Archive for the ‘education’ Category

The Facebook Generation

January 19, 2009 4 comments

By Joel M. Hoffman

I recently asked a middle-school student how many friends she has.

“Eight hundred and sixty,” she told me.

“That’s funny,” I replied. “I have about a dozen.” And then I added, “I guess we’re using the word `friends’ differently.”

She was talking about Facebook friends, and, for lack of a better way of describing it, I was talking about “real” friends.

Facebook is a “social networking” site, which I guess means that it’s a way of being social on-line. According to Facebook itself, its 140 million members spend an average of almost 20 minutes each day “on Facebook.” Taking into account the members who don’t use the site daily, that works out to well over half an hour for most Facebook users. Each day.

Facebook’s basic relationship is “friend,” which, it turns out, is both a noun and a verb. A “friend” is what you become when someone invites you, and when you want someone to be your friend, what you do is “friend” them. Facebook conveniently keeps a list of the people you have friended.

Once you’ve become friends with someone on Facebook, you can interact electronically. You can send your friends messages, which is just like the e-mail that now seems like last century’s technology. In addition, your can share pictures with your friends. You upload a photo to Facebook, and then all of your friends — and only your friends — see that it’s there. You can also share one-line updates about your life. “I’m going to mall,” you can post, and then all of your friends will know your plans. If you’re having a bad day, you can tell people. They know about your life, and you know about theirs.

But that’s not all. You can also send them, for example, plants.

That’s right. You click on the right buttons and you send your friends a living, growing, plant. Except that it’s not alive. And it doesn’t grow. And it’s a not a plant.

So what’s going on? And why are 140 million people doing this? Why are so many people, and, in particular, so many young people, practically addicted to “social networking”? What is the point of pushing a button on your computer so a message on someone else’s mentions a gift in the form of a virtual plant? Couldn’t this time be spent on something more productive?

In much the same way that teenagers usually think that they alone are going through the awkward changes of puberty, and that no one understands them, each generation thinks that the older ones wrongly judged them, but that they are justified in judging the younger ones. Our parents misunderstood our generation, we all think, but we understand the failings of our children’s. They text message instead of talking. Their music is terrible. They don’t even send real plants. And don’t even get us started on how they dress.

But if we really want to learn for our experience, let us remember that sometimes the older generation (us!) really doesn’t appreciate the younger one. Styles change. Different doesn’t have to mean worse.

My grandfather was convinced that the only appropriate attire outside the house was a jacket and tie. If he had known that I show show up at Temple wearing neither, he would quite honestly have been ashamed. Never mind the fact that I don’t even own a hat. But he would have been wrong in his assessment. Not everyone wears a jacket and tie, or a hat, these days, and we all know that there’s nothing wrong with that.

We should offer the same consideration to children. Let us be careful when we judge their behavior by our standards. Let us be careful not to repeat our parents’ mistakes.

After all, sending a virtual plant is one really good way of taking seriously the old adage that, “it’s the thought that counts.” And for a generation usually labeled as materialistic, this on-line Facebook experience is a remarkable way to interact.

When we open our minds and suspend judgment, it’s amazing what our children can teach us.

Categories: education

Holy Hanukah Lights

December 2, 2008 1 comment

By Joel M. Hoffman

“These lights are holiness — haneirot hallalu kodesh hen.

This famous line about the Hanukah lights, now part of the standard Hanukah liturgy, comes from masechet sofrim, an 8th-Century Palestinian work that describes the practices of our ancestors in and around Jerusalem. Masechet sofrim goes on to warn that we are not allowed to use the Hanukah candles for anything except looking at them.

Unlike the Shabbat candles, then, which can be used to provide light for reading, or, presumably, warmth (though obviously not much), the Hanukah candles just sit there.

In fact, this is why we have a shamash. The shamash, the “ninth of the eight Hanukah candles,” is technically not actually a Hanukah candle itself. We use it to light the real Hanukah candles, while the shamash sits next to or above the Hanukah candles.

This way, in case you’re walking around the house reading a book, say, and if just as you walk by the Hanukah menorah the power goes out, and if by accident you keep on reading, you can maintain the fiction that you weren’t reading by the Hanukah lights. No! You were reading by the light of the shamash.

Or, if just as you walk by the menorah you suddenly find yourself in pressing need of a candle, you won’t be tempted to use the real Hanukah candles. You can grab the shamash instead.

This is why the shamash is supposed to be the first candle lit and the last candle to go out. (This is possible, even when the candles are identical. Can you figure out how to do it?) You wouldn’t want to find yourself with Hanukah lights and no shamash, not even for a moment.

At first glance, this all seems a bit silly, particularly in our modern day of electricity. I like to think of myself as fairly creative, and yet I have trouble conjuring up a situation in which I might be in dire sudden need of a burning candle.

But the real point has nothing to do with ambulatory reading or candle emergencies or any other practical concern. The real point goes back to the first line: these candles are holiness.

The light from the Hanukah candles, we are taught, is different than any other kind of light. Most light is just, well, light. (Photons, we might now call it.) But the light of Hanukah is the embodiment of holiness itself.

It’s hard enough to understand light, let alone holiness. We speak of light and darkness, even though there’s no such thing as darkness. (The old photography joke about opening the darkroom door and letting the dark leak out comes to mind.) Scientists have studied light and concluded that it is both a wave and a particle, though it’s also neither a wave nor a particle. It’s true, but it doesn’t help most people understand light. Still, we know what light is when we see it, and we know it’s part of our every day life.

Holiness is even harder. We may have a vague sense that God is holy, or that we are supposed to be holy. Holiness is involved in childbirth, perhaps, and according to some in the majesty of mountains and glory of nature. But, unlike light, most of us don’t think much about holiness. Would we even know it if we saw it?

Not surprisingly, the combination of light and holiness is even more difficult. How can light be holy? Even more vexing, how can a Hanukah candle emit holy light when the seemingly identical shamash gives us mere ordinary light? And what would that even mean?

I certainly don’t know. But I do know that we only get once chance a year to see the holy light.

So as we approach the darkest time of year and get ready to celebrate light, amid the stress of the holidays and the curious combination of exuberance and disappointment that accompanies gift-giving, let’s remember that life is mysterious. And let’s not miss our opportunity to gaze on the faces of the people we love as they are illuminated by flickering flames of the Divine.

Halloween and the Jews

October 20, 2008 27 comments

Jewish Star Jack O'LanternWhen I was 11 years old, a grumpy Israeli teacher told me that good Jews don’t dress up for Halloween because it’s a Christian holiday when Christians persecuted Jews.

He couldn’t have been more wrong.

First of all, Halloween began as a Pagan holiday, not Christian. The Celtic Pagan year was divided into two halves. The first half, roughly from spring to fall, was for the world of light, and the second half was for the world of darkness. Holidays marked the transitions from each half to the other.

In spring, Beltane celebrated the spiritual beginning of light-filled summer days and the life-giving force of the sun.

By contrast, Samhain (pronounced “sow-an”), the precursor to Halloween, fell on November 1 and represented summer’s end, winter nights, and, in general, darkness. As is typical of gateways and transitions (which are known technically as “liminal” times), Samhain was regarded with suspicion and even reverence. It was seen as a bridge between two opposite worlds: the human world of light and good on one hand, and the netherworld of darkness and evil on the other. Samhain was the time when the inhabitants of the latter might cross over to the former.

The custom of masks and costumes probably comes from the holiday’s general celebratory character. Some people may have dressed up specifically as ghouls to chase away the real evil powers, perhaps hoping that the denizens of the netherworld would try to distribute themselves evenly, and, seeing an abundance in one place, would go elsewhere. Or they may have thought that even the goblins were afraid of other goblins.

The Catholic Church highlighted the theme of the dead on the holiday when it adapted Samhain for its own purposes, merging it into its existing day for saints. All Saints Day, as it was called, was a time for recognizing the power the saints have over the still living. In some traditions, people paid special homage to the newly dead or offered prayers on behalf of the souls stuck in purgatory, hoping to pave a way to heaven rather than hell. Some people carried candles in turnips to represent the souls stuck in purgatory. In America, these would become our jack o’lanterns.

Since Catholic mass was held on the day, All Saints Day was also called All Saints Mass, the Middle English for which is Alholowmesse, and the Modern English for which is Hallowmas. (Christmas similarly gets its name from the mass held for Christ.)

Because the Catholic Church at the time still followed the Jewish tradition of reckoning days from sundown to sundown, Alholowmesse actually began on the evening before November 1, that is, on the evening of October 31, which was called Alholowevening, or more colloquially Alholowe’en. That gave us our Modern English name Halloween.

In addition to offering words of prayer for the dead, some Christians prepared physical food for their departed loves ones. Once food was potentially available, the poor wanted in on the action, and before long, the holiday became, in part, a day for begging (leading to Shakespeare’s image of “a beggar at Hallowmas.”) Some poor people asked for food outright. Others combined two Hallowmas traditions and agreed to offer a prayer for a provider’s dead relatives in return for a little sustenance.

But the Puritans who largely founded America despised both the Pagan and Catholic aspects of Halloween, and in this country Halloween was never regarded as a sectarian celebration. It wasn’t even on most American calendars until the mid-nineteenth century. When it finally did take root, it was a mixture of pranks, dress up, jack o’lanterns, and candy, none of which is un-Jewish in any way. So my grumpy Israel teacher was wrong.

He was equally wrong when he told me that Halloween was created to persecute Jews. There were no Jews living among the Celts when Samhain arose, and the Jews had already been exiled from England by the time the Christians turned Samhain into All Saints Day there.

But he was most severely wrong in his general approach. He failed to distinguish the history of the holiday from the holiday itself. If we abandoned everything that had a disagreeable history, we’d have to give up many of our favorite Jewish rituals, too.

Whatever their non-Jewish roots, American holidays such as Thanksgiving and Halloween are now symbols of pluralism, yearly signposts advertising America’s freedom and tolerance. These holidays are an opportunity for Americans, regardless of background, to come together and share an experience. And they can even be an enormous amount of fun.

Pluralism, tolerance, community, and fun are all Jewish ideals, and I, for one, am looking forward once again to greeting bizarrely dressed children as they come to my door and ask for treats.

Categories: education, Judaism

I Have a Little List

September 22, 2008 2 comments

By Joel M. Hoffman

“These things have no limit,” begins a nearly 2,000-year-old list in the Mishnah, our earliest collection of Jewish law. The list details commandments for which more is always better.

Leaving unharvested crops (“pe’ah“) for the poor, for instance, is the first item there. Leviticus (23:22) asks farmers to leave the corners of their fields unharvested so that the poor can — free of charge and anonymously — gather food. The more crops left for the poor, the more people eat. Feeding some hungry people is good; feeding more is better. That’s why there’s no limit.

But the real point of the list is that good things come in two varieties. For some, the more you have the better. That’s what we all expect. But it turns out that some good things — perhaps even most — are only good in moderation, and even turn detrimental with quantity. They not only stop being good, but they can actually become bad.

Food, for example, falls in this second, non-intuitive category. We think of food as a good thing because it’s yummy and we need it to survive. But while 2,000 calories of food a day is twice as good as 1,000, 4,000 calories is not twice better than that. 16,000 calories a day will kill most people. After a certain point, otherwise life-sustaining food becomes a health hazard.

Modern readers may be surprised to find that prayer is not on the ancient list of things that have no limit, because prayer is like food. You should have enough, the rabbis say, but don’t overdo it. By contrast, g’milut chasadim, being kind, does appear. You can never be too kind or kind too often.

A related list, traditionally juxtaposed with the first, comes from the Talmud. It details things that offer inherent reward in return for doing them: honoring parents, for example, or helping people work out their differences. Honor your parents and you’re more likely to be happy yourself. It’s the right thing to do, but even if it weren’t, it would still be a good idea, because it just so happens that it will make your own life better. Similarly, help two people stop fighting and you don’t have to live amid strife.

The second list even details how these good acts will reward those who do them. Good deed doers earn interest on their investment of beneficence “in this world,” and enjoy the principal “in the world to come.” In other words, you get a little bit of benefit for doing the right thing now, and you get even more benefit later.

We find g’milut chasadim (“being kind”) from the first list on the second list as well. Not only can you never be too kind, but the more kindness you can show, the better things will be for others and for you as well. Karma, some people call it.

Studying Torah is also on both lists. Unlike food, whose benefits turn deleterious after a point, more learning is always better. That’s why it’s on the first list. Its role in the second list is more oblique. We read: studying Torah “is like” all the other things on the list. (A common translation misses the whole point, wrongly claiming that studying Torah “is equal to them all.”) The list doesn’t tell us in what way studying Torah might be “like” honoring parents, helping two people get along, or being kind. Perhaps one has to study Torah to find out? That’s why we spend so much energy on studying Torah, giving children and adults alike a path into Jewish learning. We may not know why, but somehow, the more we study, the more we augment the world’s supply of the other good things, too.

Considerable unhappiness comes from mixing up lists like these. Addiction, for example, is the inability to keep things off of the first, short, list. What about money? Is more always better? Capitalism says yes, but Judaism says no. Wealth isn’t on the list. Maybe, like food, after a certain point money stops improving our lives and even makes them worse.

These complex and important issues are masked in a deceptive facade of simplicity. So as we celebrate a new year together, let’s also find time to reevaluate the lists of our lives.

Shanah Tovah.

Why Religious Schools Have a Bad Rap

August 18, 2008 Leave a comment

By Joel M. Hoffman

An old joke observes in bad taste that to deal with unwanted house guests, all that’s needed is a rabbi to bar mitzvah them. “Then they’ll never come back.”

It seems that Religious School has a bad rap. And in a sense, this poor track record is surprising, for at least three reasons:

  1. Children naturally like learning. They are curious about the world, and they are generally eager to discover more about it. They’re proud of what they learn. A new accomplishment or mastery of new material makes children feel good about themselves. Among many other things, children love learning codes, and Religious School naturally focuses on one, because Hebrew is a code of sorts.
  2. Children like being with other children. By nature, most people are social, and children are particularly so. They enjoy each other’s company, and thrive not alone but in groups. Religious Schools bring children together in exactly the sort of semi-structured environment that is best for them.
  3. Judaism is fun. Children like stories, and Judaism is built on some of the most enduring stories ever penned. Children like celebrating, and our Jewish calender provides a celebration almost every month. Children like puzzles, and decoding Hebrew is a puzzle.

Religious Schools across the country start with this winning triple combination — learning, socializing, and fun — and yet they frequently end up with programs so bad that the only source of joy for the children who attend is mocking their teachers. I know, because I’ve traveled around the country and seen it.

So what went wrong?

It’s true that Religious Schools face some immutable obstacles. Some children can’t focus in the afternoon. Some children are tired Sunday mornings. Most schools are tragically underfunded. Soccer and ballet and piano and baseball create conflicts for the kids. (And I can’t count the number of schools that give children pizza and Coke and then tell them to sit down and be quiet.) But surely these are minor problems that can be overcome.

So again: what went wrong? Here I’ll mention two things.

The first problem is that in an effort to make schools more fun, too many organizations focused only on fun and not on content. But in large part it is the content that makes school fun. Children like lots of things. In particular, they like playing and they like learning. But they don’t like playing when they think they should be learning, and, at any rate, whatever games a school can offer pale compared to the opportunities outside the school. School will never compete with the video games or amusement parks, and schools that try only to be fun will fail.

Instead, Religious Schools must be a source a deep and authentic learning, living out our tradition of serious study. No less than adults, children deserve to be challenged. The problem with Religious Schools isn’t that they try to teach too much, it’s that they don’t teach enough. So we need to teach more. If we require weekly attendance of children — and at TINW we do — our teachers have an obligation to make sure that each class is worth going to.

The ubiquitous question, “I missed last week. Did we do anything important?” should have only one answer: “You missed something very important, something you would have loved to learn.”

The second problem is more important. Judaism is clear on the inherent value of every individual. The Talmud teaches that a single soul is like the entire world. In contrast to secular school and pop culture, which emphasize what a person can do or how a person should look, Judaism leaves no doubt that every soul is already a prized creature of God. Children should be able to count on the comfort of knowing that, even if nowhere else, at Religious School they are appreciated regardless of what they can or can’t do, irrespective of how smart they are, and without consideration for the degree to which they are like their peers.

Teachers need to love not only what they’re teaching but also who they’re teaching.

Writing of colleges, Ralph Waldo Emerson observed that, “if they really had it, you would need police at the gates to keep order in the inrushing multitude.” With a good school, we’d have to fight to keep people out, not to keep people in.

That’s our goal for Religious School, too. And if we keep our priorities straight, we can get there.

Categories: education