[The following remarks are adapted from the speech given by Dr. David Bryfman at the ceremony for the Helen Diller Family Awards for Excellence in Jewish Education, an initiative of the San Francisco-based Jewish Community Federation and Endowment Fund, on May 6, 2019.]
A few months ago, after the announcement of my appointment as the CEO of The Jewish Education Project I was approached by a prominent Jewish newspaper for an email interview. They wanted to send me a series of questions for me to answer. Of course, I agreed.
Here were some of the questions:
“We frequently hear laments about the problems facing Jewish educators – too little money, too few competent teachers, too little interest on the part of students. What do you see as the main challenge of Jewish education as you start your new job?”
And …
“What is the biggest mistake that Jewish schools and Jewish educators are making?”
And my personal favorite:
“Is Jewish education, especially at the elementary school and high school level, a lost cause?”
Now admittedly not all of the questions posed to me were so negative, but objectively I can also surmise that none of them were actually positive. I looked at the questions, read them and reread them and then basically wrote the responses that included the overwhelmingly optimistic message that I wanted to convey. The interview was received pretty well, and a few people even commended me afterwards that they were appreciative that I had a focused and positive message instead of offering a vision of doom and gloom.
Believe me I am not trying to pick a fight with the reporter. They can and should ask me what they want. More importantly, their questions should reflect things that they believe their readers feel and want to know more about.
Nevertheless, I was, and still am a bit shocked and even a bit upset by the questions. But I was not angry about the questions. I was disappointed about what has transpired in Jewish education that has got us to a point when this reporter was basically asking me (in the language of our youth today):
Why does Jewish education suck?
Or, if I was to take this at all personally:
Why on earth would you want to be responsible for something that basically sucks?
I want to better explain why I reluctantly and begrudgingly understand the reporter’s questions – and even more importantly tell you why I think this reporter also got it all wrong. From where I stand, this is possibly the most exciting time ever to be engaged in Jewish education. There are many factors I could cite that lead me to make such a statement. One incredible fact is that today there are probably more Jews involved in Jewish learning than at any other time in history. The problem for this reporter, and perhaps so many others, is that the Jewish learning taking place might not look or feel like the Jewish learning they have are used to.
For centuries, the purpose of Jewish education rested on the belief that if we teach our children just enough Jewish knowledge and skills then they will continue to live Jewish lives and raise their children in Jewish homes. The reporter asked their questions because they were expressing that the old mode of Jewish education is broken for many American Jews.
What the reporter, and many other pundits and members of the public do not realize is that Jewish education today is not just about the transmission of knowledge and skills. It is not about ensuring that the next generation of Jews looks exactly like the one that came before it. It is not about even about creating more Jews, or stronger Jewish institutions.
In 2019 Jewish education is about empowering Jews to be the people that they are supposed to be. For Millennials and members of Gen Z, Jewish education is about transforming souls. The task of the 21st century Jewish educator is to provide learners with an experience that makes Jewish life meaningful and relevant for the Jews of today and tomorrow.
In my view, Jewish educators have no choice but to adapt to these changing times. Education is the most powerful tool to make this transformation possible. Jewish education must help people struggle with the questions that really matter to them – and not to us – in order to remain resonant. It is no longer a viable proposition to offer a Jewish education that strives to make better Jews, stronger Jewish institutions or a more numerous Jewish people. Jewish education must enable human beings to become the best versions of themselves and help build stronger communities. And one that empowers them to make this world a better place. That is something that I believe Jews will choose.
When we do Jewish education right, we will not fail. We know that we are empowering our learners to be not just the wonderful Jews that they are today, but also the Jews of tomorrow.
But with all of that being said I must return to one thing that doesn’t change. Despite our desire to ensure that Jewish education will impact the future of the Jewish people and the world as a whole – at its core the educational process must continue to be about the here and now. That moment in time when the educator and the learner connect and where the true magic of Jewish education happens.
David Bryfman is the Chief Innovation Officer and incoming CEO at The Jewish Education Project.
The 2019 Helen Diller Family Awards for Excellence in Jewish Education were given to Jonathan Ferris (The Brandeis School of San Francisco), Daniel Schindelman Schoen (Wilderness Torah), and Frances Wittman-Rosenzweig (Congregation Emanu-El Preschool).
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Spot on!
Ayeka trains teachers to provide precisely the kind of Jewish education Dr. Bryfman is describing.
From my perspective it seams as if you agree, with your remarks, to what the reporter alluded; just because, all that you described does not exist in many of the Jewish schools I see around me.
As an educator for over 30 years now, who, unfortunately, looks at Jewish education from the balcony, Jewish education today does suck!
No schools are taking the time to find out where are their families in their quest for meaning. Children are placed in classes according to ages redlated to the time they will be having this central ceremony of their life. How does this relate to the important issues Jewish education of today offer?
A shift to what you described is very much needed, however many of our schools are too comfortable with just doing the same thing as long as the children lead a service, read from the Torah etc.. that sucks!
I believe Jewish education that doesn’t suck is one that addresses the family as a whole. One that helps families build traditions for themselves and if possible build them on preexisting foundations of their ancestors. They don’t know which questions to ask. We need to teach them to ask those questions. The gaps between the children, parents and “doing jewish” are so big that we should, probably, use your goals for Jewish education of today as bridges. But we must address the family unit.
Jewish education of today does suck, especially because non of the things you described are actually implemented in so many schools. If I’m wrong, and, G-d, I hope I’m wrong I would love to see, read, hear more about it.
Shalom David,
As most North American non Orthodox (NAnO) Jews have become more generationally removed from their families’ immigrant experience, NAnO Jewish education as well as NAnO Judaism have had the impossible task of fighting the inexorable North American melting pot aka assimilation. And there is no doubt that it has been a measurably losing battle. Also there have been few if any (thus far) objective criteria for defining the objectives of NAnO Jewish Ed (something clearer than the nebulous at best more Jews, or Jews continuing “to live Jewish lives and raise their children in Jewish homes”). As well there have been few if any objective criteria for measuring the results of NAnO Jewish Ed. Thus there has been no way to hold NAnO Jewish education nor its educators accountable to make and implement necessary changes to move toward measurable success. You wrote:
“In 2019 Jewish education is about empowering Jews to be the people that they are supposed to be.”
Or perhaps, “making Jewish mentschen” by answering the question “how now shall we live?” And not just NAnO Jewish Ed, but NAnO Judaism itself!! You continued:
“For Millennials and members of Gen Z,….”
Not just them but ALL NAnO Jews! You continued:
“Jewish education is about transforming souls.”
And NAnO Judaism ought to be as well. You continued:
“The task of the 21st century Jewish educator,…”
And that of all professional NAnO Jews…clergy, educators, movement folks, “thought” leaders, “spiritual” entrepreneurs, etc. you continued:
“…is to provide learners….”
Which ought to include all of us. You continued:
“…with an experience that makes Jewish life meaningful and relevant for the Jews of today and tomorrow.”
Yeseree Bob, kudos, bravo v’khol hakavod all honor to you David.
NAnO Judaism/Jewish Ed, must be meaningful, practical, relevant, and application oriented. It must speak to our lives as we actually live and experience them in 21rst century North America. It must begin on the bimah/pulpit of NAnO synagogues for the Rabbi is the congregation’s primary Jewish teacher as well its primary meaning maker and influencer. It must be reinforced by the rest of the congregation’s clergy, educators and staff. It must be supported and augmented by the rest of professional NAnO Jewry.
Now if only we could come up with a meaningful NAnO definition of the adjective “Jewish,” beyond the trivial any thing a Jew says or does. What’s the specifically “Jewish” content of a Jewish life; of a Jewish home? Please check our exchanges about this from April, 2016 as well as an exchange in another re happiness as the purpose of Jewish Ed from Nov., 2016 at the links below.
Thanks for a great start David.
Biv’racha,
Jordan Goodman
Wheeling, IL
eashtov@aol.com
https://ejewishphilanthropy.com/generation-now-understanding-and-engaging-jewish-teens-today/
https://ejewishphilanthropy.com/when-youre-happy-and-you-know-it-the-true-purpose-of-jewish-education/
I am a 25 year Conservative Hebrew School Jewish educator. NO I am not old school. I do not lecture. I interact with highly thought provoking discussions. I teach 3,4,5,6,7, High School and Adult.
For the younger grades I teach the meaning of the prayers. I do not use children’s books. I use the same siddur that is used in the sanctuary! I focus on are the prayers relevant to them in modern times. Should we take them out or leave them in? Nearly every prayer they decide to leave in even if it is repetitive. Why? My moto is
“Bringing Jewish Education to Life.”
This coming year we will focus on the same philosophy with Torah. How do they use the Torah in theor lives and what would the world be without it.
What does that mean? Passion, feeling, emotion and of course to everyday living be it secular or Jewish.
In my high 7th grade class they learn and adapt how to use Pirke Avot in their life today and why Israel is so important.
In High school my b-weekly class of 40+ students learn about the beauty of living a Jewish lifestyle to them from religious practice, culture, environment, food, dating etc
I do not use computers, games, art, programs etc. in any of my classes nor do they ask for it! They love the engagement and community that the classroom offers.
On the issue of report cards. I do something different. I review with them BEFORE their parents get it. After all they are educating themselves or their sake, not their parents. I ask them what I can do to make the class even more interesting. I ask them to grade me. After all they relay upon me to learn how being Jewish can help them.