Torah is to inculcate in our will develop the methodology that is needed Administration. student body the religious and ethical val- in effectively teaching Torah. •

SIVAN 5747 TEXDA'AT 5 , - . --··· ' .

Did Vashti Have a Tail?

Relections on Teaching Midrash Aggadah in Elementary Day Schools.*

Penina Besdin Kraut

am a teacher of Tanach, and midrash is Rabbis. As a result, we invite inevitable The purpose of our teaching midrash 1111 ta part of my daily experience. Not that I confusion. We must distinguish between not always be the same as Rashi's, but wh. sh teach midrash as a subject area, nor what is actually written in the r,iui ever we choose to be the focus of our Jes.,,: m that I even quote midrash every time I walk :ui:,:l~ and what is added by the should be enhanced and further explaill! ti into the classroom, but midrash certainly f1!) ~l':l~ r,iu, , so that when our by the midrash we choose to teach. If tt w plays a central role in my understanding children go to prove their point from the midrash does not complement or sup? st of Tanach and is always an integral part of Torah text, they are not taken aback to find ment our intended goal, then like Rashi, any class preparation. To teach Tanach that it simply is not there. should not include it in our lesson plaru,. fa without the benefit of midrash is unthink­ Another aspect of teaching midrashim in Another factor to consider when decidin (+ able; to teach mid rash without some careful elementary school that deserves attention whether to teach a midrash is to consill' u forethought and consideration should be is the process of selection. There must be a how that midrash is likely to be received le equally untenable. process of choosing which midrash to teach. our students when we teach it, as well About a year ago, when my elder daugh­ We cannot and do not have to share every how it may be reinterpreted by themaf. ter was in fourth grade and my son in first, comment of our Rabbis on a particular years hence. Whenever she taughtMegi1- we were discussing the parsha of the week issue. As teachers it is always our responsi­ Esther, my colleague would teach the im at the Shabbat table, as is our custom. My bility to use educational judgment in what rash that Vashti grew a tail. Unfailin f.· son had been marvelously well-prepared we teach, and I believe that this applies to whenever I taughtM egill.at Esther togra al and was reciting in great detail all that he mid rash as well. If a midrash helps to illus­ uatesofherclass(sincePurim tends tore!):; n had learned in class. My daughter was fid­ trate a point within the con text of the lesson itself annually, so too does the learning t geting and seemed to be impatient with the I have planned, then I will by all means use the Megill.ah), one of the first questior, t lengthy review of the sidrah. She was able it. If a mid rash delineates a problem or issue would receive would be a reference tot~ to contain herself for just so long, and then around which I want to build a discussion, midrash. In the younger grades theques i she suddenly burst forth "Yehuda, what are then I most certainly would include it. Jf a would usually reflect all the excitelllr supple­ student development. preteen students to put them into a position getting back at her attacker as any animal Rashi, we The most apparent, yet most neglected where they must choose between respect for naturally would. 1 plans. factor in selecting midrashim to use in the chazal and their knowledge of what seems This is my own interpretation of the mid­ n deciding rlassroom, is the decision as to whether one impossible and nonsensical within reality. rash, and I emphasize to my classes that it is l consider understands the midrash one intends to If all I have to present to them is that the only my understanding, and therefore they eceived by teach. It should be quite obvious that you Rabbis say that Vashti grew a tail, then I are free to accept or reject it, just as you the as well as ,-an'tteach what you don't comprehend, and will choose not to teach this midrash. reader are free to do. What is important hem a few yet, I believe, it happens all too often to However, I have another alternative. If I here is not this particular midrashic inter­ tMegilwt teachers when teaching midrashim. For can take this midrash and interpret the pretation, but rather the approach to mid­ h the mid­ th

SIVAN 5747 ~DA'AT 7 Top TEN Profile: al in th in s in

th Rabbi Aryeh Kaplan z"l: u y Mi An Appreciation n in ft Rabbi Pinchas Stolper si tl'

rn in w a J abbi Aryeh Kaplan's meteoric rise Living Torah, attests. A clear, contempo­ extraordinary work has been hailro as one of the most effective, persua­ rary translation of the Five Books of Moses, scholars and studentsalikeas the moot~ sive, scholarly and prolific expo- The Living Torah, remains true to the able and complete translation of the 1 nents of Judaism in the English language original Hebrew and to Jewish tradition. It yet produced. Yet, even this achievenr, came to an abrupt end on January 28, 1983, includes notes, alternate translations, maps, pales with the knowledge that The Li with his sudden death at the age of 48. Rabbi illustrations, diagrams, charts, cross-refer­ Torah was accomplished byoneman,in Kaplan was a multi-faceted, uniquely cre­ ences and an annotated bibliography. This nine months, while similar translat a ative and talented author, scholar, thinker, have required an editor-in-chief, a groll) rabbi and educator who touched the lives of translators and a staff of researchers, 1 thousands. The forty-seven volumes that trators and other specialists who labore: were his life's work accounted for a qualita­ many years to complete their task. RI: tive and quantitative leap in Jewish pub­ Kaplan also translated The Way of G-4 lishing, making a host of difficult topics and Luzzato's Derech Hashem; the sevent concepts available to the English-reading volume Torah Anthology- a translatv public. Yaakov Culi's Yalkut Meam Loez, the In the course ofa writing career spanning sical Sephardic commentary on the 1 only twelve years, Aryeh Kaplan became the Passover Haggadah and Rabbit,; known to Jewish you th and adu It readers for man's Wisdom, the writings of Rll such books as Waters ofEden- The Mys­ Nachman ofBratslav. tery of the Mikvah; Sabbath-Day of Rabbi Kaplan was born in ew York Eternity; G-d, Man and Tefillin; Tzitzis­ and was educated in the Torah Voda'a, The Thread of Light; The L ight Beyond; Mir Yeshivos in Brooklyn. After y~ Adventures in Chassidic Thought (An study at Jerusalem's Mir Yeshiva, II.' Anthology); The Handbook of Jewish ordained by some of Israel's foremet,f Thought; The Bahir-a commentary and binic authorities. translation; Meditation and the Bible; Rabbi Kaplan earned a Master's Meditation andKaballah, Jewish M edita­ in physics and was listed in Who's \I tion and Made in Heaven-A Jewish physics in the United States. "I use my Wedding Guide. ics background to analyze and syste Rabbi Kaplan was a resourceful and cre­ data, very much like a physicist wou~ ative translator, as his recent volume, The with physical reality;• Rabbi Kaplan described his method of research. I first encountered this extrao Reprinted, with permission, from Jewish individual when I spotted his articleoc. Aclion, magazine of the Orthodox Union, mortality in the Soul;' (in Interco111 Summer, 1989. Journal of the Association of Orthodox RABBI PINCHAS STOLPER is the ish Scientists) and was taken by hisun Executive Vice President of the Ortho­ ability to explain a difficult topic dox Union. usually reserved for advanced schola~ almoot completely untouched previously­ in English so simple that it was possible for these concepts to be understood by any Annotated Bibliography intelligent reader. It was clear that this ,~ial ability could fill a significant voice of the Writings in English Judaica. When I invited Rabbi Kaplan to write on the concept of tefillin for the Orthodox of Aryeh Kaplan Cnion's National Conference of Synagogue Youth, he completed the ninety-six page G-d, PARTI Man and Tefillin-with sources and foot­ notesfrom theThlmud, Mid rash and Zohar­ mless than two weeks. The book- master­ Rabbi Baruch Rabinowitz ful, original, comprehensive, inspiring yet simple - set a pattern which was to charac­ terize all of his succeeding works. A soft-spoken, unassuming individual, modest and self-effacing despite his spread­ ing renown and popularity, Aryeh Kaplan was an activist in NCSY, a firm believer in a(l]uainting unaffiliated and alienated Jewish youth with their heritage. He was a hailed by prime force behind the teshuva movement, vance. In a high school setting the series would mostread­ the return to Jewish observance. "Through­ NTRODUCTION serve as excellent supplementary reading, incen­ the Torah /JUI history, Jews have always been obser­ I once asked Rabbi Kaplan why he gave so tive projects, or as an introduction to texts rele­ 1ievement rant:' he noted in an interview. "The much of his invaluable time to attend the con­ vant to that mitzvah. he Living teshuva movement is just a normalization. ventions of the National Conference of Syna­ 1an,injust The Jewish people are sort of getting their gogue Youth. anslations act back together again. We are just doing He replied that he felt it very important to personally interact with the people for whom he a group of what we are supposed to be doing'.' Indeed, Tzilzith-A Thread of Light his books reflect a similar, upbeat philoso­ was writing. The results of his efforts show that O.U.INCSY 1984-95 Pages hers, illus­ he not only identified and addressed the dilemmas phy. The message he tried to get across was labored for and doubts of those whom he met but he simul­ What do passion, clothes, power of choice, self­ ask. Rabbi that "Judaism is a live, growing concern. A taneously provided a wellspring of information control, and the serpent of Eve have in common? IJ ofG-d­ person looking for meaning in life needn't for even the most accomplished scholar. The 'faitzith! In a 95-page booklet we are exposed to seventeen­ ~ anyplace further." articles, pamphlets, anthologies, and books he the mystery of tzitzith and majesty of tallit. It rnslation of :\ryeh Kaplan's unusual warmth, sincer­ authored reveal the richness and depth of Jewish includes an illustrated chapter on making your own and another which touches the four corners iz, the clas­ ity and total dedication to Torah were an life as expressed through mitzvos. While draw­ the Torah; in,piration to the thousands he reached ing from a multitude of varied primary sources of the physical.spiritual, and historical worlds to offer an appreciation of a mitzvah easy to fulfill ibbiNach- perwnally. His home was always open, his including the secretive world of Kabba lah his writings are characterized by use of nontechni­ yet extremely meaningful. of Rabbi table was a mecca for individuals in search, always crowded with Sabbath guests and cal language, order, and clarity which define and categorize both the simple and the complex. He w York City students. He traveled far and wide to share excites by creating a problem and solving it and his knowledge and commitment with young ✓oda'asand by comprehensively analyzing each issue. While Tefillin: G-d, Man and Tefillin people at seminars, retreats and college er years of some of his writings are best suited to provide O.U.INCSY 1973-80 Pages iva, he was campuses. direction for the hesitant, others could enhance remost rab- Rabbi Aryeh Moshe Eliyahu ben Shmuel the comprehension of every reader. This short, well-illustrated volume is a very Kaplan abandoned a promising career in The reviewer will attempt to provide a synoµsis basic introduction to the why and how of tefillin, ter's degree physics, ,Jeciding instead to devote himself of the work of Rabbi Kaplan and offer a possible enhanced by an understanding of its metaphys­ ical meaning. It concludes with a compendium of ho's Who in totally to the dissemination of Torah. He focus or use for that work in an educational set­ sul'Ceeded in uniting many elements in one ting. Works will be presented by topic-Mitzvos, excerpts from Midrash, Tulmud, Kabbalah, and usemyphys­ Chassidic thought. It should be part ofall seventh perwnality-he was the Talmudic sage, the Hashkofoh, Chassidus, and Kabbalah, General, systemati1.e Translations. and eighth grade pre-Bar Mitzvah learning. twould deal man of halacha, the master of western Kaplan once iirilization and the scientist, with an un­ h. canny grasp of kaballah, Jewish mysticism zvos and chassidic thought. Each pamphlet in this series begins with a prac­ ctraordinary Waters of Eden: The Mystery of Mikvah In the process of bringing Torah to the tical introduction and guide for the unfamiliar, :ticle on "lm­ 0.U.INCSY 1978 .tercom, the masses, Rabbi Kaplan revealed much of and concludes with mystical meanings and rele- rthodox Jew• what was previously hidden. His mind con­ In ninety-one pages of penetrating clarity the r his unusual tained libraries of books, waiting to be put RABBI RABINOWITZ is on the faculty laws of the establishment, construction, and t topic-one into writing. It was the will of the Lord that of the Ohr Torah Institute in Queens, varied uses of mikvah are lucidly presented. It is not meant to be halakhically definitive but ex- scholars and &J much be revealed and no more. • New York.

9 c,nrA l\l "-.7, ~'iDA'AT plains the difficult concept of mikvah illu­ The Handbook of The Infinite Light minating tumah and tahara by emphasizing the Jewish Thought O. U.!NCSY- 61 Pages sanctity of marriage and intimate relations.em­ Moznaim Publishing Co. 1979-286 Pages ploying a theme of "harmony with nature'.' In The philosophical imperative of the first thn, one unique chapter the reader experiences the Modeled after the Rambam's Yad Hachazakah, commandments and various attributes of G-c richness, depth, and challenge of Biblical exegesis this clearly written book exposes us toa systematic are carefully and methodically explored. Achiei as the author extracts the laws of mikvah from presentation of ideas, tenets, and philosophies ing understanding of G-d's relationship to Mar the precise wording of the Biblical text. This which form the backbone of J udaism.The book in­ and the world, in so far as we can, is the lifeloni, could be read and discussed in the upper grades cludes discussions on Foundation, G-d, Man, Israel, aim of a Jew, because belief in G-d is unique. of high school and in all forms of adult learning. The Mitzvot, Inspiration, The Torah, Prophets, man and innate to the Jewish people. Tradition, Sanhedrin, Authority, Halakha, and This booklet may best benefit those who fee Custom. Although chapters flow from one to the need to directly confront the issue of theexi, another each can also be read and learned as a sep­ tence of G-d. Sabbath: Day of Eternity arate entity. The copious comprehensive footnotes, extensive lists, and thorough index makes this O. U.!NCSY 1974 equally useful for the erudite scholar, searching Shabbat-the only ritual of the Ten educator, and the uninformed. In an educational Commandments setting it is an excellent reference book. It can be The Real Messiah used as a text in a more advanced high school class Shabbat- a central expression and fortification Composite of small pamphlets of our belief in the Omnipotent or excerpted for introductory background infor­ Shabbat-not a proverbial day of rest-it is a mation prior to delving into an area. This series of pamphlets discusses the relatiOI life-enhancing force. ship between Judaism and Christianity, Mes!ii In fifty-one "quick" pages the author ties the nism and Jesus. They are eminently readable b Shabbat of creation to the Shabbat of the exodus high school students and up. They could be used~ from Egypt to its role as a microcosm of the ulti­ Maimonides Principles: present initial counterarguments to the doubl mate Shabbat-of the messianic era. With a The Fundamentals of Jewish Faith ing soul or, where deemed necessary, to a rm on chapter devoted to describing the thirty-nine for­ with the necessary ammunition to fulfill the Mis O. U.!NCSY 1975, 1984 bidden categories of work and another offering naic decree "Da Mah Le'hashiv le'apikores'­ practical advice on how to enter the inviting, The thirteen "lkrei Emuneh" are the corner­ know what to answer to the heretic. They may bl warm, enriching environment of Shabbat, this stone and the starting point of study of Emunah, used to sensitize high school students who inten booklet serves as a very basic introduction and a Jewish belief. In 101 pages the author translates to enroll in non-Jewish universities where the springboard to understanding and appreciating passages from some of the many wr itings of the could be exposed toalien,antagonistic beliefsanl Shabbat. Rambam which elucidate those pr inciples and ideas. Even if the student will not achieve.tot. their parallel in Yigdal. At the conclusion of each comprehension he may at least retain the me! chapter is a list of stimulating and provocative sage that there are satisfactory answers to thC!< questions. This booklet is particularly useful as a arguments. The 4-8-page pamphlets are ll' Made in Heaven- class project or as preparatory work for a sched­ designed to be comprehensive treatises on th A Jewish Wedding Guide uled discussion. topic, but attempt to provide basic answers in Moznaim Publishing Co. forthright manner. The series begins with two actual accounts This is really two books in one. It provides the people who had strayed and returned, "Now I a• tis, uninitiated with a very basic guide to the Jewish tot) If You Were G-d a Jew" and "My Way Back-A Girl's Story'.'~ wedding from initial preparations through the "Why Aren't We Christians" the teachingsoftlr lei t O. U.!NCSY-82 Pages end of Sheva Brachot. All relevant texts and apostate Paul are used to highlightareasofsha~ moral a, brachot are translated and explained. The Guide A composite of three separate but related topics. disagreement between Christian teachings ar. lareduc also provides the learned and the scholar with The first, "If You Were G-d:' present.s a thought­ Judaic beliefs. "When a Jew Becomes a Chri! build ch extensive footnotes and commentary for the provoking microcosm of our world by "playing tian" focuses on the idolatry of Jesus at the nun sources of all halakhot and customs according to G-d'.' The reader is led through a series of chal­ halakhic and spiritual consequences of the Ja focusinf various Jewish traditions. There is a clear, infor­ lenges and thoughts ultimately positing that under­ who embraces Christianity. "From Messiah has beer mative discussion on nonhalakhic themes of standing the goodness of G-d, life in a Torah society Christ" presents the sequential process wheret II, "beshert" and love. It can also be uniquely useful and the mission of the Jewish people must over­ the Mashiach of the Jews was claimed to be tr pub! in contrasting the prevalent non-Jewish ideas of come. the difficulty of piercing philosophical, his­ Christ of the Christians.and the Jewish reacti Suprem love and marr iage with authentic Jewish under­ torical, and practical questions which trouble to that process. "Jesus and the Bible" provioc lie scho standing of those ideas. many and have sent others looking elsewhere. evidence that, in an attempt to validate thf and inc The second, entitled "Immortality of the Soul;' beliefs, the Christians are guilty of taking Biblit:ii gious w delves into the midrash and Talmud to explain verses out of context and misinterpreting tl. limited the function, challenge, power, and immortality Hebrew language. A picture of Jesus as a vim!: of the neshama-the soul. It offers a fascinating tive haughty man whose actions bear no re DR.ES'. glimpse of the role of neshama in the World of tionship to his preachings is discussed in "Beh Anne 1 Reward (Gan Eden) and the World of Retribu­ the Man: The Real Jesus'.' Finally, "The R~ the Heb II. FOUNDATIONS tion (Gehenem). Messiah" presents an overall perspective a Illinois. The third, "A World of Love:• contains poignant vivid portrayal of the prophecy of the true Mes; Analys1 P 11 OSOPHY anic era and teases the imagination of the read­ discussions on the purpose of creation, free will, at the I These books and pamphlets are designed to this world a nd the world to come, and the role to superimpose that prophecy on modern tilll outline, define, discuss, and transmit some of the of the physical world vis-ll.-vis man's spiritual and has most crucial fundamental truths of Judaism mission. Part II will appear in the next is.5ue of TE' licalSti in language readily accessible to the average This trilogy is particularly relevant to upper DA'AT. ture an reader. Some are introductory while others are teens, collegiates, and adult education study various more advanced. groups. the U.S ·st three , of G-d .Achiev- 1 to Man : lifelong nique to who feel An Overview of 'theexis- the Developmental View ofMoral Reasoning i relation­ First in a two-part series Y, Messia­ ,adable by be used to ;he doubt­ o arm one Esther M Shkop, Ph.D. ltheMish­ pikores"- 1eymaybe vho intend vhere they beliefs and hi eve .total n the mes­ ffS to those :s are not ses on the 1swers in a accounts of ly, behavior. Picking up where Piaget had tis, perhaps, a supreme irony in the his­ mi t and uphold a host of social conventions, ,"Now lam left off, Kohlberg's work combined descrip­ tory of American education that paral­ such as dress codes, symbols of nationalism 1· 's Story.' In tive and empirical examinations of how lel to the erosion of a common core of and patriotism, and formalized expressions hingsofthe of respect for authority and elders, despite people come to hold the values that guide easofsharp moral and social values which has left secu­ the nonsectarian foundation of such conven­ their thought and action, with prescriptive 1chings and lar education bereft of its age-old mission to models of how educators can enhance the 1es a Chris- build character and foster ethical behavior, tions. Viewing values, moral and social, as morality of their charges without relying Jesus and the number and intensity of academicians relativist at best, and arbitrary and irra­ solely on indoctrination. Studying children, ; of the Jew focusing on the study of moral development tional at worst, the contemporary teacher adolescents, and adults in various countries, Messiah to has been ever increasing. Since World War has been trained to conceive of rule-abiding, Kohlberg and his collaborators found much ess whereby II, public policy, on cue from a series of authority respecting behavior as the dan­ 1ed to be the evidence supporting his theory of cognitive Supreme Court decisions, has directed pub­ gerous antecedent of mindless chauvinism •ish reaction lic school teachers away from instruction which resulted in the obeisance of the Nazi development of moral judgment. ,le" provides This theory, modified and refined over and indoctrination that reflect any reli­ soldier and the fanatical self-sacrifice of his 1lidate their Japanese allies. Thus, the transmission of time, posits that moral reasoning (the king Biblical ~ous world view. At the same time, it has nonscientific "knowledge" which forms the rationales individuals employ to explain rpreting the limited the prerogative of schools to trans- s as a vindic­ bones and sinews of a culture, has been why a course of action is right or wrong) is iear no rela­ DR. ESTHER M SHKOP isDirectorofthe largely deleted from the curriculum-to the sequential and hierarchical. The stages of ed in "Behold Anne Blitstein Teachers Institute of chagrin and disaffection of virtually every development that the child passes through y, "The Real the Hebrew Theological College, Skokie, segment of this pluralist society which bears follow an invariant sequence. That is, the specti ve and filinois. She holds aPh.D. inPublicPolicy the financial burden of public education. order of the stages does not change from one 1e true Messi­ Analysis from the College of Education Responding to the phenomena of World individual to another. Cultural factors and ' of the reader at the University of Illinois at Chicago, War II, and the backlash that followed, the nature of one's social environment may 1odern times. and ha.s earned a Master's degree in Bib­ Lawrence Kohl berg began a study of moral cause the rate of moral development to vary development spanning over three decades. or even to stop, but will not change the .ssue of TEN lical Studies and aB.A. inEnglishLitera­ ture and Philosophy. She has taught at His aim was the discovery of a universal, ra­ sequence of development. mrious secondary schools in Israel and tional, and nonsectarian criterion which Piaget and other researchers had ob­ I the U.S. could inform moral reasoning and, ultimate- Continued

SIVAN 5747 L'iDA'AT 11 served that up until the age of ten most chil­ group, a concern commonly associated with people advance in their moral reason· dren focus on the "objective" consequences adolescents' single-minded obsession with be­ when they are exposed to or are required· of an act in determining whether it is right ing popular. interact with reasoning slightly abovetht or wrong. To young children intentions Yet, research has found that most adults own. In practical terms, a development seem to be oflittle consequence compared to never progress beyond this level of moral view of both cognition and morality callsf the amount of damage done. To the objective reasoning. At this level of reasoning most the parent or teacher to meet the childre child, then, lyi ng is wrong only if it is pun­ people behave as law-abiding citizens, seek­ where they are, to "plug into" their level ished; the accidental destruction of a $100 ing respectability and a good reputation, understanding, while striving to move tilt vase is deemed worse than the intentional though they fail to discriminate between forward gradually to the level immediate destruction of an inexpensive item. Kohl­ legal and moral imperatives, and between so­ above their own. Overt exhibitions berg termed the reasoning patterns ob­ cially accepted behavior and morality. In rewards and punishments to foster desili served by Piaget in the very young children addition they fail to resolve dilemmas aris­ behavior are thus both appropriate and­ as Level I - Preconventional Moral Judg­ ing from conflicting requirements within fective in the primary grades. However. ment, where avoidance of punishment is the social group, or varying requirements teacher's limited focus on outcomes withoc the central criterion in determining right or from different groups to which they simul­ attention to efforts and intentions arre; wrong. At this level, the source of the dic­ taneously belong. the young child's development, and prerer tum (i.e., whether the person demanding The highest level of moral reasoning pos­ progression from the pre-conventional sta? some form of behavior is empowered to pun­ ited by Kohlberg, Level III-Post Conven­ At the same time, thedevelopmentaliit< ish or withhold some desired reward) is a tional Moral Judgment, is guided by the warns educators away from talkingdow1r crucial determinant in whether the dictum criterion of universal justice, and the calcu­ children, from employing rationales tk will be obeyed. lation of the greatest good for the greatest are beneath their current level of thinlo Piaget found that by about ten or eleven, number of all people, which overrides the This isan error typically committed byar the child moves into "subjective" moral demands of personal utility or the interests mary grade teacher substituting for a day reasoning, when he is capable of taking the of a limited social group. Research indicates junior high school, where she quickly perspective of the person(s) involved in a that very few individuals employ this higher covers that a threatened trip to theprinci11 situation and thereby consider the inten­ level of judgment in resolving moral dilem­ office, howsoever effective with a six-ye1 m tions behind the act. By then, the child is mas, but empirical study supports the belief old, fails to budge a seventh grader wli! at less egocentric and is able to perceive more that educational intervention can foster the she may have unwittingly rendered a Ir than one dimension of the problem. Kohl­ development of moral reasoning. What dis­ to his classmates. While such an error is la berg refers to this higher level of reasoning tinguishes this level of reasoning from those likely to cause permanent damage, in d as Level II-Conventional Moral Judg­ preceding it is that the use of universalized essence it is not different from the more~ ment, where the need to be "a good person" "principles" allows one to deal with moral nicious practice of attempting to inr in your own eyes and those of others is the dilemmas to which no specific rule or law piety in older children through fear primary criterion for determining what is applies perfectly. People who exhibit this divine retribution. right or wrong. At this level, following the form of reasoning are less likely to violate The implications of the cognitive deve rules and winning the respect of authority their notion of moral wrong, even if such ment view of moral reasoning for Je is the most central motivator. Individuals at behavior is socially accepted. day schools, and the relation between Level II are most concerned with confor­ The body of literature in moral education reasoning and moral behavior will be o mance to and acceptance by their social testing Kohlbergian models indicates that cussed in the forthcoming issue. A Case Study in Tolerance OR You Caused My Child To Eat Treif ....

Rabbi Eugene 1 K walwasser soning ired to etheir nental alls for 1ildren level of done children eating nonkosher food but ·ethem avneh Academy, located in Bergen One parent, upon hearing from her son that the school cannot control the personal diately County, New Jersey, is a centrist that he "never tasted such delicious pizza;' lives of each family. Checking about the food ons of Orthodox day school, and although calls Dena's mother to thank her and to in­ preparation for any activity outside of the desired m~t of the children come from observant quire as to the source of the pizza. yeshiva is a parent's responsibility. If there and ef­ homes, some do not. When the truth is revealed, my phone are any questions before an event, the school rever, a The following episode took place in our rings incessantly with calls from parents is more than happy to clarify any potential 1rithout school; the names have been changed to pro­ who are concerned about how the school can concern. After the fact, however, the only arrests tect those involved. allow such an incident to take place. Some option is to deal with the future and try to 1revents Dena, a first grade student from a non­ are irate, others express outrage, and a few educate everybody involved. ilstage. observant home, is celebrating her seventh show understanding. For the most part, The process requires patience, under­ ta! view birthday. Her mother arranges a party at a they are concerned that their children standing, and sensitivity to all, regardless down to local bowling alley that rents its room for should not be "contaminated" by this inci­ of background. The/rum parents should be les that J:Qrties and serves food prepared in its own dent. Some even demand that this family be encouraged to become involved in some 1inking. kitchen. In recent years, due to the influx of expelled from the school on grounds that form of outreach and kiruv so that these byapri­ traditional families in the area, an arrange­ they are not sensitive to the principles of incidents will not recur. They must be made aday in ment has been made with this bowling es­ Orthodox Judaism. These people instruct to feel that their assistance is needed in edu­ :kly dis­ tablishment that the serving of kosher food their children not to play with Dena during cating others and that their children will incipal's from outside vendors is permitted. The com­ recess or at any other time. not suffer any long-lasting negative conse­ ,ix-year­ munity thus assumes that any food served My approach to this conflict is two-fold. ata Day &hool student's party is kosher. The first aspect is dealing with Dena's quences from such an incident. ir whom The task is not an easy one, but the job can d a hero Dena's mother, however, orders the regu­ mother. Such an incident may stem from be accomplished. Over the years, some of our ·or is un­ hr food fare for her youngster's party but either ignorance or from a deliberate intent parents and faculty have influenced nonob­ :e, in its dcei not inform any of the children or their on the part of a parent. Educational pro­ servant families in becoming more tradi­ nore per­ J:Qrents. The children attending the party cesses are needed in both cases. The latter tional, and the rewards are most satisfying. o instill do not question the kashrut, assuming that demands rebuke and mussar whereas the It is my belief that the key to success lies in fear of the usual kosher arrangements have been former requires explanations and patience. made. They partake in the meal that is The second aspect is placating the Orthodox CUPID: compassion, understanding, pa­ tience, interest, and diplomacy. develop­ served to them at Dena's party. parents who are offended and explaining • r Jewish to them that they, too, have responsibilities Ed's Note: Ten Da'at invites response. en moral RABBI KWAL WASSER is the principal as educators-to educate fellow Jews to a Please consider shari'ngasolutwn, problem, II be dis- of Yavneh Academy, Bergen County, greater appreciation of Judaism. It must be or challenge that you have encountered. • Sew Jersey. clearly stated that the school does not con-

IVAN 5747 :XDA'AT 13 Imitation, an Effective Means of Education: A K-12 Experience

Nina Butler gro of I res he beauty and the challenge of teach­ to select what is most appropriate for songs ... school band ... wedding tapes ak, ing young children is their amaze­ their grade levels. These tasks and auxili­ 8. Decorate rooms for Chatan's tab 'Ii ment and aim at what we sometimes ary lessons can include: kabbalat panim, and meal [exami~ • to l take for granted. As educators, we should 1. Designing, writing, and sending of the tion of concept of hidur mitzvah] occasionally set aside our prepared lessons invitations [Hebrew calligraphy demon­ 9. Bake huge challah [tactile invot. ~ and draw upon one oflife's experiences to its stration] ment suggested for younger grades] bot fullest. 2. Organizing the ceremony [examina­ 10. Prepare meal [sold as hot lunch ten In Hillel Academy's Kindergarten we at­ tion of chupah procedure including its seniors as yearbook fundraiser] pos tempt to do that and I would like to share historical development; study of mean­ 11. Divrei Torah [sharing some of tt 'I what began as a class experience and ing and order of sheva berachotJ material learned above, reflections lay evolved into a school-wide project. 3. Writing and reading the ketubah [les­ marriage, sources, etc.] stu sons on laws of contracts, witnesses, and 12. Flower arranging the I. Background and Setting: the ketubah content] 13. Dances at meal [an opportunity tio - Kindergarten aide is getting married 4. "Props"-wine cup, candles, glass to teach Jewish dances] ma during the school year break, place for tenaim [discussion on 14. Photography inv -Co-ed Orthodox Day School including customs and their significance] 3. Follow-up meeting with a letter to !.e'dl. SU students from nonobservant homes. 5. Build and decorate chupah [signifi­ ers confirming each task and a gener f1' cance of marriage beyond the wedding, schedule. SU II. Objectives: including study of primary sources] in - Reenactment of a traditional Jewish 6. Decorate bride's chair for kabbalat IV. Conclusion: in wedding in school panim [with emphasis on teaching the Watch the faces! And realize your own - Involvement of each grade, K-12, in mitzvah of rejoicing with the bride and ner satisfaction of knowing you brought co some part of the preparation and reenact­ groom] lesson that each and every student wilL co ment 7. Prepare music [learning appropriate member for years to come. sh -Learning of the sheva berachot -Dancing and singing and participating in the mitzvah of rejoicing with the bride and groom -Challenging every student to learn something new about Jewish marriage (see suggested list below) - Engendering school morale and ruach by working on one huge project together.

ID. Procedure: 1. Establish date and time for chatan and kall.ah to appear in wedding clothes 2. Meet with faculty a. Establish time parameters: "wedding" not to exceed 2-3 hours b. Present a check! ist of tasks for teachers

MRS. BUTLER, B.S., M.A.T., is Head Kindergarten Teacher in Hillel Acad­ emy of Pittsburgh. ~l ~ I Teaching '1\keidas Yitzchak"

Sarah Wainkrantz

we and trepidation best describe my At this point, the student is equipped with There are a number of advantages that initial response to the prospect of a vast reservoir of knowledge that will be result from this approach: teaching Akeidas Yitzchak to a processed in the second phase of the pro­ gram which involves the reorganization of group of high school seniors. The challenge 1. In order to insure the success of the pro­ the text and accrued mefor shim according of this undertaking entailed the awesome gram, the teacher must establish the pivotal to predetermined topics. responsibility of conveying the ruach of the points prior to any learning in the class­ s tapes] akeidah through a pedagogic approach. The teacher now introduces the students room. The presentation of the shiur reflects n's table, This article proposes a two-step approach to a limited number of pivotal concepts in the teacher's increased preparation and examina­ to teaching the akeidah. The innovative the akeidah. The student is given a number organization. Moreover, the primary hash­ ah] regment of this proposal is contingent upon of worksheets, each one incorporating a kofos determined by the teacher set the cri­ , involve­ its conventional segment. An analysis of single hashkofah and a listofpesukim. The terion for selection of additional mefor­ -ades] ooth segments prefaces the discussion of po­ student is asked to record the exact text and shim. Selectivity avoids the problem of lunch by tential benefits stemming from this pro­ accompanying meforshim that support the overloading students. Learning too many ·] in;al's implementation. designated hashkofah on the sheet. Upon extra meforshim, that are virtually unre­ ne of the The initial stage of learning is designed to completion of all sheets the student pos­ lated to the primary concepts of the shiur, ctions on lay the foundation of the shiur. An in-depth sesses a comprehensive set of notes that dis­ generally leads to confusion and forgetful­ study of chumash and Rashi focuses upon play a total conceptual picture mirrored in ness. Limitation, however, does not imply the exact text that generates Rashi's ques­ the words of the posuk. elimination of meforshim outside Rashi. tunity to tion and mirror Rashi's answer. Many enig­ This teacher selected seven pivotal points On the contrary, this program insures expo­ matic explanations in Rashi necessitate the for the student to pursue: 1) What is the pur­ sure of new sources that are preselected in investigation of commentaries on Rashi pose of a trial if G-1l' person's capabilities? 2) What was Avra­ a general ~'iN i,) .Thebenefit,derivedfromexpo­ ham Avinu's test in the akeidah, and how 2. This method transforms each posuk and sure to these meforshim, becomes manifest did he pass that test? 3) Did G-d really desire in the students' subsequent ability to engage the sacrifice of Yitzchak? 4) What was Yitz­ each meforesh into a building block of a mindependentstudy of chumash and Rashi. chak's role in the akeidah? 5) Prove the totality. The magnificent beauty of Torah learning emerges as the students create a tap­ 11r own in­ Although Rashi constitutes the primary value of 1u,:, through the akeidah. 6) brought a rommentary selected to explain the text, Prove the value of action through the akei­ estry of insights by connecting the threads of mt will re- ronsistent study of relevant Rambans dah. 7) What is the legacy of the akeidah for individual pesukim and meforshim. • should complement the concentration upon later generations? chumash and Rashi. Ram ban should be dis­ The following worksheet was prepared for 3. Essential concepts and insights are no ru&<:ed in lightofRashi's viewpoint thus en­ the second of the above pivotal points: longer expressed in terms of generality and rouraging students to pinpoint the words of abstraction. This approach anchors each the posuk that become the springboard for (l) 11.,. :, - :,-,,,:, ) 'l' hashkofah to concrete text, thereby increas­ !011"1l• ll 110 11\l -..11; Jl ' Ol-, 11 0 111, ,111 "l•JD n , :,ri comparison and contrast between Rashi • -, I'll:!• 111111 •, 1 11, • u'I 111"10:i.1111 ing textual proficiency. Secondly, learning is andRamban. 1111, n•o :u:1•11 11 111'1• no longer an exercise in note-taking. When In addition to Ramban, other commen­ ( a~ • l'1D) , , n•11 11:i nl/lJ D,t:i , n1-.n• n 1:,:,• .,,,•:i:, .1 studying for a test the main point of refer­ tariesmay be selected. However, the general (D• •,.,o) :,-,, :,J1) H 'II • .,, , '1 •11:, nn•:11 n, , ..., - >1 1J11 ' '"" .,, Dl • , :i .2 ence becomes the Chumash, not the note­ principle that may be helpful is that rele­ book. Thirdly, a student will remember a (11D'DII :n,n) 11, .. ~ :,:,1,D ' ll'• ••., . ~ 11,, , , :, 1•11• l llllD. , . ) rnnce to Rashi should constitute the criteri­ perush far better if it is associated with D., .,,.. _ •011-.1• D, •• , . - :'llJ D:'I "" D' ' ' " 0 :'1'>)11 .,. 1n11••u, ,4 •ln for the selection of supplementary ______( •• ,,) • n1 n o'1 o•o•, , o other meforshim in a particular category. meforshim. Thus, time allotted for develop­ ______(1•:io'>) •,,-,,, •1-, , , ,,,• Fourthly, the students feel a tremendous mg skills in reading and analyzing mefor- ______( · • •,) :iii.:, 1111- :,-,,.,,, , u :,n .5 sense of pride in knowing a complete unit • •:, 11.,• - 110:,-. 11 •" , o~o, •• "" ,1'"' ·,,, 0 1• 11 n•11 , -,, :1, ,,,, ,6 1Aim is simultaneously utilized for the ••-, 1 11, n,,, ., ,, ,,,.,, "backwards and forwards'.' High test scores ______( ••w,) • u n, • development of a more comprehensive ____ (o•• :i'1o ) •o:'\"1:111 0 11 , , a• 111 '11 • 0:,-,,1• and enthusiastic class participation indicate understanding of chumash and Rashi. - -- ( • • ,,) • 1 •l'J 11 11 0 :,-.:,11 • • • , ~ 01') that the students' sense of accomplishment is .,. '"' Dll :'I 1 :110:, 11 11 11 ••··· •11 1:, ., . , .,, , nno,, 1 1 11):'llll .7 ______(o • •:i'1o) •111:, justified.

1•-. '1• 11,n,:i:, 1 •:i'1 •n:iu/1 •11111 1 • 1 11, •11011 ,,.,. .,, o l'li:i, '1• 1,111•1 :i , 8 !411S. WAINKRANTZ is on the faculty of .(,,, ,o,n) •111111 o•r"• .,. • :i , ,.,,, 11 11, , • - • , ., , ,., a ,, • ,111•, • ,• Critical to all of the above is the teacher's

the Hannah Sachs High School, Chicago, 1'1'1, 111 :,J •iio:, nJ, 11 111~'1 - • , . , ,,, r,o'1 - •1 111 '>11 ,,,i n1, •oo , .9 role which reinforces the integral relation­ Illinois. ______( o••,'1D .. 111•'1•0 , n, o ) ••11 '1u•l -,, ship between text and ruach. •

SIVAN 5747 A Tl:.'iDA'AT 15 The Library As Partner in the Teaching Process

MarC'ia W. Posner

oo often, the library is considered including the prophets, post-biblical and values, rituals and practices, stories of ch r fictio apart from the school, an extra, an medieval philosophers, up to the contempo­ dren and their pets and toys, older childn: bette enrichment; a place to send the chil­ rary period; books about Jewish ethics and having to make choices, Jewish historil) In dren to do research or to hear a story. The mitzvot; books about prayer and several and biographical fiction including the Holr I and I library is certainly the place for these activ­ kinds of prayer books; books about the ori­ caust and the struggle for Israel. Some plan ities, but it is also a teacher-resource center, gins, rationale, and development of various these stories should be realistic, others IB)• asint a source for nontext materials which will life-cycle rituals and practices; Jewish folk­ tical or even fanstasies. Ii bra provide depth to the curriculum-adding culture and how it is expressed in several two 1 relevancy and meaning, and a school for in­ languages, among different Jews, and at dif­ THE TEACHER/LIBRARIAN INTERVIEW they dividual study where the learner can pro­ ferent points in time. There should be a sec­ Now the question-how are these to hope ceed as far as he wants and at a pace that tion of folktales and legends, derived from used? It is a question of knowledge and COil they suits him. the people, retellings from the Bible, the munication between teachers and libraria tofei Talmud, and Midrash. Books that address The librarian should know the curricul\111 libm current concerns of Jewish students and THE SCHOOL-LIBRARY COLLECTION not just in general, but week by week. Th bookl their families are needed; books about ani­ First, let us examine the library collection librarian should know the contents of tlr ate­ mals, plant life, ecology, and the Jewish per­ and see what it should offer. There should be library, intimately. The teacher should r, but spective on nature and animal life; the an ample reference and nonfiction collection unteer to give the librarian her lesson plalr therr cuisine of Jews from various countries; books in Hebrew, English, Yiddish, if teaching and or at least her informal plans about 11 soun about pure science and its fo reshadowing in discussion is carried on in these languages. weeks before the lesson. The two should ha whic biblical and rabbinic literature-including Among the reference collection should be a discussion about what the teacher reaG subsi literature from the Association of Jewish encyclopedias, dictionaries of language, biog­ wants to accomplish in the lesson that da. she I raphy, Judaism, etc.; almanacs and other Scientists; Judaism in art, crafts, needle­ Does she want the students to be able Boa, work, music, dance; literature of religious yearbooks; Bibles, commentaries; and concor­ memorize certain facts, to be able to read havE dances; geographic encyclopedias and at­ and secular Jewish writers who write prose daven particular passages? Does she hor, lases; directories, guides, and handbooks. The or poetry about the Jewish historical experi­ to have the students understand the co A Tl nonfiction section should contain Bibles, ence, the tension between traditional values text in which the material being taught wa< 01 biblical commentaries, and other subjects and secular lifestyles and the choices that formed, was needed, and the personaliti, can related to this period; rabbinic literature, had to be made; of persecutions and of joy; of the people who had to decide what w able various codes of law and their commentaries, books about archaeology, ancient history, how tradition was molded to the tinx Afu books about the Sages, Jewish philosophers- medieval history, history of Jews in the while still remaining Torah-true? Does s Diaspora, in Galut, pogroms in England, want the students to be able to place ther.: foll< DR. POSNER, Vice President-elect of France, in Germany during the Crusades, in selves in positions similar in concept tolui the the Association ofJewish Libraries, is a Poland, the Ukraine, and in Russia; whole torical or religious events? sigt consultant for the JWB-Jewish Book sections on the Holocaust and the formation Well, obviously, all the resources of th rele Council and the UJA Federation ofNew of the modern State of Israel; on geneology school will be needed to teach the childre isa York. She is the co-editor of the journal and biography. cognitively-to learn certain facts and b par: Judaica Librarianship and has published There should also be a section of fiction­ able to perform certain skills (very ofta the extensively on the subject of children's current books, and of short stories-books textbooks and computer program drills il: coll literature. She was on the faculty of for young children from 4-8, 8-12, 12 and this the best); or affectively-attitudinal~ of I Queens College and is currently work­ up (arbitrary divisions), these should deal emotionally, integratively (very often rnr tea, ing on a textbook on librarianship. with home and family, holidays, Jewish textbook material such as nonfictia_ inq A GOALS WORKSHEET FOR TEACHERS AND LIBRARIANS

TEACHER: LIBRARIAN:

Cognitive Methods and Anectlve Methods and O blectlves i Materials II Obfecllves M•terl•ll ii I II

I \i i I I I .L-.--

_ Class ______Date of Appointment ITeacher"s Name Room Number _ _ _ _

; of chil­ fiction, and film insinuate these feelings from their perspective. It can be a most from a research lesson. It is almost impos­ :hildren Mter). exciting way to teach. sible to remember in a vacuum. One learns istorical In such a busy school, when do teachers and remembers in answer to a perceived he Holo­ and librarians have time to sit down and SPECIAL LIBRARY PRIVILEGES AND need. Therefore, library skills and research Some of plan together? Library visits for teachers of SERVICES FOR TEACHERS assignments should be planned together in ers mys- asingle grade should be scheduled with the The librarian should order books that will the biweekly teacher-librarian conferences. 1brarian all through the term. Once every enhance a teacher's technique or subject two weeks should be enough. At that time mastery, and allow them to be borrowed on :VIEW '.hey should tell the librarian what they long-term loans, unless the material is in INDIVIDUALIZED INSTRUCTION ~ to be wi to teach two weeks hence and what constant demand. The librarian should not Whether a student is advanced or slow, andcom­ they hope the students will be able to do and delay processing new items that will be use­ the library is the place for individualized in­ ibrarian. :ofeel regarding what has been taught. The ful to teachers. In addition, reference books struction. Released time for advanced stu­ ·riculum, librarian may be able to immediately suggest may occasionally be loaned to a classroom dents may be used for research or collateral ,eek. The ocoks and passages that will be appropri­ for the day, or to a teacher for a weekend. reading as a way to challenge their capacity, ts of the ite-many may not be on the exact subject, The librarian should clip and/or copy rele­ inviting them to bring back the newly 1ould vol­ JUt will encompass the same underlying vant periodical and newspaper articles, col­ acquired knowledge to the class. Slow stu­ ;on plans, •Jieme.Sheshould also bring new teaching re­ umns, information that will be of interest to dents can be helped by tutors in the library, bout two ,oorres to the teachers' attention- resources particular teachers with whom she has a either computer, programmed books, or ould have .-hichcome into the library asa result of her working relationship. That is not to say that human; or by reading material about the 1er really ,Jllicribing to certain magazines, or which teachers should not do the same, but the same theme, or set in the time being studied, that day. ;he has ordered from publishers, or various librarian has easier access to publishers' but written in an easie1~ more understand­ e able to &xlrdsofJewish Education. These visits may catalogs as well as the training to organize able form. This sometimes provides a slow toreador .ave to take place before or after school. the material into a "vertical file'.' She should student with enough insight so that he is she hope bring curriculum-oriented titles to the at­ better prepared for learning. Slow students , the con­ tention of the proper teachers and order the cannot learn abstract concepts and have .\ THREE-WAY PARTNERSHIP mghtwas book, filmstrip, video, etc., at the teacher's trouble retaining rote material. If, some­ Once the librarian has been alerted, she sonalities request. how, the understanding of why something sanarrange for the books to be easily avail- what and should be learned and how it was first devel­ 1ble and she can give talks about the books. oped, can be communicated, the abstract be­ :he times TEACHERS' RESPONSIBILITY After students complete their research, a comes more concrete. That is why rabbis 'Does she On the teacher's side, this trust and part­ i llow-up discussion can take place between used little stories to teach with. The library ace them­ nership should not be abused. The teacher ·lie students, librarian, and teacher on in­ can be used in the same way, if the librarian ept to his- must be responsible not to lose or misplace s:i\ltsgained through the readings and their knows her "stock'.' rdevance to the material under study. This the borrowed material and should return it ces of the To help locate books with certain themes, ,a three-way partnership. The teacher pre­ when promised, or upon request. A teacher e children holidays, and values, you can use Juvenile 'iil'<'S the formal material as prescribed by should not lend it to a colleague, but rather re­ :ts and be Judaica: The Jewish Values authored by 1he curriculum; the librarian supplies the turn it to the library for further circulation. ,ery often this writer. ~lateral material to deepen the meaning n drills do But this is just a start. In fact, so is this .,fwhat is being taught, and the students itudinally, THE TEACHING OF LIBRARY SK ILLS article. The rest is up to you. • •0.ich both teacher and librarian, as they often non­ 1terpret both lesson and outside readings Library skills should not be taught apart nonfiction,

SIVAN 5747 '-OA'A'l' 17 :,#!--~-.,-

DA'ATTORAH .Parents and Strangers: The Halakhic Issue ofRejecting and Torah. At first, as stated, the responsibil:­ The id~ was the father's. At the second stage 11•lx; should t for whatever reason, the father could n nor by a Dismissing Studenl:s discharge his responsibility, he took his& was, tha to Yerushalayim and privately arran~ transmi with an individual teacher for theeducatl: Rabbi SimchaKrauss of his child. Finally, with R' Yehoshua b Gamla, the responsibility to teach To~ --• "C began to devolve on the community. Indeed, a check ofRambam's formulati save ti r he community involved with Jewish to Yerushalayim .. . and if not he would of the relevant hal,akhot in "Hilkhot T fu rther. education, the chinuch community, not go .... They therefore ordained that mud Torah" will show the same reading the es is beset by a variety of problems, all teachers should be appointed in each the hal,akha. Rambam begins "Hilk!: institut of them challenging, and most of them district ... and if the teacher punished Talmud Torah" with the individ every d defying simple solutions. I would like to them they would rebel and leave .... exemptions and obligations of Tulrr. In ot addres.s myself, from a hal,akhic perspective Until R' Yehoshua ben Gamla came I Torah. Then, in the second chapter, heo~ I to one critical issue that plagues admin­ and ordained the institution of I with the communal responsibility and u istrators, educators, and lay leaders in­ teachers for children in every district formulation of R' Yehoshua ben Garn I volved in school affairs. and town. takanah to "appoint mel,amdei tinokot { Surely every school is faced, at times, with l A close analysis of this passage will yield every county, district, and city." a decision about rejecting or dismissing a the following information: One would infer from the above that given student. In fact, even success can cre­ 1. Before the takanah of R' Yehoshua ben long as the obligation to educate is ind: ate its own problems. Is there a point, for ex­ dual in nature, there can be cases wh: ample, when a Yeshiva can tell prospective Gamla, the prime teacher and transmitter of Torah was the parent. learning is not universal in nature­ applicants, "Sorry, registration is closed?" student "rebels" and leaves. An individi Obviously one cannot make blanket state­ 2. There was an interim period, before R' teacher may not be succes.sful with a !Xlrt ments. Each and every case has to be Yehoshua · ben Gamla, when Torah was ular student. He may say, "I give up;'all( decided on its own merits. Still, I believe taught by people other than the parent. then no longer responsible for hiseducat that one can provide a Torah perspective, a Then, however, when the child "rebelled" he This is not the case, however, with· Torah vector, if you will, on these topics. simply quit the system. Jewish community. The community 111 trans It is best to begin with the well-known transmit the mesorah. The commun 3. Finally, R' Yehoshua ben Gamla estab­ As passage in Masechet Bava Batr~ 21a: must be successful. At the communal le-. canno lished a system of schools in every district the tradition has to be taught, implemet we ha and town. It seems, from the context, that .. . Rav Yehudasaid in the name of Rav; and transmitted. Hence, after R' Yeh~ father, after R' Yehoshua ben Gamla, the child who But the name of that man is to be ben Gamla's takanah, there is no prov~ reject "rebelled" did not leave the system. blessed, to wit R' Yehoshua ben Gamla, for the student who "rebels'.' Even · in the forwithouthim the Torah would be for­ It is interesting to note that, in the rebellious student must be accommodatr both o~ gotten in Israel. For at first if a child Gemara, the rebellious child's leaving the Another point ought to be made about the fat had a father, his father taught him school is mentioned only in the interim takanah of R' Yehoshua ben Gamla. period Torah and ifhe had no father he did not period. No mention of the child who sainted Rebbe, Rav Yitzchok Hutner, n menti study ... They then made an ordinance "rebelled" is made in the period of full R' Yehoshua ben Gamla's strange intru: andle that teachers of children should be ap­ parental involvement, nor in the period tion ... "But, the name of that man is L is tha pointed in Yerushalayim .... Still if a after R' Yehoshua ben Gamla's takanah. blessed, to wit R' Yehoshua ben Gamla child had a father, the father took him Why not? It would seem to us that the issue The Gemarra says "But he should of children rebelling and the proper rela­ blessed'.' It would have been proper tosl RABBI KRAUSS is the Chairman of the tionship to such children is a universal -con­ R' Yehoshua ben Gamla is to be ble,. T.E.N. Rabbinic A dvisory Committee. He cern at all times. Why the introduction of "But .. . "? is the spiritual leader of the Young Israel It would seem that with R' Yehoshua ben Rav Hutner saw in this one word a lall'f of HiUcrest, N. Y. and is a member of the Gamla a radical transformation took place on the deterioration of Kenesset Yisro. Talmud faculty of Yeshiva University. in the nature of responsibility to teach Contin ------

T.E.N. ACTIVITIES

[lity r.-ieideal situation is indeed that the Torah will decline because he has a son, Yishmoel, hen, ;Jd be taught not by a hired individual, who did not turn out so well. Yitzchok will not 1rby aschool. The ideal is, and at one time decline the honor because Esau was not the If You Missed . . . son ~. that the father teach his son Torah. The best of children. Finally, G-d will turn to ,ged !rall5mitter of Torah, ideally, is the parent. Dovid and, indeed, Dovid will gratefully Visit by Prof. Rappel; 1tion Ho-.·fl'er, this ideal state of affairs did not accept the honor and lead the Birkat Regional Conference in Dayton; ben L<'.. The situation of a father teaching his Hamazon. Visits by Dean Rabinowitz to ~rah Torah ceased. A breakdown occurred in There is one difficulty with this Gemma­ Baltimore, Columbus, Dayton, ideal transmission of the mesorah. To rah. If Avraham and Yitzchok were disqual­ Shulamit (Brooklyn), Washington; ttion si,e the system from breaking down ified because of their rebellious children, Special material prepared for TE.N. Thl­ ~lier, R' Yehoshua ben Gamla ordained they why did Dov id accept the honor? Didn't by Dr. M. Sokolow; g of he esuiblishment of a school system, "the Dovid, too, have a rebellious son, Avshalom? hot ;titution of teachers for young children in One can reason, however, that Avraham Don't Miss: !dual y district and town .... " and Yitzchok were disqualified not because Lay L€adership Congress in Boston mud In other words, R' Yehoshua ben Gamla's they were unsuccessful parents who could mens "i'.ution, though lifesaving for the Jewish not keep their children in line. It was not May 31; Visits by Dean Rabinowitz to the .11nunity, came about by a decline from their fault that their children opred out d Atlanta, St. Louis; hlla's normative and ideal situation. It came of their tradition. Rather, the disqualifica­ C • Next year's conferences in ;ot rn t because, alas, the ideal state where tion of Avraham and Yitzchok was ground­ father taught the child Torah no longer ed in something else. It was grounded in the Columbus, Long Island and .. 1at as ~- Tu take note of that fact Ghazal, fact that they rejecred their rebellious chil­ ndivi­ ilepraising the takanah of R' Yehoshua dren. It is here that Dovid distinguished Also Expect: where Gamla, introduced the episode with himself. Certainly Avshalom did not walk .\fore visits and conferences; &t. ,, i-the in Dovid's footsteps. Avsholom rebelled More educational materials prepared ~idual In light of what has been said, today's against him. But never did Dovid reject his under Dr. Sokolow's editorship; I rtic­ :~111 represents two institutions. It rep­ child, rebellious as he was. Never did Dovid Progress in a skills-based curriculum Fand is resents the Jewish community, whose duty reject Avshalom. project; ~tion. ~ '.11 transmit Torah. It also represents the It is out of this perspective, I believe, that Chumash curriculum for 9-10 grade; th the 1therwho, ideally, should have taught and questions, difficult questions to be sure, must 'nr.,,initted the mesorah. such as the rejection of a student, the dis­ Help-when you need it-if we can (!U nity Aswe pointed out before, the community missal of a talmid, the closing of registra­ possibly give it. 1 level, ,t reject a student. It cannot say that tion, should be viewed. nented. bal'e no place for a particular student. A We all intuitively agree that to turn pro­ noshua ·:her, by the same t.oken, will certainly not spective students away from school is in the >vision ·! his child. As a matter of fact, a glance category of Dinei N'fashot. Still, the fact m the ~ Gemara cited above will reveal that in that we ask the question tells us something dared. t,ifthu;esituations, in the period when about the manner in which we relate to the 0lDUc out the fathertaughtTorah to his child and in the student. We only raise the question ofaccep­ y7~ la. My .oo after R' Yehoshua ben Gamla, no tance/rejection because we think of the stu­ c% ·, noted .~,,n is made of the student who "rebels" dent as a stranger. A parent, obviously, does 0 0 troduc­ leaves the system. The clear implication not ask whether he should accept or reject \- < is to be 11 t-0mehow, neither the father nor the his child. A parent never rejects a child. As ,la !)'Stfm can reject the "rebellious" student. Schools and Yeshivot who represent the com­ ~f'rwo0+- ,uld be ~ they dare not reject him. munity and the parents of K lal Yisroel we to state 11::, 1s illustrated, aggadically, in the must pursue policies of acceptance and open­ ,!es.sect. GtmaraPesachim (119 b) which states that ness. Practically speaking, educators must '.'It- future, when G-d will arrange a ban­ design programs to meet the special needs of lament " Hewill look for someone worthy of the these students, and the community must (isroel. ,r of Birkat Hamazon. First, G-d will provide the resources to implement these itinued Arraham Avinu. But Avraham Avinu programs. Only then will we find brae ha. •

19 History Through Biography: A Modest Proposal

Dr. Moshe Sokolow

....

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economic, and intellectual history of his/her or review readings, and suggestions for Since the sheer mass of historical data Jewish community. coordination. (which only grows greater) is often an obsta­ For example, the era between 1391-1497 in In discussing the pertinent feature; cle to the meaningful study of Jewish history, Spain and Portugal-which encompasses the objectives of this lesson, we have been · the question often arises: Can history be issues of Conversos, Marranos, Inquisition, by the syllabus for the integration of J taught-adequately and significantly­ and Expulsion-can be canvassed via the and general history, grades 9-10, pre without the usual concentration on names biography of Don Yitzchak Abrabanel, whose by the Board of Jewish Education ofG and dates?We would like to propose an inno­ personal history intersects that of Sephardic New York. vative suggestion whose consideration ought Jewry a tall of the aforementioned points. A to profit us even if it does not result in cur­ student who can recite Abrabanel's biogra­ III. DIDACTICS; SUGGESTED ricular change: Biography. phy and demonstrate those intersections Basically, the idea is to narrow the histor­ has an adequate and significant grasp of 1. The teacher explains the backgrou ical focus within each era toa comprehensive that period. the assigned unit, based on either one biographical sketch of a representative per­ proposed readings, or general infonna sonality. The class would discuss the back­ I, \ A..i l .r r~ 2. The teacher assigns the biography to ground of the period, then read the biogra­ The following is a sample lesson whose ob­ students, asking them to prepare to di phy while looking for the points where that jective is to illustrate how a unit of Jewish (orally or as a written assignment) the individual's life intersected with the social. history can be taught effectively utilizing nent features of that biography as the principle of "History thru Biography." DR. SOKOLOW, Jerusalem Fellow, is relate to specific items in the bac Associate Professor ofB ible at Yeshiva We have chosen to begin with a unit en­ explanation. University and Educational Consultant titled: The 15th-16th Centuries: Inquisi­ in Curriculum Development and In­ tion, Expulsion, and R eorganization. We 3. Aftertwoormoreunitshavebeenstu Service Training for the Torah Educa­ will proceed to recommend a teaching meth­ in this fashion, the teacher assigns one tion Department. od, biographical selections, background and/ background readings, asking the stude =au:h their perceptions of the events and A. Don Isaac Abrabanel A particularly interesting way of docu­ ·lf personalities (obtained from the read­ Biographical sketch by Jacob Minkin in menting the post-1492 migration to .¥5and discussion of the biographies) with Great Jewish Personalities vol. I (B'nai Israel is through the comparison be­ fit.e of the readings. B'rith, 1960), pp. 254-279. tween the travelogues of Meshullam of tThis will provide: (An exhaustive, scholarly biography is Volterra (1481) or Obadiah ofBertinoro a. opportunities for periodic review; available by Benzion Netanyahu: Don (1488-90),and of a 16th-century travel­ b.larger perspectives, on longer periods Isaac Abravanel; Statesman and Phi­ ler such as Moses Basola (1521- 23), or .if history, than are available from indi­ losopher [Phila.: JPS, 1972].) Elijah of Pesaro (1563). A useful source -.idual units; l. The roots of the Jews in Spain and their of this information is Elkan N. Adler: :. occasions for reflection on historio­ particular role in matters of finance (i.e., Jewish Travellers (NY, 1966), which graphical assumptions and inferences. the long-term establishment of the Abra­ provides the relevant texts in English banel family in Spanish society). translation. "!CJ', ILLL rR 2. Their biculturation (i.e., Don Isaac's 4. The emergence of Safed as a center of As applied to the 15th-16th-century unit, thorough education in Jewish and classi­ the Kabbalah. ·:, method we are recommending would cal wisdom) and the ease with which so A brief excursus on Mysticism would be ,,~wess as follows: many moved in,and between, both worlds. in order focusing, perhaps, on the figure of (The opportunity is available here the ARI, Rabbi Isaac Luria, whose own StepI : The Background for a brief recitation of Abrabanel's biography parallels or intersects with .Jews were expelled from England in 1290 philosophical, political, and exegetical that of Caro in several respects. ,'II from France in 1394. The most tragic and compositions.) 5. The renewal of semikha (ordination) r~uential expulsions, however, would 3. The effects of forcible conversion on and the Shulchan Arukh. :ccur in Spain and Portugal. even this established family (i.e., Don C. Dona Gracia Nasi Inthis unit we will examine three aspects Isaac's grandfather's temporary conver­ Biographical sketch by Greta Fink in ,r phases) in the process of these last sion in 1491) leading to a discussion of the Great Jewish Women (NY: Bloch, 1978), !XpUIBions: phenomenon of Marranism. pp.18-29. ,.the Inquisition, which preceeded them; (Marranism, per se, will feature subse­ (An exhaustive, scholarly, biography is 6. the expulsions themselves; quently in the biographies of the Nasi available by Cecil Roth: The House of :. the subsequent reorganization of the family.) Nasi; Dona Gracia [1947].) ~lllnish-Jewish exiles in other European 4. Don Isaac's devotion to his fellow Jews We have deliberately selected the biog­ r~ liddle Eastern countries. even at great financial and personal risk; raphy of Dona Gracia Nasi rather than that The starting point for this lesson will his attempts to annul the decree. of her better known nephew, Don Joseph ~nd upon whether a geographical or chro­ 5. Torquemada's role in obtaining the Nasi, in order to highlight the often ,:,~ral sequence has been observed until expulsion order; the machinations of neglected role of Jewish women in Jewish ,>1· If chronological, then the transition the Inquisition. history. 1JUld be from the steadily worsening posi­ 6. The devastation and demoralization 1. Marranism in Portugal (background). ,Jll of Jews throughout Europe, to the cli­ caused by the actual expulsion; the refuge 2. Refuge in the Low Countries: (Antwerp, ::axofthetragedies in Spain and Portugal. in Italy (i.e., the paradox of Jews finding Flanders), Italy, and Turkey. lig~raphical, the focus should be on the haven from a Catholic Inquisition pre­ 3. Organizing the escape of Marranos 1sfor their ll:imefrom the idyllic"Golden Age" (noting cisely in the homeland of the Popes). from Portugal. J); Almohade invasion and the Reconquista) (The massive and brutal forced conver­ 4. Tiberias and Naxos. 1tures and the persecutions of 1391 and 1411, to the sions which accompanied the subse­ eenguided miuest of Granada. quent expulsion from Portugal do not Step 3: The Background/Review Readings nofJewish .\ brief chart contrasting the history of feature in the biography of AbrabaneL Since the actual assignments will have to ), prepared :he Jews in Spain with that of Western Like Marranism, however, they are in­ be made by the individual teachers based on ,of Greater Europe from the 10th-15th centuries can troduced in the Nasi biographies, and considerations of language and sophistica­ ~foundonp.179in: ,'<:, :lj,l'' are germane to the biography of Joseph tion, we offer the following suggestions as '30,~31m ,,:,:i ,~s Caro, too.) structural models only, for the sake of the ,N,~' : (Brief excerpts from Abrabanel's own (~"~11 , N"11) illustration. -,,:i, : accounts of the expulsion appear in A.Bachrach and Katz (see above), pp. 160-164. :ackground .\gainst this background and pursuant to (an opportunity to review the prevailing ( t":,~s, three phases described in Step 1, the notions about the legal and actual status eenstudied ·ng are the suggested biographies, of Jews under Islam, compared to their 1soneofthe lkllg11ith the features they provide which treatment in Christendom). ,students to most pertinent in this context. 3. The return to Eretz Yisrael. •

SIVAN 5' 21 Bits of Bytes: InO Teachers and Successful Computer Training

Chani Friedman, R abbi L eonard A. Matanky, Todd Hoover; Ph.D.

Htstoryb uring the last several years, much provided with computers for their use dur­ grams with total confidence and ease. A New Integ "r work has been done in training teach­ ing the entire training program and all ses­ The Goldman Computer Pilot Project tudies Cur ' ers to become computer literate. The sions were conducted in a lab setting. certainly succeeded in removing the"I Day School,_ training has ranged from a general introduc­ Since this program involved a high invest­ of using computers in the classroom.'lb:SondraLem . lmpkmente tion to computers, to courses that focus on ment of financial and human resources, a ers feel very comfortable with com!l'> Acad the specific skills related to using software search was made for tests that would aid in assisted instruction and their student:;iladee;!sib in the classroom or computer programming. identifying those teachers most likely to reaping the benefits. There is even a'yrantfrom Recently, efforts are being directed to­ succeed in developing their own software work of teachers who, having completec 'J/ewish Edu wards teachers who wish to design and compared with those who might benefit from training program, serves as a consulkBeviewed b • develop their own software. This is especial­ a different approach. body in key subject areas-both Judaic Greenspan 't ly helpful when there is a shortage of good The research consisted of various cognitive General Studies. As the premier projl,. Down throu t software to meet classroom needs. For this and content tests that were administered to the Goldman Computer Department, teachers hav ( purpose, "authoring languages" have been the participating teachers. The Watson­ Pilot study of teacher training has lament of e.x created. These are a "half-step" between the Glaser Critical Thinking Appraisal and the Iished the Goldman Department as the 4legi n n i ng of ' standard languages such as "Basic" or "For­ Ross and Ross Tust of Higher Cognitive Pro­ est and most advanced computer de~ rough me tran" and English. One of the first authoring cesses were used to evaluate the data. for Jewish studies in North America. 111d microsco languages was "PILOT." After the research tests were administered Though computers are notappropria~ ons of the e For the past three years, a select group of and evaluated, it was found that forms of all forms of learning, they represenlartirth. life, an teachers of the Associated Thlmud Torahs reason (i.e., deductive or inductive) had no valuable tool for increased student m mrough haw of Chicago has participated in a program significant impact on the ultimate results of tion and learning when they are appropri live in this through the Morris and Rose Goldman Com­ teacher training. Instead, the two most im­ Combining teacher training and so intellects puter Department for Jewish Studies. Using portant factors were the teachers' possession evaluation and development with ,rudie:; exten Apple's version of PILOT called "SuperPilot:• of sequential thinking skills and content purchase of computer hardware and 11<>re generaf the Goldman Computer Department's train­ knowledge. Though the lack of these skills do ware, the pilot project is a revoluti, Why must ing program was geared to the design and not indicate a poor teacher, based on this step towards the complete integral· '8St if it is al development of an instructional computer study, it would indicate a poor designer of computer-based instruction into theJ,1W)not be cha program for classroom use. Teachers were educational software. school. As the department grows eacl- lllm, master As a result of this study, and feedback new ideas and innovations enhance ili- emy, add MRS. FRIEDMAN is the Assistant from the participating teachers, the Gold­ spect.s for the future. ,US question i Director of the Morris and R ose Gold­ man Computer Department restructured For further information about any ta,egratedS man Computer Department and a its training program into two separate above, including teacher trainingandfuilum/or teacher in the A ssociated Talmud programs: vision, software design, and consult; ol, Gr Torahs of Chicago. l. software design and development regarding classroom computer use in Under the a 2. integration of commercial software and General Studies, please conlar Chwat, Pr RABBI MATANSK Y is the Director of into the curriculum. Morris and Rose Goldman Computer the time, So the Morris and R ose Goldman Computer Recommendations were made to the teach­ ment for Jewish Studies of the A'&/J. telv combi Depar tment and Supervisor at the ers as to the training programs best suited Thlmud Torahs of Chicago at 282!5 rid History Associated Talmud Torahs of Chicago. for them. PrattBlvd.,Chicago,1160645. to imbu DR. HOO VER is on the A dvisory Board Both programs have helped teachers inte­ ts with the of the Morris and Rose Goldman Com­ grate computer use into their classrooms. Ed's Note: TEN DA 'AT is eager to nsibility puter Department and is a Professor in Much software that is tailored to classroom cize computer educational TJT.Ogro ry. Rabbi the School of Education at L oyola Uni­ needs has been created by trained teachers. Jewish subjects. Please seJusany format as " versity. Chicago. Other teachers are now using existing pro- vant information. ~ Responsive OurBookbag Readers I want to express a sincere mazal tov and ya'sher koach for the impressive work TEN DA'.AT represents. The articles are interesting and the graphics are appealing. But I was most impressed by your "New Voice" column. Nowadays, staking out the middle ground is a personal­ ly and professionally threatening. position. K ol Ha-Kavod to you for having the vision to recognize the pressing need and the courage to act upon it. ry in aHand book on the standard general studies person, with real feelings, in a program with an appropriate tar.gible location. We apply Richard Wagner Jewish Education A ssociation of ~e.. Integrated Social Jewish program'.' Mrs. Leiman's principles to iase. Metrowest roject has ·1e;Curriculum for Yeshiva In her introduction, Mrs. Lei- other cases throughout our y5(hool, Grades 2-6 by West Caldwell, New Jersey the "fear. man points out that she has pro- study of the Middle East. Al- raLeiman duced neither a comprehensive though the students are rigidly I am very pleased to see the estab­ )m. Teach- mented at the SAR computer my nor "a philosophical approach to skeptical at first, Mrs. Lei man's lishment of TEN. The most recent 1dents are r,ossible through a how an integrated classroom explicit activities add a strik- issue of TEN DA '.A T was very ,en a net- fromthe Fund for should work in a particular ingly new dimension to study- enjoyable. I would like to comment pleted the · &Education school'.' However, educators ing history as a recording of on the article written by Rabbi :onsultant · u·ed by Mrs. Marlene using this manual will find true adventures of vivid person- David Eliach. In the example he gives, he speaks nspan "material that they can readily alities and events. rudaic and about teaching about Eved Ivri by project of .. through the ages our great use in their own programming'.' The Integrated Soci,al Stud- relating it to the history of slavery ;ment, the · n;havescrutinized every Due to time considerations, ies Curriculum's overwhelming in America. I think this addresses a has estab- nt ofexistence, from the our sixth-grade social studies succes.s lies in furnishing the ser ious problem that we often make as the larg- !lnmgoftime to the present, department concentrates on the creative teacher with materi- in Judaic studies. Our goal should epartment metaphorical telescope visualizations and creative dis- als and ideas to integrate Jewish be to have the student relate those irica. ~.:ms:ope. Their observa- cussions provided in the manual and World Histories with mean- studies to what he later learns in ·opriatefor ,if the eternal cycles of that challenge students to identi- ingful bridges and insights that his secular studies rather than the sent an in- · .i..iife,anddeath weave fy with historical Jewish figures strengthen youthful determina- reverse. For example, we should mt motiva- halacha to teach us how through the eyes of the civiliza- tion and personal goals. The teach Rashi's comments about G-d's tion under study. In our read- creation of many worlds before the ppropriate. ::rem this world. The burgeon- manual emphasizes that the key student learns about evolution. He d software :ttellects in sixth-grade social ings on ancient Sumer, for to education is student seeking, can then apply his Judaic knowl­ with the extend this perusal one example, we explore the pesu- probing, and discovering. Thus edge to question his secular teacher. ·e and soft- ~neration when they ask: kim pertaining to Avraham's the vibrant eternal halacha There must be other methods of rolutionary fnymustwe learn ~bout the journey from Ur to Beer Sheva, weaves on its tapestry repetitive motivation with respect toEved egration of lit isalreadY, ..i 1shed and which Mrs. Leiman painstak- patterns that enable students, as lvri than relying upon American , the Jewish ~changed? Sondra Lei- ingly lists, emphasizing geo- their wisdom matures, to inte- history. ~.a.;ler teacher at SAR graphical, social, political, and grate the events of the Past and Rabbi Sidney A. Green y.addressed herself to archaeological descriptions. Our Present and to set the stage for Congregation Shomrei H abrith 1Jt>.ilionin her book: A New aim is to recognize Avraham as the Future. Reading, P ennsylvania 1t any of the ted Social Studies Cur- a concrete individual operating g and super- far Yeshiva Day within time and space, as a MRS. GREENSPAN current- I just finished perusing through :onsultation Grades 2-6. human being living through ly teaches at the Yeshiva of the first copy of TE N DA '.AT and 1seinJudaic (ll?rtheaegis ofRabbi Shel- daily episodes similar to our ex- North Jersey and at the Tea- I am full of enthusiasm. contact the 0:wat, Principal of SAR periences, yet as an iconoclast neck Jewish Center Hebrew This magazine fills an obvious whose clear vision and steadfast School. She has co-authored a void. Moreover, the articles (some uter Depart- time, Sondra Lei man too brief to fully develop the i Associated iyrombined Jewish and belief moved mankind into a pilot Mini-School Curriculum in the New York City Public intended objective) represent a , 2828 West History in a manual de- new age of perception. We are cross-section ofkey issues facing itotmbueJewish stu- very careful not to confuse the School System and was the Jewish educator. 11th the knowledge and Bible with our secular textbook. Director of Education and Dr. E phraim Frankel ibility of our place in Hence, these neonate Torah stu- Vocation at Summit Institute, Jerusalem. The Hebrew Academy of Rabbi Chwat described dents experience a different Atlanta 1tas "an integrated kind of revelation, as they try to Atlanta, Georgia 111.-istingofunits based relate to Avraham as a real-life 1 •

SIVAN I 23 On Our Bulletin Board

1st Annual Elitzur 1 YESHIVA DAVID MOSS: Song ofDavid Professionally Yeshiva High School UNIVERSITY Facsimile of new Illuminated Speaking Tennis Tournament MUSEUM Haggadah Yeshiva University Museum DATELINE: Lancaster. Under the auspices of Exhibitions through 2520 Amsterdam Avenue Elitzur New York July 30, 1987 (West 185th Street) New York City 10033 A growing, traditional 212-960-5390 School, grades Pre-Kt Date: that services all surrou. Sunday, May 31, 1987 Museum Hours: cities, is seeking two full Sunday, June 7, 1987 Sunday, 12:00 noon-6:00 p.m.; teachers for the Hebre, Sunday, June 14, 1987 Tuesday, Wednesday, and Judaic Studies depart Thursday, 10:30 a.m.-5:00 p.m. Applicants must bequal Guided tours are available by to teach modern Hebrew. Time: appointment. The Museum gift 9:00 a.m.-4:00 p.m. on May 31st Chumash, Rashi, Mish shop is open during regular Customs and Holiday;a.1 and June 7th; 9:00 a.m.-4:00 p.m. Museum hours and there are (if needed) on June 14th NEROT MITZVAH as be sensitive to the n Jewish ceremonial lamps by food facilities on campus. children from oooerran· the world's leading designers Admission fees are: nonobservant homes. Place: including Ettore Sottsass, Adults/$3.00, Senior Depending upon qua! National Tennis Center Richard Meier, and Leo Lionni, Citizens/$1.50, Children 4-16/ tions there are several Flushing Meadow-Corona Park on loan from the Israel $1.50; Museum Members and available involvingw Flushing, Queens Museum. University I.D. card holders, with college youth,adm free. The Museum is easily tive training, and/or ASHKENAZ: The German accessible from all major park­ positions. Please send Jewish Heritage ways as well as the 7th and 8th to: Lancaster Jewish D. Depicting 1,000 years of Avenue subway lines and the School, 2120 Oregon Pil:i, European Jewish History. Third Avenue bus. Lancaster, PA 17601. THE SPIRIT OF ALEPPO Satellite Exhibits Objects, textiles, documents, The Gallery and photographs tracing Syrian Benjamin Cardozo School Jewish migration to New York of Law in the early 20th century. ARNOLD EAGLE: Further Information: Photographs 1990-1960 Mr. Norman Ringel MENAHEM BERMAN: 55 Fifth Avenue (13th Street) Director A Designer for the Sacred New York City Eli tzur Tennis Tournament Jerusalem's Master Silver­ Gallery Hours: 70-23136th Street smith, Sabbath candlesticks, Sunday through Thursday, Flushing, New York ll367 kiddush cups, seder plates, 10:00 a.m. -9:00 p.m.; menorot, mezuzot, and com­ Friday, 10:00 a.m.-4:00 p.m. • memorative pieces. • •