ISRAEL FOR JEWISH EDUCATION AND JEWISH EDUCATION FOR ISRAEL

BY ALAN D. HOFFMANN

MODERN REALITIES threats to the survival of the Jewish people have emerged. For the first time in history, Jews have the opportunity to choose to be he issues facing the Jewish people today Jewish. Whereas in the past, Jews were still are unprecedented. Barely three genera­ T identified and labeled as Jews by the outside tions ago, Jews throughout the world, most society even if they chose not to affiliate with of whom were new immigrants, whether in Judaism in any way, Jews today can "opt the United States, Europe, South America, out" of Jewish affiliation and identification the Soviet Union, or Australia, struggled for completely. Being Jewish today is com­ basic economic and sometimes physical se­ pletely voluntary, and as nearly every demo­ curity. These external threats, certainly in the graphic study undertaken in the last decade first half of the 20* century, but even later as has shown, many young Jews are choosing well, prevented the Jewish community from not to affiliate. truly confronting modernity and its impact Over the last 30 years, intermarriage rates on Jewish life. Today, although Jews in the United States have soared, and today throughout the world have achieved the basic are well over the 50% mark (National Jewish economic and physical security they once Population Study (NJPS; 2000). On cam­ lacked, an entirely new set of threats has puses today, over half of the Jewish students emerged. only have one Jewish parent (Sax, 2002). The Jewish community has achieved un­ Among global Jewish communities, only Is­ paralleled success in a very short period of rael has a birthrate high enough to generate time. When top educational and commercial population growth (NJPS, 2000). bodies opened their doors fully and removed In addition to the shrinking number of quotas, the Jewish community finally gained Jews in the world, we are also witnessing a access to the ultimate ladders to success. growing detachment, especially of young This mobility allowed Jews to occupy nearly people, from the organized Jewish commu­ every segment of the social hierarchy. In the nity. Communal involvement is decreasing United States, the Jews became one of the rapidly, and recent studies show that al­ most politically powerful minority groups. In though young Jews are often concerned with the economic arena, Jews have achieved the spirituality and their Jewish identities, the highest positions in a wide variety of profes­ modern emphasis on individuality has weak­ sions ranging from media to politics to busi­ ened their interest in participating in orga­ ness. The kinds of social barriers that existed nized religion (Greenberg, 2005). At the just 50 years ago have fallen, and Jews today same time, there is also a marked decline in belong to some of the most prestigious pri­ the connection to Israel, particularly among vate clubs, museum boards, and other elite younger people. In Professor Steven Cohen's institutions. Although some anti-Semitism (2005) latest study, every indicator shows a certainly still exists, it does not pose the marked distancing between world Jewry and same existential threat that it did 100 years Israel. This growing gap threatens to ulti­ ago. mately create two separate Jewish peoples. In under a century, the modern Jewish Thus, modernity, with all of its advan­ community has managed to realize many of tages, has created a problem that threatens its grandparents' dreams. In the wake of the future of the Jewish people. Being Jewish these incredible successes, however, new today is voluntary. Young Jews today need

53 Journal of Jewish Communal Service I 54 motivation to be Jewish; no longer does so­ haps the risks are not as serious as I have ciety force it on them, and no longer is hav­ posited. Yet, education, of all types, in all ing Jewish parents enough to ensure that the segments of society, faces a number of seri­ children will remain committed Jews. We ous obstacles. Particularly in the Jewish know that the old model of Jewish commu­ world, these barriers threaten the viability of nities, centered around synagogues, is not education as a long-term solution. For edu­ enough to attract the next generation. The cation to have the desired impact on shaping concept of Jewish peoplehood, which en­ the future, three major elements are neces­ compasses all aspects of the culture, includ­ sary: inspiring educators, compelling con­ ing history, homeland, religion, and spiritu­ tent, and transformative experiences. These ality, offers a fresh and exciting entry point three ingredients are not only necessary but for many young people. It is also a concept are interdependent as well. around which Jews around the world can Educators unite. Jewish education has the potential to revolutionize and reinvigorate Judaism in to­ Educators are entmsted with transmitting day's modern world and build this idea of culture across generations, as well as knowl­ Jewish peoplehood. edge of and passion for one's roots. Once a Education, in all societies, has the unique highly valued profession in the Jewish com­ ability to shape future developments. Law­ munity, education now occupies a low rung rence Cremin (1976), former president of on the occupational ladder. Yet, education, Teachers College in New York, defines ed­ formal and informal, plays an enormously ucation as "the deliberate, systematic, and important role in Jewish culture and tradi­ sustained effort to transmit, evoke or acquire tion. The biblical instraction to teach one's knowledge, values, skills, or sensibilities." children, the annual telling of the Passover This transmission of culture across genera­ tale, and the revered status of rabbinic lead­ tions provides the broadest definition of ed­ ers in our tradition all paint a picture of a ucation, expanding its borders beyond class­ society that not only valued education but rooms filled with children. Adults touring was also in fact centered around the very old synagogues in Prague, teenagers creating idea that Cremin (1976) emphasizes— the a mock Knesset, and children leaming Zion­ transmission of culture across generations. ist songs from the 1930s are all examples of The modem world, however, has largely the transmission of culture. The Jewish com­ rejected the centrality of education, if not in munity's belief in education stems from this theory, then in practice. In the United States, expanded understanding of the word. for example, teachers are severely underpaid, The transformative power of education meaning that top-notch potential educators lies in its ability both to provide knowledge cannot afford even to consider the profes­ and to inspire, motivate, and generate pas­ sion. Unfortunately, following the trend of sion. Jewish education, especially with Israel the world at large, the Jewish world, "the at its center, is not only about the transmis­ people of the book," has steadily devalued sion of substance but also about the deep the importance of teachers, in the broadest experiences of culture. Education can en­ sense of the word. In fact, outside the ultra- hance the feeling of Jewish peoplehood and Orthodox world, children are instead encour­ allow a young person to develop his or her aged to apply to medical schools, law own personal passion for Judaism and an­ schools, and business schools. Rarely do we swer to the question, "Why be Jewish?" hear of Jewish parents pushing their children to get a teaching degree. The Jewish world invests too little resources in educators. The THE BARRIERS TO EDUCATION salaries of day school teachers, Hebrew If education holds the key to reversing the school teachers, and informal educators are worrying trends mentioned above, then per­ not commensurate with the burden we place

FALL/WINTER 2005 Israel and Jewish Education I 55 on them of ensuring the Jewish future. More­ in all sectors of Jewish society. In a volun­ over, there are not nearly enough quality tary world, where one must choose to be institutions to train and develop formal and Jewish, motivation is key. Without providing informal educators. a compelling answer to the question of "why be Jewish," educators will be unable to fulfill Materials their mission. Transformative experiences create the moments that wake young people Although inspiring educators are one im­ from their self-centered reverie and stimulate portant ingredient in exciting young people, the deep need to connect. they need compelling content to use as they Educators, materials, and experiences— teach in various settings. Curriculum devel­ these are three ingredients necessary to en­ opment, in tune with modern reality and gage young people with their Jewish identity suited to address increasingly individualized but that are often lacking in today's Jewish needs, is sorely lacking. Traditional text communities. Israel can play a key role in study, although appealing to many, is not the providing all three ingredients. answer for everyone. At the same time, to­ day's young people yearn for meaning and THE MULTIPLE ROLES OF ISRAEL substance. The Jewish tradition and culture are rich with a multitude of deep and impor­ In the face of this crisis and these obsta­ tant ideas. It is a tragedy that so few know cles, Israel has a unique role to play in un­ how to gain access to and enter into dialogue leashing the potential of Jewish education to with these texts and traditions. secure the Jewish future through building the The Jewish educational world has not concept of Jewish peoplehood. As we rap­ kept up with modern advances that allow for idly approach 2010, an absolute majority of the easy and efficient sharing of creative Jewish youth under the ages of 25 will be resources. The advent of technology pro­ living in Israel. No longer do we need to talk vides a unique solution to the global nature about the centrality of Israel in the Jewish of the Jewish people. With e-mail, videocon­ world, for in just a few years it will be ferencing, and Web logs, it is easy to forge reality. Nor is aliyah the issue. Young Jews technological bridges among Jewish commu­ can feel connected to the Jewish people and nities and to share expertise. In addition, be inspired to lead Jewish lives wherever these emerging technologies form the lan­ they may choose to live. The central issue guage of young people today. If we want to facing the future of Jewish education is con­ reach unaffiliated teenagers and college stu­ necting the multiple benefits of Israel to the dents, we must look for them online. One identity formation process of young Jews needs only to look at the popularity of Web around the world. sites like Heeb or Jewcy to see that counter- First, Israel is a powerhouse of educa­ cultural Jews have already found a home on tional resources. With over 120,000 educa­ the Internet. There is a huge unrealized po­ tors, universities, research institutions, think tential here, and we must begin to take ad­ tanks, yeshivot, and experts in Jewish his­ vantage of it. tory, Hebrew language, Talmud, and many more areas of Jewish content, Israel has the Experiences ability to have a dynamic and sustained in­ fluence, via these resources, on the quality of Stimulating educators and exciting mate­ Jewish education around the world. rials, however, are not enough. Without the Second, Israel exemplifies the very idea motivation to explore their roots, young peo­ of peoplehood. It is in Israel that one can see ple can easily tune out the most interesting the true diversity of the Jewish people and content. We need to create educational back­ what it means to live as part of a nation. The drops that engender passion and enthusiasm experience of Jewish sovereignty, especially

FALL/WINTER 2005 Joumal of Jewish Communal Service I 56 for prolonged periods of dme, has a dramatic Not only do these Israeli representatives effect on many indicators of Jewish identity, have a powerful impact on Diaspora Jews behavior, and belief. but they also leam a tremendous amount Since the founding of the State, Jewish about other models of Jewish life that may communities around the world have cast Is­ have a potential impact on life in Israel. rael as the victim, primarily for fundraising When a secular Israeli spends a summer at a purposes. Although Israel still faces many Reform camp and is exposed to a form of challenges to its identity and Jewish nature, liberal, religious Judaism that is relatively the vibrant, dynamic, and growing Israel of undeveloped in Israel, that experience can 2005 now has the potential to provide much- deeply affect his or her identity and world needed help to world Jewry. The connection view. to Israel is of udlitarian value in addressing In addition to the educators Israel can the challenges of Jewish life around the provide to other Jewish communities, world world. At the same time, inculcating young educators have the opportunity to come to Jews with a strong connection to Israel has Israel and receive superior training there as intrinsic value as well. well. Not only do they gain essential tools for their work but they too get a dose of Israel and Educators excitement and passion that will recharge them and allow them to return newly moti­ The shortage of educators is a problem vated to educate. These exchanges, some­ that must be solved both in the long and short thing unique that Israel can offer, strengthen term. Ultimately, of course, the answer is for ties between Israel and Diaspora Jewry while communities to develop their own quality also helping communities overcome one of educators who are sensitive to local needs the major barriers to Jewish education, the and cultural issues. Globally, some regions shortage of teachers. have been more successful in this endeavor than others. In fact, in the 15 years since the Mandel Commission sounded the alarm in A Israel and Materials Time to Act (1991), much attendon has been paid to this challenge, and huge achieve­ Jewish educators often talk about an ments have been made. Nonetheless, there asymmetry in the world of content. Israel has are still major shortages of educators, even in unparalleled educational resources ranging large Jewish communities. from books, ancient documents, artifacts, At any one time, more than 200 Israelis and creative curricula, yet Jewish communi­ are living in Diaspora communities and ties, large and small, find themselves lacking teaching in local day schools; these teachers compelling content. As noted above, tech­ spend an average of 5 years in Diaspora nology can deliver these materials straight to communities. This is a number that could and students or allow educators to take resources should grow. Just under 2,000 young Israelis and mold them to local needs. serve each year as counselors in Jewish To borrow an image from the world of camps—1,500 of them in North America. technology, Israel has the potential to be a These counselors, who serve as informal ed­ "server" for the rest of the world. Not only ucators about Judaism and Israel, touch over can global Jewish communities now gain 150,000 young people every year. World access to resources that are thousands of Jewish education can also take advantage of miles away but educators in Israel can also the growing volunteer spirit among Israelis. guide the use of this content and provide This year nearly 500 young Israelis served as ongoing support from the comfort of their volunteer emissaries in countries around the own homes. Imagine the world expert on world through a program called Areivim. Hebrew poetry leading a seminar on Yehuda

FALL/WINTER 2005 Israel and Jewish Education I 57

Amichai for university students around the pated in the program, 91% percent went on world. Cameras hnked to the Web can show to marry fellow Jews, in contrast to the con­ Jewish teenagers the wonders of archeology trol group where only 48% did so. Syna­ in Israel while they sit in their classrooms in gogue membership is 79% among alumni Buenos Aires or Berlin. Inspiring content and only 43% among those who did not can network the Jewish world. come to Israel. Over 70% of Young Judaea graduates have been back to visit Israel more Israel and Experiences than two times, compared to 20% of the other group. Those who spent a year in Israel It is particularly in the domain of creating were also more far likely to send their chil­ passion that Israel is best able to affect the dren to day school, volunteer in a Jewish next generation. From 1948, unmediated en­ framework, and to contribute to federation gagement with Israel has had the power to campaigns (Cohen, 1999). motivate and inspire Jews. It is in Israel that It is in fact, these statistics, combined Diaspora Jewry can sense for the first time with the growing concern for the Jewish this notion of Jewish peoplehood and what it future, that led to an historic policy shift by means to be part of the broader narrative of the Government of Israel. For the first time, Jewish history. Exposure to the startling di­ the Prime Minister of Israel has decided to versity, the rich tapestry of Israeli society, invest in the future of the Jewish people the modern Hebrew language, and the use of through a joint initiative with the Jewish Jewish time has a profound effect and pro­ Agency's Department for Jewish Zionist Ed­ vides an answer to the all-important question ucation. This program will ultimately bring of why be Jewish. Israel offers multiple gate­ one in every five young Jews to Israel on ways to Jewish peoplehood and as such is the semester or year-long programs. MASA: single most powerful resource we have in The Gateway to Long-Term Programs was ensuring the Jewish future. launched this year and serves as a gateway The transformative power of an Israel ex­ and platform for all semester and year-long perience affects young and old alike and programs for Diaspora Jewry. provides a unique anchor for the concept of Not only will MASA ultimately bring Jewish peoplehood. Extensive research has 20,000 people between the ages of 18-30 to shown that spending time in Israel can Israel for a long period of time and help count­ change people. Jewish education has to con­ less individuals embark on their Jewish jour­ sider this transformative potential on all pos­ neys but it will help shift the cultural norm sible levels. Short-term programs, including among Diaspora Jewry. Spending time in Is­ birthright Israel and summer seminars for rael will become as commonplace as syna­ high-school students, can have a tremendous gogue membership once was. After completing impact on young people, precisely at the key high school, thousands of Jewish youth, from identity-formation stages of their lives. In­ all denominations and backgrounds, will par­ deed, the Jewish community must strive to ticipate in a MASA program. Israel will be­ send no less than 50 percent of Jewish young come a core part of Jewish identity for a sig­ people to Israel for short periods of time. nificant percentage ofthe Jewish world, uniting Yet, this is not enough. Long stays in Israel diverse Jewish communities around the world have been proven to definitively strengthen and inspiring young people to explore and own Jewish identity and generate a long-term their rich heritage. connection to Jewish peoplehood. According to a study that compared Israel and Jewish Peoplehood alumni of Young Judaea's Year Course with those who applied to the program but ulti­ In addition to the ways in which Israel can mately did not attend, a year in Israel has a serve as a resource for overcoming the serious transformative effect. Of those who partici­ barriers facing contemporary Jewish education.

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Israel has its own important, intrinsic value as REFERENCES well. If the pursuit of Jewish meaning is the Cohen, Steven M. (1999). The Young Judaea core process of contemporary Jewish educa­ Alumni Study. New York: Young Judaea. tion, it has to be located within an intensified Cohen, Steven M. (2005, March 4). Poll: Attach­ sense of Jewish peoplehood: "I am a Jew be­ ment of U.S. Jews to Israel falls. The For­ cause of my connections to my extended fam­ ily." In this overarching concept of people­ ward. hood, Israel in its multitude of dimensions is Commission on Jewish Education in North Amer­ not only a means but also an end. ica. (1991). A time to act: The report of the The major challenge facing the Jewish peo­ Commission on Jewish Education in North ple today is the openness of modemity and the America. New York: University Press of newly voluntary nature of Judaism. By placing America. the engagement with Israel at the center of Cremin, Lawrence A. (1976). Traditions of Amer­ Jewish education, both as a source of resources ican education. New York: Basic Books. and as a locus of intrinsic and unique value, Greenberg, Anna. (2005). How Generation Y is Israel has the potential to provide much-needed redefining faith in the iPod era. (2005). Re­ inspiration and motivation for young people to boot: OMG. commit themselves to seeking Jewish mean­ Sax, Linda. (2002). America's Jewish freshmen: ing. Israel education, however, is just one piece Current characteristics and recent trends of the broader stmggle to deal with issues that among students entering college: A UCLA modemity has imposed on the Jewish commu­ study sponsored by Hillel. University of Cal­ nity. Peoplehood is a unifying concept that can ifornia, Los Angeles: Hillel. encompass all aspects of Judaism, and Israel United Jewish Communities. (2000). National education is the ideal gateway to Jewish Jewish Population Study 2000. New York: peoplehood. Author.

The Hornstein Program in Jewish Comnnunal Service at Brandeis University recognizes the extraordinary leadership of Ralph Goldman.

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