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Clues from Camp About Jewish Leadership

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Clues from Camp About Jewish Leadership Where Consciousness Meets Community: Clues from Camp about Jewish Leadership ¿ by Alex Pomson Building upon the articles in the winter HaYidion, Pom- riences that enable leadership to blossom in this special setting. son looks at Camp Stone, which has a remarkable track record in cultivating Jewish leaders, to explore the prin- Here, then, are ve things I learned at ciples of Jewish leadership as applied there. camp about leadership in general and about Jewish leadership in particular. My here might camps serve many of the children who focus here is not on how certain lead- Jewish day populate Jewish schools, it’s worth ask- ership qualities come to be learned but school heads ing what the educational universes of rather on what these qualities are. These look for models camp and school might learn from one conclusions are framed with the special to enrich and in- another in pursuit of a form their under- shared mission. Dr. Alex Pomson is a senior lecturer standing of the tasks at the Melton Centre for Jewish of leadership? From Recently, I was in- Education at the Hebrew University what I’ve seen of their vited to spend time at in Jerusalem. He can be reached at [email protected]. ofce bookshelves, it Camp Stone, a Jew- seems that Jim Col- ish summer camp that lins’s Good to Great and under the guidance Boleman and Deal’s Reframing Orga- of Yehuda Rothner, a nizations have become primary refer- ences. Those books are on my book- shelf too; but because they address the Leadership is how people act and what they do, challenges of leadership in multimillion not the position they occupy. People at every dollar businesses and organizations, heavy intellectual work is needed to ap- level of an organization can be leaders. ply their conclusions to the day school sector. remarkable Jewish educator, has gained intent of challenging some convention- a national reputation as an incubator of al assumptions about what leadership In Erica Brown’s important book In- Jewish leadership. Over the last few years, might and perhaps should look like in spired Jewish Leadership, she takes a former staff-members – “Stoners” they Jewish day schools. different tack. She turns to traditional call themselves—have surfaced in all kinds Jewish texts so as to suggest some core of community settings (in day schools, Leadership as a verb; Jewish principles for Jewish leadership. Her welfare agencies, NGOs and synagogues) leadership as a subjective stance starting point is closer to home, but an as emergent leaders exhibiting all manner imaginative leap is still required to derive of impressive qualities. As a number of writers on leadership lessons from the Babylonian Talmud or have put it, leadership is a verb not a from the lives of Moses and King David Returning to camp for the rst time in noun. It is how people act and what they to leadership of a Jewish day school in many summers, I was tasked by the AVI do; it is not the position they occupy. the twenty rst century. CHAI Foundation with uncovering how Understood in this way, people at every JEWISH LEADERSHIP young camp staff were learning to lead. level of an organization can be leaders. I would like to suggest another possibil- To clarify: I was not asked to conduct a At Camp Stone I found a subjective di- ity. I turn to Jewish summer camp for study of summer camp, but to look be- mension to the expectation that leader- -models of leadership. I know that camp yond the campers, as it were, so as to ship can occur throughout an organiza הידיעון is not school, but given that Jewish bring in to view the processes and expe- tion. In these terms, Jewish leadership HaYidion • HaYidion [34] involves not only acting in certain ways but also acting with certain kinds of self-awareness, whatever one’s formal position. As will be seen below, this subjective stance—this consciousness—is derived in turn from particular assump- tions about the nature of Jewish life and the sources of its vitality, assumptions that are rarely made explicit in Jewish institutions. William Davidson Davidson William IMPLICATIONS: Conceiving of Jewish leadership as act- ing with a certain kind of consciousness has profound reper- Graduate School of of School Graduate cussions for how future leaders are prepared. This is radi- cally different from a conception of leadership focused on skills and capacities. Jewish Education Education Jewish Deepen your knowledge knowledge your Deepen Being a rosh-gadol—conscious of what needs Enhance your credentials credentials your Enhance to get done Expand your network network your Expand Leadership at Camp Stone involves being a “rosh gadol.” Not to be confused with the “big headedness” of colloqui- al English, this Hebrew term captures a number of quali- Study with one of the most most the of one with Study ties. It means taking responsibility if something needs do- outstanding Jewish Education faculties faculties Education Jewish outstanding ing; acting with initiative; and, most fundamentally, being in North America. America. North in conscious of a bigger picture at camp beyond oneself and one’s specic role. By contrast, the “rosh katan” prefers to take a back seat, and claims inexperience, insufcient The Master’s Program in in Program Master’s The knowledge or a lack of familiarity with the broader context of camp. Jewish Education Education Jewish offers a variety of options: options: of variety a offers IMPLICATIONS: The attributes of the rosh gadol privi- • Day School Teaching Teaching School Day • lege the skills of the generalist over the specialist. The • Experiential Education Education Experiential • person who feels “I can do this” without special training • Synagogue Educational Leadership Leadership Educational Synagogue • takes responsibility for the situation, but in getting the • Distance Learning Program Program Learning Distance • job done may not do the best possible job. This attribute is profoundly at odds with the culture of schools, where people’s responsibilities are precisely delineated and where The Doctoral Program for aspiring scholars scholars aspiring for Program Doctoral The intruding in to someone else’s professional space is often and professionals working in the field offers three three offers field the in working professionals and disapproved. different schedules: schedules: different Creativity/Yetziratiyut Full-Time • Part-Time • Executive Doctoral Program Program Doctoral Executive • Part-Time • Full-Time Thinking and acting creatively are, in general terms, valu- Full-tuition fellowships are available. available. are fellowships Full-tuition able leadership traits, but what if radical, genuinely diver- gent creativity is a necessary component of Jewish leader- ship? At Camp Stone, campers regularly re-enact historical events on an unimaginably epic scale. In a west Pennsylvania eld, the staff has recreated, for example, the invasion of an- For more information about about information more For cient Tyre by Alexander the Great, the dedication of the rst Temple in Jerusalem, and the illegal entry of immigrants The Davidson School, School, Davidson The in to Mandate Palestine. The planning phases of programs please contact Abby Eisenberg at at Eisenberg Abby contact please often involve nailing an idea and then saying “that’s good, (212) 678-8022 or edschool jtsa.edu. jtsa.edu. edschool or 678-8022 (212) but what if we…”. Interrupting the ow of program design, @ @ people are thus invited to think differently and to dream up new and creative ways to do things. As the camp’s promo- הידיעון tional literature indicates, there is an operating assumption at Camp Stone that “nothing is impossible.” • HaYidion [continued on page 47] William Davidson Graduate School School Graduate Davidson William of Jewish Education Education Jewish of www.jtsa.edu/davidson www.jtsa.edu/davidson [35] www.jtsa.edu/davidson www.jtsa.edu/davidson of Jewish Education Education Jewish of William Davidson Graduate School School Graduate Davidson William @ @ (212) 678-8022 or edschool jtsa.edu. jtsa.edu. edschool or 678-8022 (212) please contact Abby Eisenberg at at Eisenberg Abby contact please The Davidson School, School, Davidson The For more information about about information more For Full-tuition fellowships are available. available. are fellowships Full-tuition Full-Time • Part-Time • Executive Doctoral Program Program Doctoral Executive • Part-Time • Full-Time different schedules: schedules: different and professionals working in the field offers three three offers field the in working professionals and for aspiring scholars scholars aspiring for The Doctoral Program Program Doctoral The • Distance Learning Program Program Learning Distance • • Synagogue Educational Leadership Leadership Educational Synagogue • • Experiential Education Education Experiential • • Day School Teaching Teaching School Day • offers a variety of options: options: of variety a offers Jewish Education Education Jewish The Master’s Program in in Program Master’s The in North America. America. North in outstanding Jewish Education faculties faculties Education Jewish outstanding Study with one of the most most the of one with Study Expand your network network your Expand Enhance your credentials credentials your Enhance Deepen your knowledge knowledge your Deepen Jewish Education Education Jewish Graduate School of of School Graduate William Davidson Davidson William [continued from page 35] IMPLICATIONS: One wonders why last talk before camp starts, by suggest- IMPLICATIONS: At Camp Stone, there
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