National Scholar Updates

On Friday, September 27, 1935, the Boston Jewish Advocate published an extensive interview with Rabbi Joseph B. Soloveitchik, who had recently returned to Boston following a four-month stay in Palestine. In what is arguably the most comprehensive articulation of his early Zionism—if one takes seriously the citations of the interviewer, Carl Alpert—Rabbi Soloveitchik set forth in this interview his perspective on the role of Orthodoxy in Erets Yisrael.

According to theJewish Advocate, Rabbi Soloveitchik said, “The future of Palestine is with Orthodoxy, just as the future of Orthodoxy lies in Palestine. I make this statement not as a rabbi, but as an objective observer. The recent newspaper announcement that ministers are being sent to Palestine to propagate Progressive Judaism is nonsense. Orthodoxy will be the only form of Judaism in Erets Yisrael.”

Later in the article, Rabbi Soloveitchik predicted that “When Palestine Orthodoxy is well-organized, it will reclaim even those who have gone astray. After all, even among the most radical halutsim there exists a subconscious desire and longing for religious life and observance that temporarily finds its outlet in the redemption of the soil and the renaissance of the Jewish people. If this religious fervor will be cultivated and brought into clear light, it will eventually lead to traditional Judaism.”

Finally, Rabbi Soloveitchik suggested, “It is the task of Orthodoxy to redeem not only the soil of Palestine, but also the souls of its sons and daughters, and bring them within the traditional fold.”

Although there are many dimensions to Rabbi Soloveitchik’s comments, some of which I recently addressed in an article analyzing Rabbi Soloveitchik’s early Boston career, the following article explores each of these statements from the contemporary perspective (inserting Medinat Yisrael for Palestine), asking if Rabbi Soloveitchik’s statements still ring true today, and if they calibrate with the ethos of contemporary Orthodoxy.

Is the future of Medinat Yisrael with Orthodoxy, and is the future of Orthodoxy in Medinat Yisrael?

Rabbi Soloveitchik’s first statement was made at a time when Orthodoxy in the United States still represented the normative religious community—at least in name—for the majority of Eastern European Jewish immigrants. Today, of course, although Orthodoxy is the norm (by law) in Israel vis-à-vis marriage and divorce and is generally adopted as the norm in synagogue life and burial, the layers of resentment felt among the non-Orthodox population are balanced by those who are content with the traditional model. Still, it is not difficult to imagine Medinat Yisrael without Orthodoxy. In fact, many claim that the Orthodox monopoly in the modern state is deleterious to its Jewish and democratic nature.

A number of years ago, I flew on a plane with Effy Eitam, who was then the leader of the National Religious Party in Israel. As I described to him my work within the religious establishment helping secular Israelis navigate religious life, he stopped me and said: “Let me tell you why you won’t ever be successful: The religious Zionist rabbinic leadership has a messianic vision that everyone will be Orthodox. I’m not sure that you are convinced that this is an ideal.”

Many Orthodox Jews remain unsure about Orthodoxy’s universal application among the contemporary Jewish community—especially in Israel. I’m not convinced that religious coercion is viable on the tactical or strategic planes. This certainly throws into question whether the future of Medinat Yisrael is with Orthodoxy.

As to the converse claim of Rabbi Soloveitchik, that the future of Orthodoxy is with Medinat Yisrael, I equally remain unconvinced, notwithstanding my personal decision to live in Israel. A number of years ago, I delivered a paper at the Orthodox Forum in New York about the so-called brain drain to Israel. The argument that many of my contemporaries put forward was that talented young leaders of (Modern) Orthodoxy were making aliya, thus depriving the North American Jewish community of its best and brightest. I argued that I believe Orthodoxy has flourished in North America, notwithstanding the departure of rabbinic leadership such as Rabbi Aharon Lichtenstein, Rabbi Shlomo Riskin, or Rabbi Danny Tropper. In fact, the great renaissance of Orthodox Day Schools and Orthodox synagogues happened after each of these three men moved to Israel.

Ironically, it was Rabbi Soloveitchik himself who—failing to receive the position of Chief Rabbi of Tel Aviv in 1935—forged contemporary Orthodoxy in the United States. I believe that the type of Orthodoxy Rabbi Soloveitchik contemplated might have had exclusivity in Medinat Yisrael, had history unfolded differently. But contemporary Orthodoxy is comprised of so many subgroups that it is hard to imagine that the future of Orthodoxy lies—at least exclusively—in Medinat Yisrael.

Will the religious fervor of the “halutsim” lead to traditional Judaism?

This second assertion of Rabbi Soloveitchik needs to be put in its immediate historical context as well. Just days before the interview in Boston, Rabbi Soloveitchik had paid a visit to Rabbi Abraham Isaac Kook, who was then ailing, and would pass away just before Rabbi Soloveitchik returned to Boston. No doubt this was a dramatic meeting for Rabbi Soloveitchik. (Rabbi Kook had studied with Rabbi Soloveitchik’s grandfather in the Volozhin yeshiva.) During his visit to Israel, Rabbi Soloveitchik had met with a number of students of Rabbi Kook. The statement which relates to a “subconscious desire and longing” may find its anchor in the influence of Rabbi Kook’s thinking on Rabbi Soloveitchik in the mid-1930s.

Whatever the case, today’s contemporary Jewish scene in Israel is a work in progress. There are still elements of theba’al-teshuvah movement of the 1970s, but more and more individuals who have a religious fervor (including those from the Orthodox community) are seeking a new-age type of religiosity that is a far cry from the type of Orthodoxy that Rabbi Soloveitchik espoused (and a far cry from the Orthodoxy that the normative Modern Orthodox community espouses). Sometimes known as ChabaKook (short for Chabad, Breslav, and Kook /Carlebach), this ideology has some connection to halakha but emphasizes the religious ecstatic moment rather than the disciplined cerebral one. It certainly is not “traditional” Judaism. My sense is that this is a phenomenon more central to Medinat Yisrael than to the North American Jewish community.

Again, given the contemporary Orthodox scene, I think there is still a lot of questioning going on in Israel about what is normative Orthodoxy. The ideals (and dreams) of Rabbi Soloveitchik do not appear to be either relevant or able to be realized given the contemporary Orthodox scene in Israel.

Is it the task of Orthodoxy to redeem not only the soil of Medinat Yisrael, but also the souls of its sons and daughters, and bring them within the traditional fold?

The last claim of Rabbi Soloveitchik is remarkable and deserves close attention. In many respects, notwithstanding the commitment to halakha that Orthodox Jews share, this statement reveals a layer of Jewish life not often spoken about. Orthodoxy is not only about kibbush (conquest), but also about kiruv (bringing near).  I imagine it was hard to conceive—particularly in the mid 1930s—that these two notions might stand in opposition. During the last three decades, too much emphasis in the Orthodox community has been placed on redeeming the soil (in the broadest sense of the term), and not enough emphasis has been placed on exposing the non-religious community to the beauty of traditional Judaism. The Modern Orthodox community has expended enormous resources on the settlement movement in Israel, without paying attention to the Jewish lives of Jews in Tel Aviv or Rishon Letzion. These Jewish souls have been exposed to a much more fundamentalist, Hareidi Orthodox approach, speaking in the name of halakhic Judaism. This is a trend that needs to be rectified.

Of course, one could argue that kiruv isn’t an essential part of Orthodoxy, or certainly halakhic practice. But in its broadest sense, Orthodoxy in Israel should see kol yisrael arevim zeh lazeh (all Jews are responsible for each other) not only as a descriptive adage, but rather as an imperative. If one can see Rabbi Soloveitchik’s terminology of “redemption of souls” as a charge to expose rather than impose traditional Judaism within the secular community, then I believe such a responsibility is still central to our community.

The challenges to contemporary Orthodoxy in Israel are enormous, and the implications of modernity and the founding of the State of Israel for traditional Judaism are still being explored in Israel. Notwithstanding the rising political clout of the Hareidi Orthodox parties in Israel, I believe that the Modern Orthodoxy that Rabbi Soloveitchik spoke of still has a place in Israel, and will ultimately play a central role in its future.

ESTHER

PESHAT AND DERASH IN MEGILLAT ESTHER[1]

By Rabbi Hayyim Angel

INTRODUCTION

Elisha ben Avuyah said: one who learns as a child, to what is he compared? To ink written upon a new writing sheet; and one who learns [when] old, to what is he compared? To ink written upon an erased writing sheet. (Avot 4:20)

          Megillat Esther is among the most difficult biblical books to study anew, precisely because it is so familiar. Many assumptions accompany us through our study of the Megillah, occasionally clouding our perceptions of what is in the text and what is not.

          Any serious study of the peshat messages of the Megillah must begin with a clear sense of what is explicitly in the text, what can be inferred legitimately from the text, and what belongs primarily in a thematic exposition, using the text as a springboard for important religious concepts. This chapter will consider some pertinent examples from Megillat Esther.

PESHAT CONSIDERATIONS IN THE MEGILLAH

A. THE SAUL–AGAG REMATCH

          On five occasions in the Megillah, Haman is called an “Agagite.”[2] Several early traditions consider this appellation a reference to Haman’s descent from King Agag of Amalek, whom Saul defeated (I Sam. 15).[3]

          Similarly, several midrashic traditions identify the Kish of Mordecai’s pedigree (2:5) with Saul’s father (I Sam. 9:1).[4] From this vantage point, Mordecai’s recorded pedigree spans some five centuries in order to connect him and Esther to Saul. If indeed Haman is of royal Amalekite stock, and Mordecai and Esther descend from King Saul, then the Purim story may be viewed as a dramatic rematch of the battle between Saul and Agag.

          However, neither assumption is rooted in the text of the Megillah. The etymology of “Agagite” is uncertain; while it could mean “from King Agag of Amalek,” it may be a Persian or Elamite name.[5] Had the author wanted to associate Haman with Amalek, he could have dubbed him “the Amalekite.” The same holds true for Mordecai and Esther’s descent from King Saul. If the Megillah wished to link them it could have named Saul instead of “Kish” (Ibn Ezra). It is possible that the Kish mentioned in the Megillah is Mordecai’s great-grandfather rather than a distant ancestor.[6]

        Regardless of the historical factuality of the aforementioned identifications, a strong argument can be made for a thematic rematch between the forces of good and evil which runs parallel to Saul’s inadequate efforts to eradicate Amalek. In this case, the association can be inferred from the text of the Megillah itself.[7] The conflict between Mordecai and Haman as symbolic of a greater battle between Israel and Amalek is well taken conceptually, but it is tenuous to contend that the biological connections are manifest in the text. However, if the midrashim had received oral traditions regarding these historical links, we accept them—ve-im kabbalah hi, nekabbel.

B. ASSIMILATION

          It is sometimes argued that the turning point in the Megillah is when the Jews fast (4:1–3, 16–17; 9:31), thereby repenting from earlier assimilationist tendencies demonstrated by their sinful participation in Ahasuerus’ party. According to this reading, Haman’s decree was direct retribution for their communal sin. However, the text contains no theological explanation of why the Jews “deserved” genocide; on the contrary, the sole textual motivation behind Haman’s decree is Mordecai’s refusal to show obeisance to Haman (3:2–8). By staunchly standing out, Mordecai jeopardizes his own life and the lives of his people.[8]

          Moreover, there is no indication in the Megillah that the Jews ever did anything wrong. On the contrary, the references to the Jews acting as a community display them mourning and fasting,[9] first spontaneously, and then at Mordecai’s directive (4:1–3, 16–17; 9:31). They celebrate their victory by sending gifts to each other and giving charity to the poor (9:16–28).

          Consider also Haman’s formulation of his request to exterminate the Jews: “Their laws are different from every nation” (3:8). Several midrashim find in Haman’s accusation testimony that the Jews observed the commandments and stood distinctly apart from their pagan counterparts.[10]

          Curiously, the only overt indications of foreign influence on the Jews in the Megillah are the names Mordecai and Esther, which likely derive from the pagan deities Marduk[11] and Ishtar.[12] However, the use of pagan names need not indicate assimilation of Mordecai and Esther, nor of the community at large.[13]

          Not only is there no textual evidence of Jewish assimilation—on the contrary, the Megillah consistently portrays Jews positively—but there is no rabbinic consensus on this matter either. The oft-quoted Gemara used to prove assimilation states:

R. Shimon b. Yohai was asked by his disciples, Why were the enemies of Israel [a euphemism for the Jews] in that generation deserving of extermination? He said to them: Answer the question. They said: Because they partook of the feast of that wicked one. [He said to them]: If so, those in Shushan should have been killed, but not those in other provinces! They then said, answer the question. He said to them: It was because they bowed down to the image. They said to him, then why did God forgive them [i.e., they really deserved to be destroyed]? He replied: They only pretended to worship, and He also only pretended to exterminate them; and so it is written, “For he afflicted not from his heart.” (Megillah 12a)

R. Shimon b. Yohai’s students suggested that the Jews deserved to be destroyed because of their willing participation in Ahasuerus’ party, but they did not state what was wrong with this participation. Song of Songs Rabbah 7:8 posits that the Jews sinned at the party by eating nonkosher food. Alternatively, Esther Rabbah 7:13 considers lewdness the primary sin at the party.[14]

          A contrary midrashic opinion is found in Midrash Panim Aherim 2, which relates that the Jews specifically avoided the party. Related sources describe that the Jews cried and mourned over Ahasuerus’ festivities.[15]

          Within the aforementioned rabbinic opinions, we find controversy over what was wrong with the party and the extent of the Jews’ participation (if any). But this entire discussion becomes moot when we consider that R. Shimon b. Yohai rejects his students’ hypothesis on the grounds that only Shushan’s Jewry participated; the Jews in other provinces never attended either of Ahasuerus’ parties.[16]

          R. Shimon b. Yohai then submits his own opinion: the Jews bowed to “the image.” Rashi avers that the image refers to the statue of Nebuchadnezzar erected and worshipped generations earlier (see Daniel chapter 3), while Meiri (Sanhedrin 74b) quotes an alternative reading of our Gemara, which indicates that the “image” was an idol that Haman wore as people bowed to him.[17]

          Both possibilities present difficulties: According to Rashi, the Jews were to be punished for the transgression of their ancestors, though there is no evidence that they perpetuated this sinful conduct. According to Meiri’s alternative reading, the question of R. Shimon b. Yohai to his students simply becomes more acute: only the members of the king’s court in Shushan bowed to Haman. Most Jews of Shushan, and all Jews from the outer provinces, never prostrated before Haman.

          In any case, the Gemara concludes that the Jews bowed without conviction. God “externally” threatened the Jews in return, that is, the threat was perceived, not real. The Gemara never resolves the theological question of why the Jews deserved such a harsh decree. The text of the Megillah consistently portrays the Jews in a favorable light, and the Gemara’s ambivalence over the theological cause of the Purim story only supports this positive assessment. In light of these factors, we must relegate discussions of assimilation to the realm of derekh ha-derash, that is, assimilation is something to be criticized, but the Megillah is not engaged in this condemnation—rather, it is concerned with other religious purposes.

C. RELIGIOUS OBSERVANCE

          The Megillah makes no mention of the distinctly commandment‑related behavior of the heroes, nor of the nation. Other than the term Yehudi(m), there is nothing distinctly Jewish in the Megillah. Most prominent is the absence of God’s Name. Also missing are any references to the Torah or specific commandments. In this light, the holiday of Purim could be viewed as a nationalistic celebration of victory. The only sign of religious ritual is fasting; but even that conspicuously is not accompanied by prayer. The omission of God’s name and prayer is even more striking when we contrast the Masoretic Text with the Septuagint additions to the Megillah—where the Jews pray to God and God intervenes on several occasions. In the Septuagint version, God’s Name appears over fifty times.[18] It appears unmistakable that the author of the Megillah intended to stifle references to God and Jewish religious practice. The second section of this chapter will address the question of why this is so.

D. MORDECAI’S DISOBEDIENCE

          Mordecai’s rationale for not prostrating himself involves his Jewishness (3:4), but the Megillah does not explain how. Many biblical figures bow to kings and nobles as a sign of respect, not worship; notably Esther bows to Ahasuerus in 8:3.[19] The text suggests that Mordecai did not want to honor the king and his command (see 3:2–4), but this explanation seems puzzling. Would Mordecai endanger his own life and the lives of all Jews[20] for this reason? Esther Rabbah 6:2 finds it unlikely:

But Mordecai did not bow down nor prostrate himself before him (3:2). Was Mordecai then looking for quarrels or being disobedient to the king’s command? The fact is that when Ahasuerus ordered that all should bow down to Haman, the latter fixed an idolatrous image on his breast for the purpose of making all bow down to an idol.[21]

Other rabbinic sources contend that rather than wearing an idol, Haman considered himself a deity.[22]

          Nevertheless, the text never alludes to idolatry in regard to Haman, nor anywhere else in the Megillah.[23] It appears that technical idolatry did not figure into Mordecai’s refusal to bow to Haman. In the second section of this chapter, we will consider alternative responses to this question.

          To conclude, certain midrashic assumptions are without clear support in the biblical text, and there often is disagreement in rabbinic sources. Both Mordecai and Esther’s biological connection to Saul and Haman’s descent from Agag of Amalek are debatable. There is no evidence of Jewish assimilation, nor is there testimony to overtly Jewish religiosity. Finally, it is unclear why Mordecai refused to bow to Haman, which is surprising given the centrality this episode has in the narrative.

          Although these ambiguities make an understanding of the Megillah more complicated, they also free the interpreter to look beyond the original boundaries of explanation and to reconsider the text and its messages anew.

THE CENTRAL MESSAGES OF THE MEGILLAH

A. AHASUERUS AS THE MAIN CHARACTER

          In determining the literary framework of the Megillah, Rabbi David Henshke notes that, viewed superficially, chapter 1 only contributes Vashti’s removal, making way for Esther. However, the text elaborately describes the king’s wealth and far-reaching power. This lengthy description highlights the fact that there is a different plot. The king’s power is described in detail because it is central to the message of the Megillah. Moreover the Megillah does not end with the Jews’ celebration. It concludes with a description of Ahasuerus’ wealth and power, just as it begins. The bookends of the story point to the fact that the Purim story is played out on Ahasuerus’ stage.[24]

          The other major characters—Esther, Mordecai, and Haman—are completely dependent on the good will of the king. For example, the political influence of Esther and Mordecai ostensibly contributed significantly to the salvation of the Jews. However, their authority was subject to the king’s moods. Esther knew that Vashti had been deposed in an instant. The king even held a second beauty contest immediately after choosing Esther as queen (2:19). When the moment to use her influence arrived, Esther was terrified to confront the king to plead on behalf of her people. The fact that she had not been summoned for thirty days reminded her of her precarious position (4:11).

          Mordecai, who rose to power at the end of the Megillah, likewise must have recognized the king’s fickleness. Just as the previous vizier was hanged, Mordecai never could feel secure in his new position.

          Rabbi Henshke points out that after Haman parades Mordecai around Shushan (a tremendous moral victory for Mordecai over his archenemy), Mordecai midrashically returns to his sackcloth and ashes (see Megillah 16a). After Haman is hanged, which should have ended the conflict between Mordecai and Haman, only the king is relieved, because the threat to his own wife is eliminated (7:10). Even after Ahasuerus turns Haman’s post over to Mordecai, Esther still must grovel before the king (8:1–6). The Jews remain in mortal fear because of the king’s decree, irrespective of Haman.

B. GOD AND AHASUERUS

          Most of the main characters of the Megillah have counterparts: Mordecai opposes Haman; Esther is contrasted to Vashti (and later Zeresh). On the surface, only Ahasuerus does not have a match—but behind the scenes, he does: it is God.[25] While God’s Name never appears in the Megillah, “the king” appears approximately 200 times. It would appear that Ahasuerus’ absolute power is meant to occupy the role normally assigned to God elsewhere in Tanakh.[26]

          Everyone must prostrate before the king’s vizier—how much more respect is therefore required for the one who appointed him! And one who enters the throne room without the king’s permission risks his or her life—reminiscent of the Jewish law of the gravity of entering the Holy of Holies, God’s “throne room.” Even the lavish parties at the beginning of the Megillah fit this theme. Instead of all the nations of the world coming to the Temple in Jerusalem to serve God (Isa. 2:2–4), all the nations of the world come to the palace in Shushan to see Ahasuerus’ wealth and to get drunk.

C. THE MEGILLAH AS SATIRE[27]

          Along with Ahasuerus’ authority and absolute power comes a person riddled with caprice and foolishness. Ahasuerus rules the world, but his own wife does not listen to him. He makes decisions while drunk and accepts everyone’s advice. Rabbi Henshke convincingly argues that the primary point of the Megillah is to display the ostensible power of a human king while satirizing his weaknesses.

          The patterns established in chapter 1 continue throughout the Megillah. Haman is promoted simply because the king wants to promote him. This promotion occurs right after Mordecai saves the king’s life and is not rewarded at all. Despite the constant emphasis on the king’s laws, Ahasuerus readily sells an innocent nation for destruction and drinks to that decision (3:11–15). Later he still has the audacity to exclaim, “mi hu zeh ve-ei zeh hu!” (who is he and where is he, 7:5). Despite the king’s indignant proclamation, the answer to his question is that it is the king himself who is the enemy of the Jews![28]

          The striking parallel between Haman’s decree (3:11–15) and Mordecai’s (8:7–14) further illustrates the king’s inconstancy: both edicts follow the identical legal procedure and employ virtually the same language, yet one allows the Jews to be exterminated while the other permits the Jews to defend themselves. The decree of self-defense rather than a repeal of Haman’s decree of extermination demonstrates that Ahasuerus is subservient to his own decrees to the point where he cannot even retract them himself (1:19; 8:8, cf. Dan. 6:9, 13, 15-16). Finally, the Bigtan and Teresh incident (2:21–23) serves as a reminder that the king’s power was precarious and that his downfall could arise suddenly from within his Empire.[29]

D. MORDECAI’S DISOBEDIENCE

          We may identify two layers of motivation for Mordecai’s not bowing to Haman: Rabbi Yaakov Medan asserts that Mordecai does not bow because he needs to send a strong message to Israel: passivity in the face of evil can cause even more harm in the future.[30]

          In light of Rabbi Henshke’s analysis, another answer emerges: Mordecai wishes to oppose the king’s command (3:2, 4). Once the king promotes Haman (especially right after Mordecai had saved the king’s life yet received no reward), Mordecai recognizes the fickle character of the king. Even further, Mordecai perceives that Ahasuerus had “replaced” God as the major visible power in Shushan. Thus Mordecai finds himself battling on two fronts. While superficially he opposes Haman, his defiance actually is also a spiritual rebellion against Ahasuerus. Therefore the text stresses that Mordecai was violating the king’s decree by refusing to prostrate before Haman.

          The Gemara lends conceptual support for this dual battle of Mordecai. After Mordecai learns of the decree of annihilation, he begins to mourn:

“And Mordecai knew all that had been done” (4:1)—what did he say? Rav says: Haman has triumphed over Ahasuerus. Samuel says: the higher king has triumphed over the lower king (Rashi: a euphemism for “Ahasuerus has triumphed over God”). (Megillah 15a)

According to Rav, Haman was the primary threat to Mordecai and the Jews. Mordecai bewails Haman’s manipulation of the weaker Ahasuerus. According to Samuel, Mordecai perceives that Ahasuerus was too powerful. That Ahasuerus allowed such a wicked individual to rise to power weakened the very manifestation of God in this world. Rav’s response addresses the surface plot, the conflict between Haman and Mordecai. Samuel reaches to the struggle behind the scenes—God’s conflict with Ahasuerus.

E. AN ALTERNATIVE TO THE WORLD OF AHASUERUS

          Instead of stopping at its satire of the king, the Megillah offers an alternative lifestyle to the world of Ahasuerus. As was mentioned earlier, the Megillah consistently portrays the Jews’ character in a positive light. In 3:8, Haman contrasts the laws of the Jews with the laws of the king. Thus Jewish laws and practices are an admirable alternative to the decrepit values represented by Ahasuerus’ personality and society.

          Ahasuerus is a melekh hafakhpakh, a whimsical ruler. His counterpart, God, works behind the scenes to influence the Purim story through the process of ve-nahafokh hu (9:1).[31] In the world of the hafakhpakh everything is arbitrary, self-serving, and immoral. There is no justice: a Haman can be promoted, as can a Mordecai. In contrast, God’s world of ve-nahafokh hu is purposeful and just.[32] Although the reader is left wondering why the Jews were threatened in the first place, God had justice prevail in the end.

          Even in their victory, however, the Jews remain entirely under the power of Ahasuerus. As a result, Purim is crippled as opposed to most other holidays:

[Why do we not say Hallel on Purim?]...Rava said: There is a good reason in that case [of the exodus] because it says [in the Hallel], “O servants of the Lord, give praise”— who are no longer servants of Pharaoh — But can we say in this case, O servants of the Lord, give praise—and not servants of Ahasuerus? We are still servants of Ahasuerus! (Megillah 14a)

CONCLUSION

          The showdown between Haman and Mordecai is central to the surface plot, whereas the more cosmic battle that pits God and Mordecai against the world of Ahasuerus permeates the frame of the Megillah from beginning to end.

          The reader is left helpless in the face of the question of why the Jews deserved this decree. The Jews appear completely righteous, and it specifically is the heroic integrity of Mordecai which endangers them in the first place. Yet the reader is led to confront God honestly, confident by the end that there is justice in the world, even when it is not always apparent to the human eye. This piercingly honest religiosity has been a source of spiritual inspiration throughout the Jewish world since the writing of the Megillah. The Megillah challenges us and brings us ever closer to God—who is concealed right beneath the surface.

“Imagination is more important than knowledge.”

—Albert Einstein

“Pyramids, cathedrals, and rockets exist not because of geometric theories of structures or thermodynamics, but because they were first a picture—literally a vision in the minds of those who built them.”

—Historian Eugene Ferguson

Introduction

Art education is rarely prioritized in Jewish Day School curricula. A double curriculum of secular and religious studies often leaves little time for subjects whose importance is “still questioned.” Even in the best of secular schools, art education often survives, but only on a year-to-year basis with the constant threat of being slashed. If not for the monitoring by the education watchdogs and the relentless hard work of art advocates, there would be many artless schools in America and even more artless Jewish Day Schools.

The fact that art is offered in some schools and not others is nothing new. Many administrators or school boards have considered an art program “glorified busywork” and do not really understand the nature of art and its value to society. While no one group can be blamed for this misunderstanding, arguably most everyone who is against art programs rarely cares enough to give the matter of art education serious thought. As a result, the average Jewish Day School graduate, like most secular school graduates, is probably a victim of a passive attitude toward art education that often translates into no art classes being offered. There is a sad irony in this situation because the arts have always played a major role in Judaism. In this essay, therefore, I will argue that it is essential to have an art program in a Jewish Day School, and present ideas for what I think a rich art curriculum should consist of, taking into account limits on time that result from a “double curriculum.”

Before I talk about art education in a Jewish Day School setting, it is important to define what art is. It is commonly held that the definition of art has changed many times since the cave paintings were first created 40,000 years ago. It started with “art is magic,” then moved to “art is beauty and emotion,” then to “art is the artist’s view of the world,” and on and on and on. Each culture has defined art in its own way, depending on the time, the place, and the people who made it. But what is art today, in the twenty-first century, postmodern era? The present accepted definition is, “art is when a person takes any material or substance and uses it to make a statement.” Today, one can take paint, stone, clay, food, newspaper, scraps of metal, wire, cloth, vinyl, egg crates, rubber, or film and use them to make a statement. Anyone who has visited a museum of modern art anywhere in the Western world can attest to the variety of materials being used in unique ways. Like the paintings of the past, postmodern art of the twenty-first century challenges the viewer to think about and analyze what the artist is trying to say. But it may be more demanding than paintings of the past because the viewer may not readily understand the language of an artist who, for instance, uses a few tree branches to make a point.

What distinguishes art from science is that art and creativity are timeless. Science is like a ladder—each year humanity builds upon what it knows and what it has achieved to move forward and upward. When humanity makes progress in science, it usually replaces old techniques and old insights with new ones. Art is only somewhat similar, in that while artists employ techniques that build upon those of their predecessors, viewers do not cease appreciating and finding beauty in what came before. Cave paintings are just as fantastic to behold as a Michelangelo statue, or a Picasso painting, or an Andy Warhol silkscreen of a soup can, or a Frank Gehry piece of architecture. Someone might prefer one style over another, but each is still relevant today and can be appreciated. So with this in mind, why is it important to teach art in school?

Why Is an Art Education Important for Every Child?

Many people do not accept art as an important element in their lives or in the general education of their children. Therefore, there are numerous schools that lack art education, even in the richest and most progressive states.  I am fortunate to teach at a school whose headmaster and administrators value art education, but within many Jewish Day Schools across the country art education is often missing from their curricula. This is always an unfortunate state of affairs, and with budget cutbacks and financial restraints, the problem will only get worse. Therefore it is important to outline a few reasons why every child should have the opportunity of an art education throughout his or her years in school.

I use the term art education to mean a curriculum that combines the teaching of art appreciation and theory with the instruction of hands-on projects—seeing and doing. There are several reasons children benefit from this type of art education. Most broadly, art education can help nurture creativity and critical thinking, which are necessary to excel in a range of disciplines. If people stopped creating or thinking critically, progress in many fields—medicine, engineering, science, or literature would cease. At the same time, art education can encourage healthy risk-taking so that children become comfortable with stepping out of their “comfort zone,” and gain confidence in trying new projects. This ability to come to terms with risk-taking, and sometimes experiencing and recovering from failure, is an important skill-set to learn. Parents who therefore dream of their children becoming doctors or engineers or lawyers should consider that the skills taught in art education can be useful, and critical to, a variety of professional careers.

Aside from benefiting their future professional lives, art education both deepens and broadens children’s understanding of the world around them. Students who take art classes are not only able to appreciate art in museums, they are able comprehend and value the different cultures they come in contact with on a daily basis. Students equipped with this skill are more able to navigate through an increasingly multicultural world and interact intelligently with people of different backgrounds and faiths.

Finally, art education can help improve children’s academic performance. Making art is a uniquely human activity and the making and appreciating art marks an important stage in human intellectual development. In addition, research shows a correlation between studying art and academic achievement. For instance, art education correlated with higher SAT scores, and some studies show that students perform 30 percent better in business when they have taken art classes.[1]

Why Is an Art Education Especially Important in the Jewish Day School Setting?

To make connections.

We marvel at modern-day communication tools; the iPhone, the Internet, Skype, wi-fi, and the digital camera have all facilitated communication and the sharing of ideas. We can be in touch with people living anywhere in the world in a matter of a few seconds. But of course we cannot call or email people who lived years ago. Art is different, as it can put us in touch with civilizations and people that lived thousands of years ago. Art is the voice of what occurred.

Jewish Day School students are especially vested in history, so they can use art to better appreciate their Jewish cultural heritage and see how their forefathers and foremothers lived, as well as get a sense of the other civilizations of the ancient world. The art tells the story. Whether it is an ancient menorah, a ceramic jar, an Assyrian animal carving, an Egyptian tomb painting, a Babylonian ziggurat, or a Greek mosaic, art puts the viewer in direct contact with the past.

To nourish the soul.

How might a student feel when at the Kotel for the first time, or when he or she learns about the horrors of the Holocaust? The history and stories of the Jewish people can certainly open profound as well as unsettling emotions and feelings. In an art class, students can express their feelings and emotions and make a statement through the visual arts.  It is a place where they can incubate their thoughts without the pressure of a test. They can get lost in thought as they make a clay bowl; as they feel the wet clay slip through their fingers, they can find themselves. But it is where they can also explore their values and create a visual image that is reflective of their beliefs and concerns. For example, they can design a poster to express the injustice of the kidnapped soldier Gilad Shalit.  Nourishing the soul of a Jewish child has to include the arts as a way of integrating the life cycles, the emotions, the battlefields of Jewish history, and the spiritual meaning of our traditions. It is especially important and is a way of staying connected to Israel as well as the outside world.

To learn respect.

The world is filled with human rights violations, prejudice, discrimination, gender inequality, anti-Semitism, ethnic hatred, and war.  Art curricula can enlighten students both about their own culture, as well as the cultures of the world around them. The advantages of a Jewish education are enormous. But there is a downside to it. Day School students often grow up in an environment that is just like theirs, and they often miss the opportunity to mingle freely with kids from other backgrounds and lifestyles. An art program is a great way to learn about other cultures. This is increasingly important because Jewish people play on the world stage, and so it is essential that they be comfortable with other cultures for business, in politics, and for pleasure. For example, doing a Chinese landscape painting and along the way understanding the origin of this style of painting can help a Jewish Day School student learn about the symbolic meaning of the style and the culture within which it developed. Instead of laughing, which kids normally do when they see something that is bizarre or strange to them, if they have knowledge of what they are looking at, they can begin to respect different cultures. In the end, they will respect themselves as well for being culturally literate. Museum visits with observations and explanations are therefore very important. Worksheets, writing and sketching in the museum are wonderful ways to get children to ask about what they see.

To develop an interest in the aesthetic dimension of life.

Somehow a sense of aesthetics sometimes gets lost in the observant Jewish family tradition. Why? Does a sukkah have to be pre-fab and made of plastic? Does everyone’s wedding invitation have to look similar? Can a menorah be made from copper plumbing parts or fire bricks?  Judaica that is creative not only brings a smile to everyone’s face, but also can make them think more about the mitzvah. Holidays and semahot become more exciting and inspire more reflection when the Judaica is unique. Why does creativity tend to get lost in the tradition? This issue is something that I never quite understood, but is certainly a valid argument for a substantial art program in the Day School setting. There are endless possibilities for new and different ideas while keeping with tradition.

To take risks.

To become a creative person, one has to take risks, come up with new ideas, and have the tenacity to follow through with the creative process. In Jewish Day Schools, taking risks, or trying something different, is often avoided. More broadly, thinking and problem solving is becoming easier to avoid in the age of computer technology. It’s just easier to Google your way from start to finish. What is getting lost, therefore, is the teaching of problem solving and imparting the confidence in students to take risks. It is an especially important skill to have the courage to create something, change it, revise it, critique it and work with it. It doesn’t happen instantly. You have to work it through. That is the nature of the creative process. And you might get a great idea that just doesn’t pan out and that is okay too! It is just as important to learn from mistakes.

A Proposed Art Curriculum in the Jewish Day School

Ideally, if Day School art educators work together, a seamless art curriculum could be developed that would run from grades K–12 and that follows state standard guidelines.

Knowledge and skills would be built on prior experience, but would be revisited allowing for mastery. This is called a spiraling approach. Kids need to be re-exposed to the information and the experience for education and confidence building to work best.  The following are proposed standards, which are based, in part, on some baseline standards set by New York State:

Standard 1: Students should participate in the arts and make works of art that explore different kinds of subject matter, topics, themes, and metaphors. Students will understand and use sensory elements, organizational design principles, and expressive images to communicate their own ideas in works of art.

Standard 2: Students should know and use a variety of visual art materials, techniques, and processes and become aware of the many options and careers in the arts.

Standard 3: Students should respond critically to works of art connecting the individual work to aspects of human thought. They will learn to reflect on, interpret, and evaluate works of art using the language of art criticism.

Standard 4: Students should develop an understanding of the personal and cultural forces that shape artistic communications and how the arts shape the diverse cultures of past and present society. They will explore art and artifacts from world cultures and discover the roles that art plays in the lives of a given time and place. They will use art to understand the social, cultural, and environmental dimensions of human society.

With these standards as a guide and with the limited amount of time for art classes, I would propose the following:

K–2^nd grade: An introduction to the different art materials and techniques, such as painting, sculpting, and printmaking. The emphasis should be on experimentation and exploration. Children should begin to feel confident with the materials. There should be a focus on Jewish themes, such as the holidays. Examples: a clay hannukiyah or a tzedaka box.

3^rd–5^th grade: An introduction to the elements of art, which are line, shape, form, color, value, texture, and space. Basic observational drawing skills and modeling skills should be introduced, as well as an introduction to the work of various artists.  Jewish themes should be used whenever possible. Examples: scenes of Israel painted in acrylic paint on canvas, three-dimensional soft sculpture.

6^th–8^th grade: Design principles should be introduced, such as balance, movement, rhythm, contrast, emphasis, pattern, unity, proportion, and variety. This is the language and grammar of art. Students in middle school should be given the opportunity to delve deeper into the art and culture of other lands as well as learn about the art of the Western world. An overview of the art movements as well as a close study of one of the artists should be explored. Examples: Chinese hand scrolls, hard-edge paintings, Picasso cubist portraits, pop-art paintings, the mosaic and South American rain sticks.

9^th–12^th grade: One unit of art is needed for a high school diploma and the choice is one of the four arts, which include dance, music, drama, or the visual arts. Students who choose fine arts should create a collection of artworks in a variety of media, based on assignments that encourage them to explore various ideas and viewpoints. Teachers should use rubrics for evaluation. College portfolios should be prepared for those students seeking admission to university art schools. Examples of projects: graphic design, lithography, computer graphics, poster design, and experimental sculpture.

Conclusion: To the Source

The center of our Jewish spirituality was the Holy Temple and from the beautiful biblical descriptions we know that there was an emphasis on aesthetics.  As it’s mentioned in the Torah, “Let them make a Holy Shrine that I may dwell amidst them” (Exodus 25:8). The descriptions in this part of the text tell us that the Israelites procured such materials as gold and silver along with fine artisanship, such as weaving, dyeing, and the setting of jewels. The Torah prescribes in detail all the fine materials to be used to build the Temple including the specific measurements and amounts. One could only imagine how beautiful it all was—a true work of art.

In the time of the Temple, Judaism’s expression of faith was fundamentally connected to the arts. And so it should be today as well. There is a concept in Judaism of “hidddur mitzvah”—beautifying the mitzvah. It is praiseworthy to not just fulfill the commandment, but to embellish the mitzvah with additional beauty, so as to express our love and respect for it. It is our responsibility as a community to continue that aesthetic journey with our children so that they may express their faith and so that they can appreciate and participate in the arts throughout their lives. After all, out of the Jewish Day School might come a great architect, industrial designer, fine artist, art teacher, graphic designer, interior designer, curator, art conservationist, art historian, commercial artist, fashion designer, frequent museum visitor, or art collector. Hopefully all of our children armed with a good art education in their Day School years will become lifelong participants in the creative process as well as the future caretakers of all of humanity’s artistic treasures. 

When I graduated Rambam Torah Institute, a Los Angeles Orthodox High School, in 1978 (Rambam closed in 1979, giving way to the opening of YULA and the Simon Wiesenthal Center), I was about to enter UCLA with a schizophrenic approach to my own Jewish identity. On the one hand, I had grown up in the Sephardic-Ladino community where I was about the only one to receive a formal Jewish education from middle school on. Being “shomer shabbat” was very old-country and unheard of in “Rodesli-L.A.” (the community of Jews descended from the Island of Rhodes who established the Sephardic Hebrew Center in L.A., where we were members). The only ones who admired or understood why I chose a more traditional path for myself were the senior citizens born in Rhodes, toward whom I tended to gravitate.

Being an only child to a mother who was an only child, and having lost my father when I was a baby, my “playdates” typically were in the living rooms of elderly Rodesli immigrants, who told stories and jokes in Ladino, entertained with dulce (homemade preserves) served in beautiful silver bowls with silver spoons along with coffee, biskochos (round sesame or cinnamon covered cookies), and assortments of burekas or pastelikos (savory turnovers), reshas (homemade pretzels), hard cheese, olives, and abidahu (dried, wax-covered fish roe that was a delicacy), or salado (salted, cured mackerel or tuna). There were no chicken nuggets or peanut butter and jelly sandwiches at these afternoon gatherings! These visits often took place on Shabbat afternoons; most of the community lived either on the same block or within a few minutes’ walk or drive of each other. This was South Central L.A.—or Leimert Park or the Crenshaw District—where I could go trick or treating on Halloween night and ask for burekas instead of candy, and get them!

Today this neighborhood is mostly African American with not a Jew in sight for miles. The synagogues have long been sold and converted to churches, still displaying the original stained glass Stars of David in the windows. The lifestyle has also disappeared; no one lives near each other anymore in “Rodesli-L.A.,” and the community has dissipated and spread to the four corners of the Greater Los Angeles Basin. Most of those special people from my “playdates” have gone to the next world, and their children or grandchildren may have remembered a few words in Ladino, have kept a few of their mother’s or grandmother’s recipes, and have for the most part sadly strayed from what was once a tight-knit and traditional community.

In Rhodes, it was the norm to keep the laws of kashruth, observe Shabbat and holidays, and keep close to our Jewish traditions. The members of the community didn’t, however, identify as “Orthodox” Jews, nor did other Sephardic communities in the Mediterranean Basin or the Middle East identify as such. Some families were known to be more religious and knowledgeable, others much less. All, however, went to the same synagogue and followed basically the same customs and practices. This lifestyle was reproduced to an extent in America, when these immigrants established their community in Los Angeles. But the forces of assimilation and acculturation meant English first, American culture first, and work first, even on Shabbat.

The traditions of the “old country” began to fade with the next generation, especially given the choices that America offered, including meat and chicken that looked much cleaner and cheaper than the products from the kosher butcher. That’s why it was unusual for me to wind up in a Jewish Orthodox school, eventually keeping kasher and observing Shabbat. And it wasn’t because my mother was predisposed to that direction. My maternal grandfather was born in Bulgaria, and in the late 1800s emigrated to Palestine, where he was religiously educated and spoke many languages, including Hebrew and Arabic, before coming to the United States in 1920. He met my Rhodes-born grandmother in Seattle, the motherland of Ladino immigrants on the West Coast. My grandmother kept kasher, as did most of her contemporaries. When she was hospitalized, our community rabbi, Solomon Mizrahi, who was revered by all, went to visit and admonish her that she could not refrain from eating in the hospital because the food was not kasher, insisting that her health came first.

But the immigrant generation did not instill a religious lifestyle in the new generation of Americans. There was too much at stake in “making it in America” to have religion hold them back. No, the reason I landed in an Orthodox Day School in the seventh grade in 1972 was that my working single mother who had put me in private grammar school through the sixth grade could not have me to go to a public school that would dismiss the students at 3:00 P.M.—when she didn’t get home until after 5:00. And in the L.A. public schools of the 1970s, there were stories of knifings in the bathrooms and tough characters to deal with. Remember, I just grew up hanging around a group of sweet old ladies and had no training in self-defense against the ruffians roaming the halls of John Burrows Jr. High or L.A. High. “Leshos!” (Keep it far away!), as we would say. Hence, my introduction to the Orthodox Day School system was more for my protection than my religious education, and it developed into my personal road back to my religious roots.

So I did not grow up in an Orthodox family. Such a word was never even familiar to Sephardim. They could be kasher, pray regularly, adhere to all the holiday rituals, and not know what “Orthodox” meant, or if they did, it didn’t refer to them. I grew up in a “traditional” Los Angeles Sephardic family—what we considered traditional in the 1960s and 1970s, that is. (I add Los Angeles because the community was less observant than those Ladino communities in Seattle, New York, even Atlanta). The difference was that while we did have our large extended family Shabbat and holiday dinners, always with one or two “old-timers” who knew how to lead the Kiddush or the Rosh haShana “Yehi Ratsones” (in Hebrew and Ladino) or the Passover “Haggada” (in Hebrew and Ladino), I still enjoyed my pizza with pepperoni just as much as I loved my burekas. We still went to homes for a very different kind of American dinner on Christmas or Easter or Thanksgiving.

That doesn’t mean we would think of missing out on celebrating Jewish holidays with all the prayers, whether Rosh haShana, Yom Kippur, or Simhat Torah with the honored “hattanim”—and our services would surely be considered “Orthodox” by any observer familiar with the various Ashkenazic Jewish movements. English translations eventually crept into the services, but the prayer books never changed, nor did the patterns of traditional Sephardic services.

When I had my first Orthodox exposure entering Hillel Hebrew Academy in seventh grade, I came home yelling and complaining that I had to wear a kippah all day and pray so often and at a speed I could not keep up with. My mother thought I wouldn’t last a week. I had to “fake” pray that first year since I couldn’t possibly make it through the entire Amida with my limited Hebrew knowledge. My prior formal Jewish education consisted of Talmud Torah afternoon school (at an Ashkenazic synagogue because our Sephardic synagogue was too far and offered little in terms of Jewish education). I made (Orthodox) friends, and soon I was tolerating this “super Jewish” environment I had been thrown into.

When I started being invited to bar mitzvas almost weekly and didn’t want my friends to know that I drove on Shabbat, I would have my mother drive me up nearby alleys, crouching under the glove compartment so that no one would see me in a car, and when the coast was clear, I’d jump out and walk the last block to the Orthodox Synagogue, Beth Jacob, in Beverly Hills where all the bar mitzvas of my classmates took place. This was a regular paranoid ritual that I practiced, for I feared what my friends or rabbis would think if they only knew! In time, I learned to appreciate the Jewish education I was receiving and the Orthodox Jewish lifestyle of my friends to the point where I soon started my own journey toward what would be considered an Orthodox lifestyle.

I started by giving up pork products around the age of 14. After controlling my taste buds in that category (though my mom thought there was definitely something emotionally wrong with me to give up something I loved so much!), I moved on to eliminate shellfish, then milk and meat, and so forth. It was a gradual process of several years until I eventually stopped driving on Shabbat and holidays and took up the Orthodox lifestyle being taught in my school. I figured that this was the way my grandparents or great-grandparents lived their Judaism, and I could reconnect that chain of tradition, which likely went back generations from what I learned about Sephardic history. I continued my communal connection to my Rodesli synagogue, the Sephardic Hebrew Center, where I became the youngest board member and was part of the small youth group established. I learned to take part in the religious services as a “junior hazzan” on Shabbat and High Holidays.

In my high school, though, I was one of maybe two or three Sephardic students (none of whom came from a Ladino-Sephardic background), and I was the only one with a strong Sephardic identity, having become active in the local Sephardic youth groups that also participated in the national American Sephardic Federation youth conventions of the 1970s. (In 1977, when I was in the twelfth grade, and my Talmud teacher, whom I really liked, made one of his typical anti-Sephardic remarks in class like “Sephardim remind me of Arabs,” that was the last straw. I stormed out of my class, slamming the door behind me, and marched to the school office with the rabbi running behind me promising he was “just joking.” I called the director of the American Sephardi Federation in New York (a “toll call” no less), whom I had met recently on an ASF youth convention and asked if he could come on his next visit to L.A. and speak to my school about Sephardic history and contribution to Judaism. He gladly agreed. I informed my principal in a stern tone that there would be an assembly for the entire school and “every rabbi and student better be there!” They indeed all attended a very interesting lecture, and I was transformed into the Sephardic poster child for the school.)

As I went through four years of Orthodox Yeshiva High School, I was developing two distinct personas, one the Orthodox student who was a member of the Bnei Akiva youth movement, a counselor at the summer and winter Bnei Akiva camps, and the founder of the first chapter of Bnei Akiva at a Sephardic grade school in L.A.; the other a “non-kippah wearing” member of the Sephardic community. By the time I graduated high school and went to UCLA, where I knew both friends from my Sephardic community as well as from my Yeshiva High School, I didn’t know whether to wear a kippah or not and was ashamed and conflicted either way. I ended up wearing a cap for my entire freshman year! I was worried about what my Orthodox friends would think of me if they saw me sans kippah and what kind of fanatic my Sephardic friends would think I’d become if they saw me with one.

This is where I started to appreciate the difference between an Orthodox approach to Judaism and a Sephardic approach to Judaism. I started to attend Magen David Congregation, the Syrian synagogue in L.A. (since I could no longer drive to the Sephardic Hebrew Center with its mixed seating and a microphone, which I now felt uncomfortable with). The walk to Magen David was 45 minutes, but I did it weekly. I started to make friends who were typical of the Syrian Sephardic communities: Shabbat- and kashruth-observant, but not kippah-wearing and not hung up on the “Orthodox look.” They blended into the non-Jewish world just fine, but still kept a very strong Jewish identity. They may have kept strictly kasher at home but felt comfortable eating in non-kasher restaurants, just keeping away from the meat and shellfish. To some, they wouldn’t be considered Orthodox at all; to others they would be considered very Orthodox, based on their regular synagogue attendance, men praying every morning with their tefillin and not driving on Shabbat. And mixed dancing?something that was taboo in those days at any Orthodox event, whether for young or old was never an issue! That was my “aha” moment; the point where I had the realization that Sephardim did not easily fit into a category of Orthodox, Conservative, or Reform. We were all over the place, and everyone was fine with it.

As I became more observant, my Sephardic community embraced me as “hahamiko,” a young learned person. I wasn’t denigrated as a religious fanatic, nor was I looked down upon for not wearing a kippah all the time or not fitting the “Orthodox” compartment perfectly. My Sephardic community didn’t judge me; I think they admired me or at least that is how I felt, even though they didn’t always understand why I could no longer attend services at the synagogue I grew up in. I was able to break away from the stigma of fitting the look and practice of Orthodox Judaism, even though I admired and related to their level of observance. While I tried to parlay my activism in the Orthodox Bnei Akiva youth movement, which I still admire to this day, I realized that Sephardic kids, as different as they were in their religious backgrounds, just couldn’t be form-fitted to an Orthodox Jewish youth movement where every boy was expected to wear a kippah, every girl a skirt, act a certain way, dress a certain way, pray three times a day plus birkat haMazon (grace after meals), refrain from attending mixed dances, and basically fit the mold.

But Sephardim didn’t fit such a mold. We were all unique and different to certain extents, even though we generally felt comfortable praying under the same roof. And no one judged us; no one looked at us funny for wearing or not wearing a kippah in the street; women could be very religious and still wear pants or what the Orthodox would call “immodest” clothing; no one felt uncomfortable whether we ate strictly kasher or “pseudo” kasher; no one really minded if you got to synagogue by foot or by car, as long as you got there. And if you didn’t go to synagogue regularly, that was also fine. Shabbat dinner was still to be shared with the family, and major Jewish holidays were spent in synagogue from start to finish, if you could make it.

This Sephardic Jewish identity really created a wider tent for all of us to fit under, and it felt good to be together and not critical of others who observed more or less than we did. The summer of 1980 found me half way through my UCLA career and I decided to join my Orthodox friends from high school who made study in Israel either after high school or during college a commonplace rite of passage. I signed up too and ended up in Jerusalem at Hebrew University with a group of friends, where we immediately gravitated to the other Yeshiva high school grads from across the United States who were also on their Junior year abroad program, coordinating Shabbat dinners together and living the “Orthodox” life in Jerusalem. I wore a kippah all the time, and it felt okay. After all, I was in Israel. The summer of 1980 also happened to be the first summer of the Sephardic Educational Center (SEC) program, founded by Dr. Jose Nessim (z”l) from L.A., who had told me before I left to make sure and visit the program once I got to Jerusalem. I did, and it was life-altering—not because of the experience to be with Sephardic young adults my age from five different countries, but to see rabbis leading the program who were what we would consider “Orthodox,” yet not forcing anyone to wear a kippah or dress in a certain way, other than out of respect for holy places visited or during meals or prayers or classes.

Rabbis Moshe Shamah and Sam Kassin of the Syrian Sephardic community of Brooklyn, and Rabbi Benito Garzon of Spain, forever changed my attitude toward religious life, opened my eyes to Sephardic halakha, and the “live and let live” approach that made all feel comfortable while studying and believing in the same approach to Judaism, just at every individual’s own pace.

In the past 35 years, my Jewish identity has been shaped more by my involvement with the SEC than my Orthodox high school education, with exposure to those Sephardic rabbis and others I met subsequently who with moderation and tolerance kept alive the spirit of the Classical Sephardic approach to Judaism and opened my eyes to a non-denominational approach that echoed the lives of my ancestors who lived in places like Rhodes or Bulgaria and back to the Iberian Peninsula. Theirs was a Judaism that was a natural part of their everyday lives, with one basic approach that centered on a fervent belief in God, traditions that were celebrated by all, synagogues where the entire community worshiped without “membership ID’s” that distinguished what kind of Jew you were.

There were some weak links in the chain of tradition as Sephardic Jews relocated from the Old World to the new but there is certainly hope for a renaissance in Sephardic life as many find that this classic approach to Jewish life is far more comfortable and meaningful that what is offered by choosing an identity that just doesn’t always form fit among Orthodox, Conservative, Reform, Hasidic, or Hareidi approaches to Judaism. At our annual SEC Shavuot Retreat for young families in Palm Desert, CA, last May, we held a town hall discussion as part of our Shavuot night study program, entitled “What's Wrong with Organized Religion, and How Can We Fix It?” It was led by another product of the Orthodox educational system, Rabbi Daniel Bouskila, who has also come to embrace and symbolize the Classical Sephardic approach to Judaism. The young families present attend Sephardic synagogues across the L.A. community, synagogues that would appear “Orthodox” but for the fact that not all attendees walk to synagogue, and not all keep strictly kasher, and not all wear kippot outside the synagogue—but all feel a common cause and belief in God and the Torah, along with the centrality of the State of Israel. Suggestions ranged from how to balance the old traditions with the needs of the younger generation and how to attract and hold the attention of synagogue goers. Here were the young leaders who have or will occupy the positions of leadership in our Sephardic communities, and none were shy about introducing changes and suggesting approaches within our traditional halakhic approach that would ensure the survival of these synagogues and communities.

I felt proud as a Sephardic Jew to be able to discuss these issues without fear of backlash or judgment, and proud that I am not judged nor do I feel the need to judge others on their observance. We are all in the same boat and recognize that some will always be more observant and some less and our jobs as Jews are to make all feel comfortable and welcome, maintain a common set of beliefs, and not check ID’s at the door of Judaism. That is the Sephardic approach; it is the vision and identity I gained from many years of following Dr. Nessim’s philosophy: Only God can judge us. This is why I have shied away from identifying myself with the “O” word. I just don’t fit into a denominational compartment and if you feel the same way, you might want to join a Classical Sephardic community—regardless of your bloodline!

Did I mention that my father was Ashkenazic? If you ask an Orthodox Jew, I should “halakhically” follow the tradition of my father. But I don’t, not as an insult to him but as a way of life that I was raised with and came to love and connect to. I don’t find the unity, warmth, and “big tent” feel in the Orthodox world that I do in the Sephardic world. But that’s just me, and I respect and admire you if you are Orthodox or Modern Orthodox or any other Jewish identity as long as it works to bring you closer to God, Israel, and the Jewish People. That’s just the Sephardic way.

Now a look at the next generation. I have two sons and a daughter. My oldest son (20) went through middle school and high school at a Modern Orthodox school in L.A. My middle son (17), only attended Middle School there, and then went to public high school along with my daughter for a number of reasons, not the least being the high cost. I appreciated the Modern Orthodox education and great social bonds that the school offered. I also appreciated the love for Israel that the school incorporated into its curriculum. The alternative Yeshiva high schools in our area have a more right-wing reputation, which wasn’t the direction I wanted for my family. However I did not see a passion for Judaism or the practice of mitzvoth develop in my sons or their friends that I had once experienced myself. My children’s religious connection still came from home, and the example we tried to create of a traditional Sephardic family, not from school, which surprised me.

The feeling I had when I went to high school was that we had a “religious contract” to keep Shabbat, kashruth, etc., even after we graduated. The students I observed in my sons’ classes over the past few years didn’t seem to have that commitment. University life poses challenges to keeping Shabbat and kashruth, praying every day, and taking off class for holiday observance that, for me, went without question but today seems to be a different story. While I never retreated in my religious observance, nor did most of my classmates, the graduates of today’s Modern Orthodox high school, if my own sons are an example, do not seem to feel the same religious obligation we did upon graduation, and that’s a problem. University and the “outside world” appear to have overtaken whatever commitment for practicing a level of Orthodox Judaism they were taught in high school.

Luckily for my children, they have their connections to the SEC, whether through trips to Israel or local holiday celebrations like our Shavuot Retreat to keep them excited about Judaism and Israel. Otherwise, they would be left empty-handed without any follow up from their high school rabbis, which is a shame. My wife and I wonder whether the financial investment in their Jewish education was worth it and if it will keep them committed as observant Jews. We took the approach more typical of Sephardic families of trying not to force them to practice their Judaism, though I try to continuously prod and plead that they pray, come to synagogue, remember kashruth when they are away from home. It is not easy, though. I often wonder if they would have been more passionate about their Judaism if we went down a more strictly Orthodox path than a moderate Sephardic one. Hopefully we did make the spiritually healthy decision in the long run.

But knowing what Jewish path is best for today and tomorrow is not necessarily what worked for my generation. There is no question that there needs to be a shakeup in the Modern Orthodox educational system to bring back the passion of Judaism, and there also needs to be more emphasis on Jewish commitment in the Sephardic world if that branch of Judaism is to be strengthened in the Diaspora. For the achievement of a moderate and observant next Jewish generation, there will need to be a synthesis of all the best qualities and approaches of these and other Jewish like-minded approaches, from Modern Orthodox to Sephardic and beyond, creating a Jewish lifestyle that is neither extremely stringent or oppressive nor exceedingly indifferent to religious observance. I hope our religious leaders are up to the task.