Enriching Teen Identity

CONTACT SUMMER 2003/TAMUZ 5763 VOLUME 5 NUMBER 4 THE JOURNAL OF JEWISH LIFE NETWORK / EnrichingEnriching TeenTeen Identity:Identity: NewNew ApproachesApproaches contact SUMMER 2003/TAMUZ 5763 VOLUME 5 NUMBER 4 Enriching Teen Identity: New Approaches JEWISH LIFE NETWORK / or vast segments of the American Jewish community, the Bar/Bat Mitz- Eli Valley Editor vah celebration is not an entrance exam into Jewish adulthood, but the final exam of one’s Jewish affiliation. For all the effort that precedes the Erica Coleman Copy Editor F event — the immersion in Hebrew school, the preparation to be called Janet Mann to the Torah, the study of adult responsibilities — B’nai Mitzvah observances Administration are more often than not followed by an immediate drop-off in Jewish affilia- Yakov Wisniewski tion. Part of the problem is that although becoming a Bar or Bat Mitzvah sig- Design Director nifies a rite of passage into Jewish adulthood, the community rarely offers genuine leadership opportunities to teens. JEWISH LIFE NETWORK STEINHARDT FOUNDATION This is especially grim in light of the crucial importance teenage years play in the development of identity. High school is in many ways a training ground Michael H. Steinhardt Chairman for adulthood — a place where teens make their first independent decisions Rabbi Irving Greenberg and begin to carve out unique personal identities. It is precisely at this age President that outlets for Jewish affiliation are invaluable. In order to strike a resonant Rabbi David Gedzelman chord, teen programs should do more than simply lead Jewish teens to social- Executive Director ize exclusively with Jews. The goal of teen programs should be to convey the Jonathan J. Greenberg z”l vibrancy, meaning and fun of Jewish living, and to convey the deep Jewish Founding Director values that will help teens make informed and responsible decisions. CONTACT is produced and distributed by Jewish Life Network/ To be sure, each of the denominational movements supports youth branches Steinhardt Foundation, 6 East 39th that serve the needs of high school-aged youth. NCSY, USY and NIFTY have Street, 10th floor, New York, NY 10016. provided a wide range of programs and activities for teenagers, and they con- Phone: (212) 279-2288 tinue to inspire teens to pursue Jewish life and identity. But many young Jews Fax: (212) 279-1155 Email: [email protected] do not identify themselves chiefly through a denominational lens. In our Copyright © 2003 by Jewish Life Network. increasingly fluid and diversified society, many Jewish teens respond best to pluralistic programs that are not linked to any single movement. Partly in response to these needs, we have seen a recent emergence of non-denominational programs that seek to facilitate Jewish experiences in venues with which teens are most comfortable. Jewish Life Network is dedicated to CONTACT strengthening and transforming Ameri- This issue of is devoted to dynamic new approaches in reaching Jew- can Jewry to ensure a flourishing, sus- ish teens. From service learning to outward-bound adventures, from day high tainable community in a fully integrated schools to arts camps, outlets for Jewish identity exploration are becoming as free society. We seek to revitalize Jewish identity through educational, religious diverse as the Jewish community itself. The success and expansion of these and cultural initiatives that are designed and other programs can help transform the high school years from a relative to reach out to all Jews, with an emphasis on those who are on the margins of limbo of Jewish affiliation into a richly textured period of Jewish growth. Jewish life. Photographs in this issue appear courtesy of con- tributors, Art Today, and Photos.com. Eli Valley 2 CONTACT By creating new programs of Jewish service and expanding existing Jewish service outlets, we can create meaningful opportunities for the next generation that will significantly expand teenage views of what being Jewish is Jewish SERVICE as all about. TEEN Empowerment by MAGGI GAINES sk typical American Jewish teenagers Social activities, Israel trips and camp- inspiring our youth with the Jewish what Judaism means to them, and ing are successful ways to encourage teen dimensions of community involvement the responses will often range the Jewish involvement. Service is somewhat and activism. Teens will come to associate A gamut of popular consumer culture: different, because it has the potential to service with universal values instead of Adam Sandler’s “Hanukkah Song;” a facilitate interactions not only among uniquely Jewish teachings. They will think favorite episode of Seinfeld; and knishes, Jews, but between Jews and the larger of their religion largely in terms of atavis- bagels and lox. Press harder, and you might world. By doing service, the volunteer rec- tic memories and generalized mass-market hear mention of Hebrew school and syna- ognizes that his or her presence is vital to culture, and they will not recognize the gogue visits that by and large ceased the a human being, a community or a specific religious, cultural and historical impera- day they became a Bar or Bat Mitzvah. project. This invests teens with a sense of tives of service in Jewish tradition. Rarely will you hear that Judaism responsibility and empowerment — a On the other hand, if we do promote encompasses an ethical system that places major goal of all engagement efforts. service as a preeminent Jewish value, teens paramount importance on community serv- will see service as a Jewish way of being. ice. Among those who serve — and increas- Providing a Jewish Lens for Service They will see service through a Jewish lens ing numbers of American teens are engaged It is clear that Jewish teens will be engaged and indeed see that there is a Jewish lens, in some form of service — the Jewish impe- in service whether or not we provide Jew- that there are thoughts, leaders, role mod- tus behind service is often unknown. ish outlets for doing so. The question is els and teachers within their own commu- The silver lining here is that we have a whether we are willing to seize this oppor- nity who actively engage the world in tremendous opportunity for Jewish tunity to inculcate values-based Jewish addressing societal problems. They will engagement. By creating new programs of identity. Jewish service experiences pro- discover entirely new dimensions to their Jewish service and expanding existing Jew- vide an invaluable lens through which Jewish experience. ish service outlets, we can create meaning- Jewish teens can learn about social justice, In addition, among many assimilated ful opportunities for the next generation community activism, and the relevance of teens in secular America, there is a fear that will significantly expand teenage their religious tradition. that Jewish activities by definition mean a views of what being Jewish is all about. Look at it this way: If the Jewish com- withdrawal from the secular world. An munity does not provide a Jewish context emphasis on the community-activism Maggi Gaines is Executive Director of spark: Part- for service — if we don’t provide engaging, dimensions of Jewish involvement alters nership for Service. For more information on spark, exciting service experiences for teens — perceptions so that being Jewish means please go to www.sparkpfs.org. we will lose the precious opportunity of actively participating in the community. SUMMER 2003 3 Giving Teens a Voice Teens become invested in their community, prayer service, etc.) After the B’nei Mitz- Although a gateway into Jewish engage- and they derive a sense of purpose and con- vah, the intense goal-oriented preparation ment is one benefit of Jewish service, it is nection. Ultimately, the tangible feeling of is over, and learning possibilities are less by no means the only one. One of the making a positive change — and of seeing enticing. Beyond Hebrew school, which most common complaints of teens is that the results of that change — binds teens to teens often consider to be boring and irrel- nobody listens to them. Indeed, it is an the community in ways that are difficult to evant, there are few options. Jewish service irony of growing up that during the very replicate in other arenas. This is extremely learning makes Jewish education relevant years that adolescents are developing their important for teens, who are often search- to the teen’s life — to the choices and deci- own voice, they often feel that they are ing for individual identity and social outlets sions the teen makes in his/her engagement singing and shouting in a vacuum. as they mature into young adults. with the world. This is true in secular as well as religious Finally, one of the major advantages of communities. Jewish communal life offers The Limitless Potential of Jewish service learning is its emphasis on little opportunity for post-Bar/Bat Mitzvah Service Learning critical reflection. Volunteers are encour- teens to feel that their voices count. It is unlikely that service alone will create aged to move beyond applauding them- Enter community service. Service has lasting connections to Jewish values. But selves for doing good work. Instead, they the capacity to radically alter the paradigm learning and Jewish reflection solidify the explore the religious, ethical, social and of teen empowerment. Community service experience, imparting a deep and mean- political dimensions behind societal prob- provides much more than individual ingful connection to Jewish tradition. lems and our proper response to these involvement in the Jewish community and Indeed, Jewish service learning opens up a problems as Jews. For example, in examin- in the larger world. In a very real way, serv- world of Jewish thought and practice that ing why people are homeless, or why eld- ice allows a hands-on, participatory is difficult to convey in a classroom.

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