The incredible story of Miami resident Zina, now 90, is told by her daughter, Dahlia Abraham- Klein in Caravan of Hope — A Bukharan Woman’s Journey to Freedom (Shamashi Press). https://a.co/d/eDolp7U

Contemporary Tanakh education requires its teachers to be open to, and aware of, shifts in the learning landscape. It demands flexibility and focus, and it is imperative that we do not become complacent.

On August 21, 1911, Leonardo da Vinci’s “Mona Lisa,” one of the world’s most famous paintings, was stolen right off the wall of the Louvre museum in Paris. The crime wasn’t discovered until the next day. The Louvre was closed for a week due to the police investigation.

Interesting insights about Succoth have come from the pen of Benjamin Disraeli (1804-1881), the First Earl of Beaconsfield. Disraeli was of Jewish birth, whose family had been associated with the Spanish and Portuguese Congregation in London. Although his father had Benjamin baptized to Anglicanism at age 12, Disraeli never denied his Jewish roots. He rose to become the first—and thus far only—British Prime Minister of Jewish ancestry.

Tanakh is not much taught, what is taught is rarely retained, and 12 or more years of putatively intensive Jewish education are apparently insufficient to give young people adequate resources to allow serious study of Tanakh and its commentators (or even Talmud for that matter) in the original.

Tanakh needed prophecy so that we could transcend ourselves and our limited perspectives to aspire to a more perfected self and world, and to reach out across the infinite gulf to God. Ultimately, however, it also needed Ecclesiastes to teach how to have faith from the human perspective, so that we may grow in our fear of Heaven and observe God’s commandments in truth.