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Belonging As the Foundation Of Belonging as the Foundation oF learning / s ara angel t alks Canadian art / evolution oF the aleph / learning potential and Community spirit / mordeChai Ben-dat speaks with r aChael turkieniCz / identity in grade seven ISSUE #16 | FALL WINTER 2014/2015 TEACHING FROM THE INSIDE OUT: EDITOR A JEWISH VIEW Pam Medjuck Stein TOWARDS MIRACLES JOURNAL TEAM YOUR IN SENIOR KINDERGARTEN Greg Beiles BEST Bryon Borzyko TEACHERS TALK Dvora Goodman SELF WAR AND PEACE IN JERUSALEM Lisa Richler Michelle Shulman TALMUD, SHAKESPEARE, COPY EDITING AND HUMAN RIGHTS Beth McAuley, The Editing Company FRINGE BENEFITS DEsIGN & Layout FOR THE SCHOOL VOLUNTEER Sharon Kish / www.sharonkish.com JEWISH PHOTOGRAPHY HIGH SCHOOL AND THE WHOLE Daniel Abramson STUDENT Heidi Friedman Dvora Goodman Judith Leitner Malka Regan Edna Sharet Malcolm Woodside ON THE COvER Class collage inspired by Norval Morrisseau THE LOLA sTEIN INsTITUTE CHAIR Pam Medjuck Stein vICE CHAIR Michelle Shulman DIRECTOR Greg Beiles Interested Coordinator Dvora Goodman in receiving ADvIsORY PANEL Gail Baker Ashira Gobrin Nancy Marcus Elizabeth Wolfe Integrated Jewish Studies espoused by The Lola Stein Institute are delivered at The Toronto Heschel at your school School, a Jewish day school in Toronto, Canada. sIGN UP@or home? lolastein.ca Lola Stein z”l was an early female pharmacist in South Africa, but her special talent was in hospitality and friendship. She cared for family and friends, at home and abroad, individually, uniquely, and lovingly. We honour her memory in a way that also reaches out to many. We lovingly remember Mannie Stein z”l whose enthusiasm and support for our work with children is gratefully acknowledged. © 2015 Lola Stein Institute, Toronto, Canada. All rights reserved. No portion of this magazine may be reproduced, copied or reused in any way without permission from Lola Stein Institute. Columns learning as Belonging our sages tell us Editor’s DEsk 2 You HadAndrea14 Me schaffer at Hello EvolutionJudith24 of Leitner the Aleph Feels PamGood Medjuck to Be stein Home AwE AND Wonder Create with16 a Wise Heart, A SenseDr. Jasmine 28of Belonging Eliav 4 ShareElissa with wolff aand Generous Dvora Goodman Heart Belonging as the FoundationGreg Beilesof Learning Art 30History: At the Crossroads18 of A Canadiansara ConversationAngel Ronit Amihude Spotlight Inheritance and Discovery 6 Rachael Turkienicz: Scholar,Mordechai Teacher, Ben-Dat Founder graduate to graduate An Integrated32 Whole 21 Is Greater Than Rabbi Benji Levy We KnowHayley Who Zacks We Are the Sum of Its Parts GOOD BOOks 8 Recommendations for Children and the PeopleGail BakerWho Love Them editor’s DEsk byFeels PAM MEDJuCK STEINGood mily Carr is a lifelong favourite. When I chose an Art toCanada Be ebook to Homeaccompany Sara Angel’s article, it was not surprising that I selected the Emily Carr monograph. So fun to add a touch of Emily to Think’s reflection on commu- nity spirit, belonging, and identity. After all, we are Canadian and Emily is among the greatest visual interpreters of Canada. What did surprise me was to notice how Emily’s writings mir- ror thoughts that are shared in this issue of our Journal. Invited to reflect on learning and belonging, our contributors aspire to an educational environment that cultivates confidence, insight- fulness, and initiative. Emily Carr wrote, Indian art broadened my seeing, loosened the formal tightness I had learned in England’s schools. Its bigness and stark reality Ebaffled my white man’s understanding. I was as Canadian-born as the Indian but behind me were Old World heredity and ancestry as well as the Canadian environment... I had 1been schooled to see outsides only, not struggle to pierce. 2 N o 17 / FALL 2015 ...school culture both informs and limits what children learn. Emily understood that background circumstances have tre- Feeling at home with complex identity is not easy, and yet mendous impact on how we understand our surroundings. The Ronit Amihude brings junior high students to contemplate social, cultural, psychological, and physical context in which and respect their simultaneous membership in the Jewish and we live frames what we notice and what we don’t, just as school Canadian communities. To introduce the notion of layered per- culture both informs and limits what children learn. It’s a sonal identity, Ronit blends the study of ancient Western history strong message. with the Jewish holiday of Chanukah and her class discussions How do we educate children to pierce through first impres- begin to deconstruct preteen sensitivities to diaspora, assimila- sions and plumb the depths for questions beneath the surface? tion, and ancestry. How can schools set up learning to make this happen? How A sense of ownership and a sense of interconnection seem do we develop students who spend their days at school with a to matter in education. Think asks sages in our own community peaceful easy feeling, a sense that all is well, and who are open how they view children’s “struggle to pierce” and find what lies and ready to learn? within. Child psychologist Dr. Jasmine Eliav suggests that chil- The first dilemma is whether children feel personally wel- dren reach for their optimal learning potential when they feel come at school. We say, “Shalom”; it means peace but also secure, as if they “own the podium” from which they explore. implies wholeness. It corresponds to the Hebrew word shalem, She highlights the home–school relationship to underline that which means “complete.” Greg Beiles introduces this priority to a child’s emotional foundation is affected by the interactions make children feel welcome and distinguishes what is unique of his or her various caregivers—parents, teachers, et al. Gail about the Jewish sense of belonging. Greg remembers that Baker’s book selections for this issue of Think also expose the the Jewish notion of absolute belonging guarantees balance critical influence of family and social relationships on children. between the collective and the individual. Hayley Zacks reflects Judith Leitner illustrates another interplay that buries into this sensibility for wholeness beautifully in her inspirational children’s daily experience and brings them to think deeply. remarks to the Grade 8 graduates of June 2015. Her students study how the Hebrew letters—so familiar and As ever, Think looks first to see how this thinking crystallizes routine—evolved across time from ancient pictograms. The in the classroom. Grade 1 teacher, Elissa Wolff, fosters her stu- interdisciplinary coursework ignites their appreciation for the dents’ comfort at school by cultivating their sense of personal humanity of invention, as well as a proprietary sense for the awareness and self-respect. The children learn to know them- continuum of Jewish life and world history. Our evolving Jewish selves as skilled, compassionate contributors; they carefully nur- culture belongs directly to them, as does the story of Canadian ture caterpillars into butterflies, study the wandering Israelites art, which Sara Angel is rendering visible and available on the who transform into a nation, and then, to focus their thinking web, through the Art Canada Institute. on personal goal setting and process, the grade ones learn to Think also presents the stories and wisdom of two other sages write instructional handbooks. of our time, Dr. Rachael Turkienicz, who is one of our own as Adding universality to the mix of identity and belonging, a co-founder of The Toronto Heschel School and a long-time Andrea Schaffer concentrates on a personal connection with parent of Heschel students, and Rabbi Benji Levy, who visited each of her Grade 2 students while teaching them the water from the Moriah College in Australia and shares his impressions cycle of the entire planet Earth. Her individual daily greeting in our pages. to each child grounds her students’ acceptance of their unique Make yourself at home. We hope you feel welcome on this sets of strengths and struggles. This solidarity expands into journey towards learning and belonging. It’s the road to Shalom an appreciation for distinct cultures and communities, and Bayit. Peace at home, all’s well. opens to the pervasiveness of shared attributes and common 1 Emily Carr, Growing Pains: The Autobiography of Emily Carr (Vancouver: Douglas & experience. McIntyre, 2005), p. 257. lolasteinlolastein.ca.CA 3 AwE AND wONDER ARE BelongingOuR CHILDREN INDIvIDuALS that as MAKE the A TEAM OR ARE WE A TEAM that MAKE INDIvIDuALS? BY GREG BEILES Foundation of Learning he desire to belong is a basic desire of all human beings. his/her role—leading, supporting, or managing scenes back- Intuitively, we all know this, and now a new field, called stage—effectively. There is often a hierarchy of roles, and to the “science of relationships,” affirms it. Baumeister and some degree, gratifying participation relies on the child’s will- Leary, two leading researchers in the field, state that “human ingness to accept his/her role. Sometimes a child may subju- beings are 1fundamentally and pervasively motivated by a need gate important aspects of his/her individuality in order to play to belong.” a specific social role. It can go too far and result in bullying, When it comes to education, we know that children thrive group-think, and other psychologically or even physically harm- and learn where they feel a sense of belonging. It’s instructive ful behaviours. to look at how we imagine belonging is nurtured at school and Jewish sources, traditions, and practices teach us another then explore what the view of belonging, gleaned from Jewish way in which the human desire to belong can be expressed. This sources, can mean for children and their learning. is a way that does not depend on a common goal, joint project, At school we can readily notice that students experience a or well-played role.
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