On the morning of October 7, when news of the Israeli attack began to reach our Shemini Atzeret minyan, I became acutely aware of the distance between the Jewish diaspora.
We do so much to bridge the physical distance between us and the Israelites, and in that morning's prayer for rain, we transcend reality to become Eretz Yisrael (Land of Israel). ) was practicing one of the many liturgical methods of immersing himself in the world. We prayed even harder that morning, knowing that we need abundance and mercy, and that those of us in the diaspora feel a degree of helplessness. “Look to us,” we said, “because problems swallow our souls like water.”
As the tragedy continues to unfold in the days and weeks ahead, our North American Jewish Day School and Yeshiva community continues to support the people we know and love, including acts of solidarity, fundraisers, psalms and prayers, and rallies in support of Israel. Activated in a certain way. Whenever we could, we tried to reach out to Israeli families and offer them support, strength, and love. That is the role we play in the Diaspora Jewish community, and whenever possible, we visit, study, and live in Israel throughout our lives. Israel is an important and visible part of our Jewish identity.
Jewish daycare centers and yeshivas play an important role in nurturing that identity and provide the most immersive Israeli education available to youth in North America. There is no other educational setting where Israel is so central. From early childhood through all grades, educators carefully structure the emotional, behavioral, and cognitive aspects of Israeli education.
Walking down the hallways of any Jewish day school or yeshiva in North America makes this clear: the care taken to build strong personal, religious, spiritual, and collective connections. It becomes even clearer when we hear from educators how they are being taught. Land and nation of Israel. From Jewish studies to Hebrew, social studies and history to English, literature and science, from commemorations and celebrations to exploring Israel's ethnic and cultural tapestry, North American schools offer students the opportunity to: Infuse connection, action, and understanding. The basis of what may grow into a core aspect of their identity.
On a recent visit to a Jewish full-time school, a teacher and a group of 8th graders who were learning about vegetation in science class told me about an Israeli company that had developed cutting-edge hydroponics and replicated the technology. and listened to the story. in their classrooms.
Enhancing Jewish Identity through Israeli Education
Of course, like any subject our schools teach, there are challenges and successes, but in Israeli education, the stakes are much higher because it forms the basis of Jewish identity. As educators, we must continue to learn and reflect on how, what, why, and where we teach Israel. And given the challenges of distance we face as Diaspora Jews, it is important for Israeli educators to understand aspects of Israeli society and culture and consider how to give that back to their students and communities. , existence is very important.
That was the motivation that informed Prizmah's recent Israeli Educator Mission. With the support of a generous grant from the Jim Joseph Foundation and in partnership with the Jewish Education Project, her 23 educators from 19 Jewish schools and yeshivas across North America traveled and learned together.
The essential question of our mission was: “Since October 7, what has changed and what has remained the same affecting education in Jewish schools in Israel?”
We started with individuals and explored how each of us was affected by October 7th as a cohort-building exercise. Every day, we traveled throughout Israel, visiting places and people affected by terrorist attacks and wars. We had conversations, learned together, and began to understand the Israelis and how their worldview, philosophy, and beliefs were evolving.
We spoke with educators in Israeli schools to learn how they are supporting their students and communities. We spent the evening having conversations with some of Israel's leading journalists and thinkers, who gave us a high-level perspective on Israeli society, beliefs, and perspectives. We then discussed together how our experiences influenced the way we think about and teach about Israel in our schools.
Throughout the mission, we wanted participating educators to bring back to their schools new resources developed by Israeli educators. We studied alongside educators from Israeli-based institutions such as Beit Avi Chai, Makom, M², UnitEd, Unpacked for Educators, the National Library, and the Jewish Agency for Israel. Their modern educational materials and processing protocols help bridge the gap between us and are a thoughtful response to this moment.
The opportunity to be with Israelis, hear their stories, and commit to bringing it back to schools is already having a huge impact on Israeli education in participating schools. Educators have shared their stories in classrooms, blogs, podcasts, and conferences with students, teachers, and parents. What we have learned will support the continued development of Israeli education, and we are working collaboratively to embed that learning into how schools are currently thinking and teaching about Israel. Masu.
For many, this mission was the literal first step in returning to Israel since October 7th. Together over the coming months and year, we will take further steps as we imagine how education in Israel will and will not change.
The author is a rabbi and director of programs and strategy at Prizmah: Center for Jewish Day School.
