Min haMuvhar

Book Review: "Devil in Jerusalem" by Naomi Ragen

Devil in Jerusalem
By Naomi Ragen

This is a very well-written, gripping, and suspenseful novel that is based on true horrendous events among Jews, Christians, Muslims, Atheists, and indeed all people. Although depressing, the story needs to be told to protect vulnerable and insecure people from falling into the grip of cult leaders who lead innocent victims into believing that the cult leader is a “messiah,” a “god-like” figure, a man or woman who knows the ultimate truth, who is in conversation with angels and God, who is defending his gullible flock from demons, and aiding them to climb to loftier heights, to become what he or she claims God desires them to become.

Some of these cult leaders milk their followers of their wealth or part of it, leaving them to live in harsh conditions that is “better for them,” which “helps clean them,” while the cult leaders live in huge mansions in luxury, even flying in multi-million dollar planes.

Many of these leaders are sick psychopaths who derive unnatural pleasure from being able to control and manipulate people. Some, as the “messiah” in this tale enjoy hurting their followers and getting others to hurt people as they watch, or, as an American cult figure did, he poisoned hundreds of his flock.

While this book does not address it, there are many, too many, “ultra-religious” leaders, who although not reaching the level of a cult leader, also take advantage of insecure, often insufficiently educated people leading them to think that what they are teaching is true religion, while what they are saying is untrue. They attract many followers, even well-educated men and women, and cash in on them by taking donations and ego-bursts. They demand the observance of practices that reasonable religious leaders consider absurd and demeaning, even demonic, behaviors that cut off their congregants from friends and neighbors.

Naomi Ragen’s tale of a Jewish cult leader in Jerusalem is based on some true events that occurred in Israel, but while Jewish it is an unfortunate universal tale. Irony is too weak a word to describe the striking similarities of the Jerusalem cult leader to what occurred in ancient times in Jerusalem’s Valley of Hinnom, called Gehinnom in Hebrew, which came to be the word for “hell,” where pagan priest were able to convince their followers to deliver their children to burn them as sacrifices to their god.

Ragen’s tale is the story of a loving couple, an educated woman and her loving husband who is not as educated as his wife, who is a well-meaning luftmensch, a man with his head in the clouds, who does not like to work. They are Americans from good families who moved to and settled in Israel because of their love of Judaism. He thinks that he should spend as much time as possible studying Talmud for he was told that this is what God wants. However, he soon becomes attracted to the study of Kabbalah, Jewish mysticism, which he really does not understand, and falls under the influence of the “messiah,” a charismatic, bearded, highly disturbed rabbi with a restricted group of followers who teaches practical Kabbalah. Although the husband spends time “studying,” he finds time to produce children. Soon, with half a dozen kids, and with little or no help from her husband, tired, feeling lost, and confused, she also falls under the “messiah’s” control.

What follows is bizarre, cruel, and unbelievable. She is led to do things no rational person would do. Brainwashed and convinced that what she is watching is good for her and her children, she looks on as her children are tortured, beaten, burned, forced to eat vomit and feces. She allows the “messiah” to do tormenting things to her and to her husband, and to cause her to afflict her husband, and he her.

This is a powerful tale, a story well-worth one’s time to read and enjoy, for Naomi Ragen is a superb writer. But it is also a reminder that there are many in society today, even in Israel, who take advantage of people, and we must beware and not passively and naively trust all that we hear and see even when the words and acts are spoken and performed by a black garbed saintly-appearing rabbi.

Coping with the Illness of a Child

Good morning. I would like to thank Tom Severson, Michael Davis, David Nelson for inviting me to speak to you this morning and the many of you for allowing me to talk with you today.

"It's 2:00 in the morning. We are at Hackensack University Medical Center in Northern Jersey and are grieving beyond tears and words. Our younger son, Daniel, hasn't been feeling well for a couple of days, complaining of back pain and shortness of breath.

“Two hours ago, what we thought was perhaps a virus or something tied to the heat and humidity was something much worse. Our little boy has cancer.

“Just two days ago, Daniel had scored two goals in a street hockey game at camp, a performance more impressive when realizing he was playing with a collapsed left lung.

“For whatever reason, we have been hit with a challenge we never sought. But with God's help and the strength of friends and family and a terrific medical team, we fully expect Daniel to celebrate his Bar-Mitzvah in three years and hopefully to marry and raise a family.”

I wrote this for CSP Daily News on July 5, 2013 – 9 days after Daniel fell ill -- as I prepared to take a short leave of absence.

Today, nearly 2 ½ years later, I am speaking publicly for the first time about the trials, challenges and the profound appreciation of a faith that had to transcend its routine.

For much of my life I have prayed every day. I grew up in Boston – and as many of you know I’m a devout Red Sox fans. I was raised with an Orthodox Jewish upbringing, one imbued with a sincere pride in our religious faith, coupled with a deep love of people of all backgrounds.

More recently, I have come to appreciate a certain insight. It is one thing to go to Church or Temple or a Mosque and recite the daily or weekly prayers when there is little at stake. Oftentimes, in this scenario, it is we who define God – what He means to us, the role He plays in our daily lives.

It is another thing to cry in our prayers, to wonder if God is truly listening and whether we will receive the favorable answer that we seek. In this relationship it is God defining who we are, who I am and the relationship that God and I share.

This has been my life over the past two years. I pray three times a day, every day. Prayer has always served as my spiritual food much as breakfast, lunch and dinner provide the nutritional source to empower us through our day and evening.

With Daniel’s cancer, prayer took on an additional role – that of medicine, my cure, my hope.

There is a beautiful and yet complex story in the Bible. It occurs in Chapter 20 of Genesis. We have just completed the story of Lot and his two daughters and how after the destruction of Sodom and Gemorra. Thinking that the world had been destroyed, Lot’s two daughters intoxicate their father and have relations with him in order to bring new life. That’s the last we read about Lot and his life.

The story now moves to Abraham and Sarah. He is 99 and she is 89. For decades they try to have a child but without success. Time is certainly NOT on their side.
Living in the Near East, they travel South to the city of Gerar and as they do, Abraham notices that Sarah is still attractive. He suddenly fears that the people of this community may kill him if he is truthful about his marriage. So he tells Sarah to “lie,” to reply that she is his sister if asked about their relationship.

And indeed, such happens. The King – known as Abimelekh – literally “takes” Sarah. But before any hanky panky can happen, God appears to Abimelekh in a dream and says Sarah is married and that her husband Abraham is a Prophet.

God then punishes not only Abimelekh but his entire palace by blocking their orifices. After Abimelekh apologizes to Abraham and returns Sarah to him, Abraham prays for the King and his Court to be healed. God answers and Abimelekh and his crew are able to conceive and bear children.

It is this prayer of Abraham – of praying for others for the very thing that he and Sarah lacked – a child – that prompts God in the following chapter to reveal that he has remembered Sarah and that he’ll restore her youthfulness – V’HaShem Pakad et Sarah.
Interestingly, the Hebrew root PKD means more than just “remember,” it suggests that God took an accounting of the lives of Abraham and Sarah and affirmed their worthiness to be blessed with a child. Only then does Sarah bear her first and only child -- Isaac.

[Parenthetically, it is striking that the 3 vignettes of Lot, Abimelekh and Abraham/Sarah all deal with fertility and perpetuating or obstructing life.]
In the stories of Abimelekh and then Abraham/Sarah, there are inspiring lessons. The first is the power of prayer, of Abraham’s ability to intercede on behalf of Abimelekh and his Palace. The second is the altruism to place someone’s needs ahead of your own even when you share that very need. [Rashi]

This is where you come in. In the days after our discovery, you extended yourself and embraced me and my family. In less than one week after we learned of Daniel’s cancer, I received more than 150 emails from you – the leaders who make up our convenience-store industry.

Muslims, Christians, Buddhists, Hindus and Jews, as well as many who do not associate with a particular denomination, prayed for my son. And some of you – nearly 2 ½ years later – continue to pray for Daniel. How amazing. In the depths of my greatest pain you have been a source of salvation.

I’m happy to share that the daily medications of Mercaptuperine, the scheduled intake of Prednisone, Pentamadine, Methotrexate and countless other multi-syllabic, tongue-twisting drugs ? are nearly over. By next month, Daniel’s regular treatment ends.
We then embark on what is basically a six-month wait with intermittent treatment. If he is cancer-free, that portends well for his future. If cancer is found…

The shift from daily doses of medications to a certain hiatus is personally very frightening. The idea of meticulously preparing his medication has given us a sense of empowerment, a partnership between medicine and prayer; Man and God.

In just weeks, our partnership will change. In lieu of pills, prayer will be our sole representative, faith our lone agent. Truly the next six months will rest in the Hands of God.

One stage is nearly done, another soon to follow. What I know is what we all know –
Life truly is a Gift from God and it’s our mission to appreciate it each and every day.
When I wake up in the morning I recite a little prayer as soon as I open my eyes. It is called the Modeh Ani. It is a prayer of gratitude to God for restoring our soul – for giving us a new day. It is up to us to make each and every day a worthy gift from God.

Thank you so much and Bless you.

Did You Hear the One about the Sephardic Boy Who Walks into This Orthodox Yeshiva?

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.

The Failed Education of Jewish Second-Generation Holocaust Survivors

Religious mis-education engendered an egregious handicap for second-generation survivors. Theological implications of the Holocaust were typically ignored in yeshiva curricula and teacher-student discussions. Religious instruction consistently disregarded, and even censored, aspects of scripture that could have been utilized to reconcile some negative Holocaust experiences with religious doctrine. Instead, second-generation survivors were subjected to an idealistic religious perspective where God is consistently a just, kind, merciful micromanager, where human suffering is attributed to transgression and guilt. Whereas such an educational stance may be functional for children growing up in a relatively just world, it is definitely inadequate for youngsters from families who had just rebounded from the Holocaust and who confront its traumatic reverberations daily. Coupled with the negativity that permeated their home environments, this lapse in education resulted in disturbing—and often insurmountable—dissonance in many second-generation survivors. Utilizing developmental theory to inform the quality of relationship one has with God, the dissonance of second-generation survivors coming of age is annotated by discordant religious, moral, and psychological worldviews that were not ameliorated by proper education
A Jewish Modern Orthodox second-generation survivor who is a research clinician in trauma, the author highlights clinical insights from the perspective of the psychopathology of trauma and abuse. Paralleling this effort, he charts his own trials and tribulations as a student—juggling a heritage of despair with disparate teachings at home and yeshiva as he trekked through the ruins of his people in search of a kind God.

Introduction

Philosophy is not a central topic in formal education. Viewed as somewhat esoteric and less relevant than other disciplines in modern society, it is rarely offered in secondary schools (even as an elective) and is not in the core curriculum of higher education. Religious colleges and seminaries, of course, do feature philosophy as a required course.
However, religion and philosophy are less central to Judaism than conduct and behavior. Scholars across the Jewish denominations concur that Judaism is primarily a religion of deed, not of creed (Bleich, 1992; Borowitz, 2014). As such, theology and deliberations about the nature of God are not part of the typical discourse among Jews, even in synagogues and institutions of higher learning. Jewish religious instruction is primarily task- or behavior-oriented. Thus, the topics that are seen as “relevant” in religious schools usually relate to daily behavior and religious practices. Theology and religious philosophy are hardly of interest to elementary and high school students. It is therefore not surprising that typical yeshiva curricula paid little attention to theology or philosophy, other than frequent references to a kind, merciful God.
For the post-Holocaust generation, however, The Question of God was a burningly relevant issue. God’s nature was at the crux of the junction of its history and its religion. Religious education magnified The Question to the level of an enigma, since this generation of yeshiva students was exposed to scriptures featuring a host of references to a hostile and vengeful God, all the while being taught that God was merciful.
This educational conundrum left the instruction about God to parents, to the community, and to the media. Since second-generation survivors had parents who were survivors—by definition, a good amount of their theological “home education” was informed by the open sores of recent Holocaust experiences. The “street education” they received from the community at large—typically consisting of Holocaust survivors—echoed and reinforced the discordant perspective they absorbed at home about an unjust world managed by an unreliable God. Rounding out the circle, Yiddish-language media they were exposed to—newspapers, radio, contemporary lyrical music recordings, and library books—cemented the very same unhelpful understanding of God’s role in the world. Absent contravening corrective education in school, this orientation is what second-generation survivors internalized and took with them into adulthood. This internalization was a constant counterpoint to the merciful God icon championed by the religious education establishment.
Yeshiva students were also exposed to scripture references to God as Father. This complicated the internalization of God in this cohort. For many survivors and their families, their understanding of God’s role did not coincide with the imagery of a kind caring father. In another vein, second-generation survivors often had a non-idealized “father image” because of the perceived weakness of their parents during the Holocaust. Developmental theory posits that the God concept that children internalize is very much linked to their formative experience with parental figures. As such, the God-father contextualization negatively affected the ability of their children to establish a secure relationship with God. God as Father is an effective religious educational parallel only when Father is an idealized icon. It is not a functional parallel for those with a weak father image.
In the following sections, each of the above noted factors are detailed and discussed, from social, religious, and educational perspectives. Scriptural inconsistencies, variations in perspectives about God, providence (especially divine micromanagement), and trauma are elaborated, elucidating the plight of second-generation Holocaust survivors as they contended with religious inconsistencies within the context of their education. The cognitive and psychological coping modes of this cohort are elaborated and evaluated. Their challenges in establishing an adaptive relationship with God are explored, in light of an educational system that failed to address—and even exacerbated—the dilemmas and contradictions they faced.

The Environmental Influence

Yeshiva education was particularly crucial to second-generation survivors who immigrated to major American urban centers. In the characteristic absence of discussions with parents about theological/religious significance of the Holocaust, the pervasive input these children were exposed to came from Yiddish media. In a sense, these media became primary transmitters of the Holocaust legacy to our generation.
A number of Yiddish newspapers thrived in the post-war era, and they featured a continuous diet of pieces saturated with interpretations of Holocaust experiences. Needless to say, the content of these pieces, which were usually reactive rather than educational or reflective, shaped the orientation of its young readers in a manner that was not conducive to developing an adaptive perspective.
The public library was an important resource for the immigrant family. With traditional values for the “written word” and minimal expendable income, families took full advantage of the library. My childhood family of four usually checked out seven or eight books each Friday.
The libraries in Jewish neighborhoods offered a large number of Yiddish-language books. In our local branch, the stacks for the Yiddish collection numbered well over a thousand, and the collection was second in size only to English-language fiction. By the time I was in ninth grade, I had to search each Friday for books I had not read yet. I estimate that more than 75 percent of these books were depictions of Holocaust experiences.
As early as I can recall, our radio was always on during waking hours, and it was tuned to WEVD, the Yiddish-language radio station. A good percentage of the programming consisted of songs and lyrics that found resonance among Holocaust survivors. Late evenings, when WEVD stopped broadcasting, the air was filled with the sound of phonograph recordings of contemporary Yiddish music. In retrospect, it seems that radio and records gave voice to the feelings that our parents could not verbalize to us. Indeed, many of my generation were given to humming the tunes of these compositions habitually, perhaps as a confirmation of the message conveyed by the lyrics.
With the limited venue of contemporary Jewish music, it is not surprising that the children soon knew all of the songs and lyrics by heart. One gets a poignant feeling of the mentality of the era in the song Eyli, Eyli (My God, My God; Heskes, 1992, No., 1194; Nulman, 1972, No. 74), written at the turn of the twentieth century, and popularized in the Warsaw Ghetto. The lyrics were disseminated widely when they were recorded by major cantors, especially Yossele Rosenblatt, and played regularly on New York Yiddish radio, rendering it the anthem of suffering of the contemporary Jew. I surely knew all the words of this piece and hummed its tune frequently as a child:

My God, my God, why have You abandoned me?
My God, my God, why have You abandoned me?
In fire and flames we have been burnt
Everywhere they shamed and mocked us
But no one could turn us away from You, my God
And from Your Holy Torah
From Your commandments, My God.
Day and night, I only think of You, my God.
I keep Your Torah and Your commandments with awe.
Save me, oh save me from danger
Like You once saved our fathers from an angry czar
Only You can help.
Hear, O Israel, the Lord our God, the Lord is one.

The tune left us all with in an atmosphere of confusion: If God helped in the past, why did he not help during the Holocaust? Why did God abandon his people?

Exposure to Confusing Scriptures

Seeking to inculcate us with compassion and kindness toward others, our teachers extolled us to emulate God (Deuteronomy 28:9: “You shall walk in His ways") using two general guidelines:
• You shall be holy, for I, the Lord your God, am holy (Leviticus 19:2).
• For the Lord your God ... loves the stranger, providing him with food and clothing; and you too must love the stranger… (Deuteronomy 10:17–19).

These guidelines are elaborated by the Talmud into specifics:

Just as God is gracious and compassionate, you also should be gracious and compassionate (Talmud Shabbat 133b). Just as He is called “righteous,” so should you be righteous ... Just as He is called “pious,” so should you be pious (Sifri, Deuteronomy 11:22). Just as He clothes the naked ... visits the sick ... comforts the mourners ... and buries the dead ... so should you (Talmud, Sota 14a). [1]

But, the elaborations ignored verses that pull in the other direction, exemplified by the following:

• The Lord is a man of war (Exodus 15:3).
• The Lord is a jealous and avenging God (Nahum 2:6).
• The Lord is a God who avenges (Psalms 94:1).
• He will by no means leave the guilty unpunished, visiting the iniquity of fathers on the children and on the grandchildren to the third and fourth generations (Exodus 34:6–7).
• Thou hast slain, and thou hast not pitied (Lamentations 3:43).

There are many other biblical passages that feature harsh attributions to a vengeful God (who metes out punishment), passages that hardly coincide with the idealization of a loving God. A straightforward reading of the Bible may well instill within a child a hostile image of God. Indeed, some contemporary authors who take an unfettered look at scriptures have concluded that God, as he is represented in the Bible, is savage and sadistic (Armstrong, 1972). Moreover, there is a distinct Jewish liturgical theme accusing God of atrocities in Jewish liturgy dating back to the Book of Lamentations. While one might expect these discrepancies to be addressed directly in Bible classes, the fact is that students are often put into an untenable position that implicitly coaxes them to ignore any biblical passages that do not coincide with the selective portrayal of God as just and merciful.
It is fairly commonplace for a child in the traditional yeshiva system to be familiar with the entire Pentatuchal text at an early age. Contradiction and implausibility in biblical text are often “explained away” by commentators homiletically by interpreting some texts as being figurative. However, children are not used to allegories, making it likely that children, with their concrete tendencies, will have a hard time disregarding the literal meaning of scripture.
As the Bible was our main focus of study and reading, we were generally raised with the notion of a divine system with rules of fair play. Punishment for misdeed was part of this system, of course. Hence, the dictum we learned in Deuteronomy 24:16, “Fathers shall not be put to death for children, neither shall the children be put to death for fathers: every man shall be put to death for his own sin” made perfect sense. However, we were also taught about God’s reactions that did not conform to such standards. Take, for example, Exodus 20:5: “For I, the Lord your God, am a jealous God, punishing the children for the sin of the parents to the third and fourth generation of those who hate me.” Sadly, such discrepancies were never acknowledged, far less addressed, by our teachers.
Familiar with the Pentateuch in grade school, I remember being particularly struck by Moses’ admonition to the Jews of Egypt, to visibly mark their doors in anticipation of the plague of the slaying of the Egyptian first-borns, so that their children not get caught up in the destruction aimed at the Egyptians. This was explained to us using constructs that imply God’s loss of control over the fury he unleashes: “Once permission has been granted to the Destroyer, he does not distinguish between the righteous and wicked” (Talmud Baba Kama 60a).
The Talmud tells us that when Moses asked God, “Teach me your ways” (Exodus 33:13), he was actually formulating the age-old question: “Why do the righteous suffer?” Various talmudic narratives (e.g., Sanhedrin 27b, Kiddushin 39b) suggest alternate explanations. These include suggestions that wicked parents cause suffering of their righteous offspring, that suffering purifies the soul, and that suffering serves to remove the slightest of sin residues to enable increased rewards in the afterlife.
Another approach in the scared literature is to see God as functioning in two alternative modes: Judgment and Mercy. Rashi, the primary biblical commentator, applies this dichotomy to a dual approach in conceptualizing God’s management of the world: Elohim stands for the God of judgment who judges and punishes the evil of the world, while Jehovah symbolizes kindness and is the chief attribute that was extant at creation (Yitzhaki, 1090, Exodus 20:1). However, these explanations did not clarify my understanding of God nor his role during the Holocaust.

The Enigma of Providence: God as a Micromanager

There are divergent views within the Jewish literature about the degree of God’s involvement in the details of nature (Flavius Josephus, 75, 94). The scope of divine providence (hashgaha peratit in Hebrew; literally, “individual oversight”) ranges from a Personal God, who has detailed oversight of all human events (Talmud Hullin 7b), to the variable oversight of humans based on their level of righteousness (Maimonides, 1180), to the notion that there is oversight of the species but not of the individual (Nahmanides, 1230), to the disavowal of any divine control of human conduct, since it would negate free will (Ben Joseph, 925). The orientation accepted by contemporary mainstream Orthodoxy, however, favors the perspective of God’s detailed control of all human activity. Its essence is encapsulated in the following aphorism:

Know what is above you: an eye that sees and an ear that hears. All of your
activities are written in the book, and there is a reckoning for everything you do (Avot 2:1).

This is the view favored by the yeshiva system, and this is what was taught to the children of Holocaust survivors.
In his interpretation of providence during the Holocaust, Rabbi Soloveitchik views the Holocaust as a period when God actually removed himself from managing world events (Besdin, 1993). Labeled Hester Panim (literally, “Hiding the Face”), this theological maneuver does “explain” horrors of mass extermination, if one can accommodate a God who is absent from world events. [2]
Paralleling God’s judging role and merciful role, there is yet another persona of God in the hearts of Holocaust survivors that seems startling: one of capricious hostility. Analyzing the internal religious icons of survivors, we sometimes encounter a volatile figure with a bad temper—a mercurial God who can get “carried away” in his vengeance. This is a God who regrets his mistakes at times (Lawliss, 1994). Yet, during times of harsh judgment, He seems unapproachable. Consider the yearly liturgy recited by Jews for centuries during the Ashkenazic High Holiday service, depicting the torture and murder of Israel’s sages some 2,000 years ago. Addressing the complaints of Israeli leaders about His actions, God responds:

If I hear another sound, I will transform the universe to water, I will turn the earth to astonishing emptiness—this is a decree from My Presence! (Yom Kippur Prayer Book, p. 643).

The Holocaust, in particular, is easily construed by some survivors—as it surely was perceived by many of my cohort—as an instance where the destructive forces unleashed by God “simply got out of control.” As children, the notion that the Jews needed to protect themselves from God’s wrath which was directed at their Egyptian oppressors seemed ungodly, leaving us with the unspoken understanding that our benevolent God sometimes gets “carried away” and overreacts in an unfair fashion—hardly a God one would be inclined to trust.
As one means of reconciling perceived divine harshness with the image of the benevolent God, I have been stunned to hear survivors (when they let their guard down) referring to God as “crazy” for instigating horrors. I am reminded of the adaptive attribution I see in the family members of Alzheimer’s patients who become uncharacteristically violent toward loved ones. “This is not the husband I know,” I often hear. “He has changed into another person. It’s as if he were possessed!” The tenor of this “explanation” resonates starkly with the various “excuses” by family members of a molesting parent: “It wasn’t his fault;” “He was under horrible pressure;” “He was not himself;” “It’s the drugs that made him do it.”
It has been suggested that an inconsistent God may be easier for people to relate to than a God with strict standards. Interpreting Cain’s understanding that God favored his brother Abel inappropriately, Goldin (2007) elaborates:

The reality of a thinking God, who demands compliance to His will, is too frightening to [Cain]. It is easier to believe in a Deity Who chooses favorites
by whim than to deal with the burden of God’s true demands. (p. 20)

Perhaps, then, it is not surprising that children growing up in the shadow of the Holocaust, given no rationalization of the horrors while being exposed to inconsistent depictions of God in the daily biblical studies, might revert to viewing God as willful, capricious, or apt to lose control.
There is a poignant finale to the Selihot (forgiveness prayers) of Ne’ilah (the concluding Yom Kippur service):

May it be your will, You who hears the sound of weeping,
That you place our tears, in your vial permanently.

As a person for whom the Holocaust is alive and current in my conscience, I have—at times—felt that this prayer adds insult to injury, so to speak. In my mind, it evokes the following excerpt from the analytic protocol of a patient with a history of childhood emotional neglect:

I cried, and my Mother did not come to help. I thought it was because she was
an evil mother. Then I found out it was because she could not hear me. That felt better….I always explained away the fact that my father failed to protect me or rescue me when it all happened. I thought to myself: He probably does not know, he does not realize what is really going on. It’s like he was deaf, maybe even dead. But when I finally realize that he was there all along, hearing me cry, and he did nothing—that really hurts!

Coping with Divine Dissonance

Left with a subjectively palpable presence of a dissonant God, the child is forced to grapple with a perceived discrepant duality. The viable options are to try to reconcile them or to take the perspective that they are inherently irreconcilable and resign oneself to an unsettled stance.
De-synthesizing is common in early childhood (when the child has not yet learned to reconcile behaviors that seem incompatible). However, it is also utilized by older children and adults as a regressive defense mechanism when faced by betrayal or extreme interpersonal disappointment. Referred to clinically as splitting, it can engender a pathological condition when it manifests in adulthood and results in two different inconsistent relationship styles toward the same person, with no attempt to reconcile them.
Viewed logistically, splitting is the most expedient approach to deal with incompatible representations of God. Consider the similar circumstance in which a child finds himself at the mercy of an all-powerful parent who behaves inconsistently toward the child—at times kind and understanding, and at other times vicious and harsh. In cases where the child has not had an opportunity to experience this parent previously in a consistent manner, splitting will be invoked by the ego. The child essentially learns to relate to the parent as if there actually were two parent figures here—a good parent and a bad parent. This orientation frees the child from dealing with contradictions. The parent is thus experienced as “wholly” benevolent when he or she is behaving in a kind manner, and “wholly” terrible when behaving poorly. I propose that this is exactly how the Orthodox Jewish child of Holocaust survivors—and survivors themselves—first related to God.
Survivors split God into two antithetical motifs. The split, engendered by the introduction to God in their early Bible studies as two different personas, was originally synthesized by positing that God is vengeful toward those who violate his commands and merciful to those who heed his rules. Yet, various scriptures and prayer texts contradicted this simplistic explanation.
Children, especially those who recognize inconsistency despite apologetics, manage to relate to God by splitting Him into two entities. Especially from the perspective of Holocaust survivors and their families, the God who perpetrated the Holocaust is not the merciful God they have known since childhood (and still cling to as damaged adults). [4]
Along with others in my cohort of second-generation survivors, I interpreted these “god variants” in a literal sense—with a distinct polytheistic flavor. Our “working model” of theology resembled Greek mythology. God existed as a good force competing with negative God-forces, based on our literal readings of biblical citations in the Prayer Book, which describe God as being “above all gods” (Psalms 135:5) or as punishing other gods (Jeremiah 46:25). As I saw it, the god of horrors actually had a different persona—and even a different name—than my God. Our God needed to be distanced from the divine aberration that brought indiscriminate destruction upon our families.[5]
It is noteworthy that de-synthesis actually has been posited as an intrinsic Jewish solution to eternal suffering. Some scholars elaborate a dialectic perspective, suggesting that the splitting mode adopted by children to deal with parental discrepancies is the preferred Jewish response to cope with the chronic societal oppression. From an adaptive perspective, the oppressive conditions of Jews in various European communities gave rise to distinct brand of humor, which was predicated on the promotion of illogic as a means of dealing with circumstances that were objectively insurmountable. In their brand of adaptive humor, Jews “defend” their future and their hope of survival by renouncing logic; as such, they refuse to be over-powered by the implications of a harsh reality (Juni & Katz, 1988; Juni, Katz, & Hamburger, 1996; Juni, & Katz, 2001). And that is no joke!

Our God, Our Father: Parallels and Repercussions

God was a constant part of the daily life of the Orthodox European Jew for many centuries. Yiddish vocabulary is permeated by direct references to God as a familiar player in all events, from the mundane to the colossal. In the Yiddish of Orthodox Jews, statements about the future are always qualified by the phrase “If God wills it.” When responding to a question about one’s welfare, the usual response is an unelaborated “Thank God,” with an occasional variation of “Thank God, well.” [6]
Developmentally, young children have a difficult time dealing with a parent who must, by definition, assume supportive and disciplinary roles at different times. Lacking the sophistication of adult reasoning and contextualizing, the child sometimes deals with this perceived contradiction by utilizing the aforementioned defense mechanism of splitting (Klein, 1935); this entails the effective de-synthesizing the parent as having two irreconcilable personas: one supportive, the other hostile. Klein posits that unless (and until) the child learns to synthesize different aspects of a parent into a meaningful whole, his or her internal world literally contains two separate representations of the same individual—a good Mother and the bad Mother, for example. Though they are, in truth, part objects (i.e., different aspects of the same object), these “mothers” are seen as distinct entities. [7]
Only if the child is fortunate enough to have a secure and supportive childhood, can he or she learn to synthesize these part objects and come to relate to a parent as a single entity whose characteristics vary based on situational contexts. This process and its challenges form the crux of the child’s assimilation of a healthy and positive ability to relate to others. [8]
If we recognize the relationship to God as a developmental process, it is reasonable to assume that the template of child-parent relations is relevant here as well. [9] For the child who is raised with God as a real feature of daily life, notions of a compassionate God must seem inherently incompatible with those of a vengeful and destructive God. Clearly, the God the child idealizes is the omnipotent benevolent God. The vengeful and punishing God is the one who deals with evil-doers and sinners. But, can the child deal with these intuitive incompatibilities any better than he or she can deal with the incompatibilities of the good mother and bad mother?
Fostering the notion of God as a kind father may seem disingenuous at the rudimentary level. At the very least, it deserves elaboration and qualification. I wish my High School administrators and staff, who included eminent masters of Jewish philosophy, had been forthright enough to discuss this imagery with us at a basic and honest level. While the image of kind father might be reconciled with harsh punishment, it certainly is incompatible with vindictiveness.[10] The intent of vengeance is not to help the one who is being punished; instead it is designed for the motive of the punisher. Mercy implies that punishment is withheld precisely in instances where it would be warranted. Not punishing, when punishment is unwarranted is not kindness—it is fairness. From a Western perspective, punishing children is not a means for a father to vent his rage; rather it is intended “for the good of the child” (i.e., educating, a lesson for the future.) Although the Western orientation may not be totally applicable to traditional Jewish culture, it seems that we, as children of the Holocaust, certainly deserved an honest discussion of the incongruity that this imagery engendered within us. Furthermore, coupled with a weak father image who was unable to help his family, and was himself brutalized during the Holocaust, this image of God resulted in an unwholesome conceptualization of God as well.

The Educational Failure

What are the cognitive options for an individual who is faced by a seemingly unkind God? The most salient option is disbelief:

It seems obvious that an omnipotent, omniscient, moral God would not allow injustice. Upon witnessing inequity, it is therefore perfectly natural to doubt God’s existence. (Kelemen, 1990, p. 91)

I wish to take issue with Kelemen’s conceptual formulation of the predicament of dealing with an apparently unjust God. For the child who was raised with God as a virtual feature of his formative environment, doubting God’s existence is not an option.
One might suggest that, unlike parents who constitute an undeniable concrete feature of the child’s world, and unlike the blatant anti-Semitism that Jews slammed into repeatedly—God’s relevance to the world of the child is unobservable and therefore dispensable, particularly when the role of God becomes so problematic to the child. How much simpler would it be to simply negate the entire god construct, and be rid of philosophical quandaries and emotional misgivings? Alas, the child who has been raised in a household where religion is part of daily life has no freedom of religion—at the functional level. Belief in God is part of his or her developmental paradigm. For one who was raised in the social crucible of Orthodox Judaism who is faced by this dilemma, the belief in God is imprinted indelibly on his or her soul.
In families identifying as Orthodox Jews, the icon of God is fixed in early childhood. It is part of the emotional structure that is socialized into the child by his parents as agents of the Orthodox Jewish culture. Children raised in this environment can no more easily disbelieve in God than they can disbelieve in Mother. It certainly becomes a major portion of his relationship repertoire with significant others, as the child is taught that his actions always entail a virtual interaction with an ever-present God. While a child may isolate from others when necessary, one can never escape the presence of God.
Although the child will certainly have the option of deciding whether to follow the dictates of religion at the behavioral level, he or she can no easier excise his beliefs in God than he or she can excise other basic tenets of reality that were inculcated in his formative years. Belief in God is essentially an emotionally implanted construct. To posit a cognitive rationale that can be utilized in choosing not to believe in a God who has been part of one’s life in early childhood is an oxymoron. Religious belief is not exclusively a logical operation. Rather, it is an orientation toward the world that is closer to emotion than it is to cognition. As a rational human being, one can certainly liberate oneself from the behavioral repercussions or dictates of childhood religious beliefs. However, emancipation from behavioral dictates does not incur freedom from an ingrained religious mindset that features an omniscient deity. [11]

It is interesting to note, in this context, the cultural connotations of the apostate, as the construct is formulated in the traditional orthodox Jewish literature. The Talmud (e.g., Avoda Zara 6b) divides apostasy into two categories: Those who violate Jewish law because they are tempted (by greed or desire), and those who do so for spite (where the spite is directed against religious authority figures—and perhaps even at God!). A blatant omission here is the option of one who rejects the very belief in God.
This omission, we argue, entails a cultural testimony that such rejection was not at all a viable option for children who are raised with the God construct as a household reality.
For those who are unwilling (or unable) to react to perceived divine injustice by relinquishing their belief in God, Keleman (1990) encourages them to consider the likelihood that there exists an explanation that we cannot comprehend:

Any rational person will admit that, in theory, the ways of God could be so complex that they defy human understanding. Man might simply be incapable of comprehending and morally evaluating the behavior of an omniscient, omnipotent Being. Just as appropriate actions taken by a parent can sometimes seem unjustified to young children, God’s actions might sometimes strike us as indefensible, despite their absolute righteousness. Our occasional inability to discern God’s goodness is not a repudiation of His existence as much as a confession of our own intellectual finitude. (p. 95)

As plausible as this option may be, it is a fact that it generally gets a poor reception among survivor families whose hurt is scarcely ameliorated by such a non-specific formulation. The same can be said of the approach to interpret biblical text non-literally, as is often seen in theological justifications of divine wrath.
The yeshiva curriculum has traditionally focused on Hebrew language skills,[12] transitioning toward the mastery of biblical texts after grade 2 or 3, shifting toward talmudic text mastery as students progress from elementary school to high school. As a rule, mastery of Talmud was the ultimate purpose of the traditional yeshiva.[13] While some schools also incorporated character development into the curriculum during high school (and this has endured through current practices), theology is noticeably absent.[14] This was the rule, rather than the exception, and was definitely the norm until the late 1960s, which was the period when second-generation survivors were educated.[15] At the least, this absence yielded students unequipped to deal with religious challenges they might encounter. However, for students who faced profound questions and theological contradictions in their own lives, this lack was resounding and profound.
As second-generation survivors, we experienced acute dissonance in the ethics classes we endured in high school. Although theology was not addressed directly, a “proper” concept of God was clearly intended to be internalized in the course of our education.[16] Values were taught as a form of Godliness, in accordance with the principle of imitatio dei (the imitation of God), by citing verses that exemplified the positive characteristics of God. For years, it baffled me that none of my classmates ever challenged the selectivity of these characteristics. We were all well versed in the scriptures cited in the Standard Prayer Book, and could enumerate alternate divine attributes that surely would not be idealized as models for our behaviors and traits. Furthermore, as a second-generation survivor, my immediate associations veered toward the horrific abuse my family had suffered (as we were taught—it was by the ever-present hand of God), and a host of biblical citations in the Prayer Book that championed another side of God’s path.
Unfortunately, the standard of accepted theology in yeshiva tends toward a micromanaging God. While only a few philosophically minded students inevitably become troubled reconciling divine control with the postulate of free will, this radical interpretation of Providence induces acute distress in those who come from a heritage of horrors—Holocaust survivors and their families. If God is posited to micromanage all human history and events, then the Holocaust is clearly not only condoned—but actually perpetrated by God. One can question whether the educational decision of yeshivas to adopt this version of providence made sense when second-generation Holocaust survivor students were cornered into seeing God as actually having perpetrated the Holocaust. [17]

Summary

The yeshiva education system failed second-generation Holocaust survivors by failing to address the theological implications of the Holocaust and by its selective teaching of concepts that preempted religious understanding of the Holocaust by the students. An inadequacy of commission featured the unequivocal presentation of God’s providence manifesting total causality for all human actions, which inevitably engendered negativity toward God by some of these students. Remarkable was the consistent inattention to textual descriptions of God as vengeful and angry, which may have been useful to the students in their coming to grips with a Jewish perspective of the heritage of suffering and injustice they were born into. To a child who was raised in the shadow of the death camps, God’s role during the Holocaust resonated with the censored “unkind” references to God in the scriptures. Many second-generation Holocaust survivors thus emerged from their educational experience with de-synthesized views of God, which yielded unwholesome religious functioning.

References

Ainsworth, M. D. S., & Bowlby, J. (1991). An ethological approach to personality development. American Psychologist, 46, 331–341.

Bell, M. (1991). An Introduction to the Bell Object Relations and Reality Testing Inventory. Los Angeles, CA: Western Psychological Services.

Besdin, A. R. (1993). Reflections of the Rav. Hoboken, NJ: Ktav Pub. Co.

Bleich, B. (1992). Understanding Judaism: The Basics of Deed and Creed. Northvale NJ: Jason Aronson.

Borowitz , E. B. (2014). Rethinking God and Ethics. H. Tirosh-Samuelson and A. W. Hughes (Eds.) Boston: Brill. Quote in “The need for Jewish philosophy,” p. 43.

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Hall, T. W., & Edwards, K. J. (2002). The Spiritual Assessment Inventory: A theistic model and measure for assessing spiritual development. Journal for the Scientific Study of Religion, 41, 341–357.

Juni, S., Katz, B., & Hamburger, M. (1996). Identification with the aggressor vs. turning against the self: An empirical study of turn-of-the-century European Jewish humor. Current Psychology, 14, 313–327.

Juni, S., & Katz, B. (1998). Creative pseudo-reality as a defensive factor in Jewish wit: A dialectical perspective. Journal of Psychology and Judaism, 22, 289–300.

Juni, S., & Katz, B. (2001). Self-effacing wit as a response to oppression: Dynamics in ethnic humor. Journal of General Psychology, 128, 119–142.

Klein, M. (1935). A contribution to the psychogenesis of manic-depressive states. International Journal of Psycho-Analysis, 16:145–174.

Kernberg, O. F. (1976). Object Relations Theory and Clinical Psychoanalysis. New York: Jason Aronson.

Mahler, M. S. (1963). Thoughts about development and individualism. Psychoanalytic Study of the Child, 18, 307–324.

Modell, A. H. (1975). A narcissistic defense against affects and the illusion of self-sufficiency. International Journal of Psycho-analysis, 56, 275–282.

Piaget, J., & Inhendler, B. (1966). The Psychology of the Child. New York: Basic Books.

Yitzhaki, S. (1090). Rashi’s commentary on the Bible. In D. Bromberg (Ed. & Trans.), The Great Scriptures [Mikra’ot Gedolot] [Biblia Rabbinica]. Venice: Daniel Bromberg Press.

Notes

[1] There are numerous similar references to God’s benevolence throughout Psalms; e.g., “The Lord is near to the brokenhearted and saves the crushed in spirit” (Psalms 34:18);
“Call upon Me in the day of trouble; I shall rescue you (Psalms 50: 15). When I recited these Psalms in the past, I sometimes sensed an inner voice that forced its way into my consciousness with a sardonic rejoinder: Why not tell it to the folks crying out for help in the crammed cattle cars on the way to Auschwitz?
[2] A crucial requisite to developing a trusting relationship with the caregiving parent is to realize that the parent continues to care for the child, and that the parent-child relationship can continue, even when the parent is absent. This reflects the principle of object permanence (Piaget & Inhendler, 1966) as it is accommodated within the general rubric of Attachment Theory (Ainsworth & Bowlby, 1991). The construct of Hester Panim (Besdin, 1993), represented by “I will hide my face from them; I will see what their end will be…, Deuteronomy 32:20), disrupts the sense of object permanence and mitigates the development of secure attachment with God.
[3] It should be noted that splitting is adaptive in early childhood but becomes more problematic if it is not gradually abandoned in favor of a synthetic understanding of others. I offer the following familial illustration of de-synthesis in normal development: My wife and I were exploring with our boys (a third and fifth grader, respectively) how they felt when we used to leave them in earlier years in the care of au pairs while we were off at work. When I asked specifically about Jeanine (a young woman who had worked with us for a number of years), both children spoke up simultaneously, asking “Which one?” It emerged that this imaginative young lady apparently had an effective method of dealing with child discipline. When the children misbehaved, she would announce that she was leaving, and that Mean Jeanine would be coming instead; she would then say Goodbye and leave the house. Moments later, the bell would ring, and Mean Jeanine—wearing her cap backwards and speaking in a high pitched voice—would appear. The children remembered Mean Jeanine as a no-nonsense woman who was a strict disciplinarian. In fact, Jeanine (the kinder version) would often warn the children not to push limits, because she would only take “so much” before she would get Mean Jeanine to take over. It was fascinating to watch the amazement of these two, rather intelligent and usually insightful youngsters, as reality dawned upon them. “You mean to say that there was only one Jeanine?!” the eleven-year-old exclaimed? “Wow, she really had us fooled,” was the reaction of the nine-year-old.”
It is posited that in situations where the children were actively encouraged to view a caregiver as consisting of two different caregivers, de-synthesis would remain a feature of object relations for some time. If, for example, a mother would inadvisably “explain” to the child that there are actually two mothers—a good mother and a bad mother—and that their personalities are separate and distinct from each other, that the child would have a hard time synthesizing the two significantly beyond the age (where part objects are typically united into realistic object representations). Similarly, in terms of Theistic Object Relations, it is suggested that the “theological diet,” where two distinct God personas (a kind God vs. a vindictive God) are used differentially in daily lessons, prayer, and liturgy, militates against their synthesis into a unified object representation of God.
[4] Those of us who have a considerable patient population of Holocaust survivors have been referring informally to the stance of coming to terms with irreconcilable God aspects as Theological Schizophrenia.
[5] Splitting of God into kind and vicious entities was reinforced, for us, by the references
in scripture and prayers to Satan as a separate force. For example: the first two chapters of Job, for example, quote interchanges between God and Satan; in the quintessential prayer of the cantor on Yom Kippur (Hineni), there is a direct plea to God to banish Satan from impeding with the prayers.
[6] While the dynamic relationship with God is also emphasized in Fundamental Christianity, the author has found in his work with patients that the construct is far more entrenched in the formative psyche of individuals raised in the Orthodox Jewish milieu.
[7] This view of development is the basis of modern day conceptualization of interpersonal relationships. It conceptualization represents the confluence of Attachment Theory and Object Relations Theory (Bell, 1991; Bowlby, 1969; Fairbairn; 1954; Kernberg, 1976; Mahler, 1963; Modell, 1975).
[8] This reflects the general understanding of the development of interpersonal relations as formulated in Object Relations Theory.
[9] Developmental theorists have argued that—for religious people—an entire facet of the developing ego becomes devoted to a template of man-God relationship which is an intrinsic to personality structure as interpersonal (Hall and Edwards, 2002). In our work with religious patients who are conflicted about their relationships with God, we coined the term Theistic Object Relations to elaborate the contradictory valences of trust and fear that typify the developmental process of religious identity formation, as it parallels the development of secure interpersonal attachments in general Object Relations Theory.
[10] E.g., “God is jealous, and the Lord revenges; the Lord revenges, and is furious; the Lord will take vengeance on his adversaries, and he reserves wrath for his enemies (Nahum 1:2).
[11] I have met many survivors who became non-observant due to their Holocaust
experiences, but still showed strong beliefs in, and relationships with, God.
[12] See http://chinuchathome.info/index.php/Homeschool/Curriculum/Limudei-Kodesh- Curriculum.html.
[13] See http://www.yivoencyclopedia.org/article.aspx/yeshiva/The_yeshiva_before_1800
[14] See, for example, the high school curriculum of a current American yeshiva high school that champions talmudic proficiency and personal ethics (http://ftiyeshiva.org/education/judiac-studies-curriculum/).
[15] Particularly egregious for second-generation survivors was the explicit sanction we often heard about some questions which may not be asked, where children’s requests for explanation were viewed as heretical and subversive in nature. Subsequently, however, some schools did begin to include opportunities for students to have discussions with staff about Hashkafah (a construct that can encompass theological ideas), as exemplified in http://www.ohryisrael.com/curriculum/.
[16] The crucial need for theological input in the religious education of second-generation survivors is particularly crucial from the perspective of Developmental Theory. Using this lens, children gradually transfer (with understandable modifications) aspects of their naive image of reliable all-powerful parents (or father, in traditional cultures) to a developing image of a reliable all-powerful God (Freud, 1910). Many children of survivors, however, attribute weakness and frailty—and often incompetence—to their parents, and certainly do not see them as supports to be relied upon under duress. The assimilation or internalization of God as a source of strength and stability in second-generation survivors is therefore totally dependent on the educational institution.
[17] It is suggested that dissonance may have been minimized had we been indoctrinated with the idea that God’s ways are mysterious and unfathomable. I would argue that such a position would have little traction for young adults who are intent on clear formulations of God’s role in negative world events rather than a seemingly vague deflection of God’s accountability (or even culpability).

Halakhic Change vs. Demographic Change

Preface

This article was inspired by the critical work of Jacobs on the halakhic process, A Tree of
Life (2000). His attention to the influences of social, economic, and political factors in
halakha coincided with my interests in the sociology of pesika, halakhic decision-making, and in the development of Orthodox Judaism in the United States. In an earlier work, Jacobs asserted that “the Torah did not simply drop down from heaven but is the result of the divine-human encounter through the ages” (1995, 3). That is a statement that strongly lends itself to rejection by traditionalists, especially the Orthodox.

In A Tree of Life, Jacobs appears to have modified his earlier assertion in such a way as to be more acceptable to some Orthodox thinkers. He writes that, when he uses the termTorah, he includes the Written Law, Oral Law, and halakha, which “has grown through the tender care and skill of responsible gardeners instead of, as in the view of many fundamentalists, growing of its own accord solely by divine command” (Jacobs 2000, xv).

There are those, typically ultra-Orthodox, or “Hareidi” Jews who insist that both the
Written and Oral Laws as we know them were given at Sinai, and any mention of
halakhic development is heresy. Jacobs goes even further and asserts that
the very notion that the halakha has a history and that it developed is anathema to
the traditional halakhist, who operates on the massive assumption that the Torah,
both in its written form, the Pentateuch, and its oral form, as found in the talmudic
literature, was directly conveyed by God to Moses either at Sinai or during the forty
years of wandering through the wilderness. Furthermore, the traditional halakhists
accept implicitly that the talmudic literature contains the whole of the Oral Torah,
that even those laws and ordinances called rabbinic are eternally binding, and that,
as we have seen, the Talmud is the final authority and can never be countermanded.
(2000, 222)

This article modifies Jacobs’s assertion through an examination of changes in American
Orthodox Judaism from the end of the nineteenth to the beginning of the twenty-first centuries. It first summarizes cultural change within American Orthodoxy (Waxman 2003, 2010, 2012) and then examines change in the halakha-related sphere, that is, what is deemed to be religiously acceptable within the halakha-observant community. The article concludes with a consideration of how the American model offers insight in the discussion of Louis Jacobs and his notorious departure from the British Orthodox rabbinate.

Cultural Change within American Orthodoxy

The denominational designation “Orthodox” did not exist in the United States until the mass immigration of Jews from Eastern Europe. Thus, when we speak of American Orthodox Judaism, we are essentially referring to Orthodox Judaism that was transplanted from Eastern Europe. Some prominent Eastern European Orthodox rabbis, such as Israel Meir Hacohen Kagan (1838–1933), popularly known as the “Chafetz Chaim,” opposed immigration to the Unites States. Some Eastern European Orthodox rabbis who immigrated were highly critical of American society and culture and saw little future for “authentic” Judaism there. Moses Weinberger, for example, wrote a broad and stinging critique of the deplorable condition of traditional Judaism in New York, in which, among many others, he lambasted the Constitutional notion of separation of religion and state. Another, Jacob David Wilowsky (1845–1913), who was the Rabbi of Slutzk (now Belarus) and was commonly known as “the Ridvaz,” is alleged to have condemned anyone who came to America because Judaism was stepped upon there, and anyone who left Europe left not only their home but their Torah, Talmud, yeshivas, and sages.

Less than 50 years later, Moshe Feinstein (1895–1986), Rabbi of Luban (now Belarus) until his emigration to the United States in 1937, headed a yeshiva in New York and became a leading authority of Jewish religious law within Orthodox circles. He gave a sermon in which he lauded America’s separation of religion of state. Contra Weinberger, he asserted that in enforcing separation of religion and state, the government of the Unites States is following the will of God, and that is the reason the country flourished. Consequently, Jews are obligated to pray that the government will succeed in all of its undertakings.

In contrast to the dismal state of Jewish education described by both Weinberger
and Wilowsky, and their pessimism about the future of Judaism in America, a number of high-level yeshiva seminaries, most transplanted from Eastern Europe, were established during the 1930s and 1940s. A movement of primary- and secondary-level yeshiva Day Schools was also formed in the 1940s. These sparked the founding of Day Schools that provide intensive Jewish education along with a quality secular curriculum, and there was a boom in the growth of the Day School movement from the Second World War to the mid-1970s in cities and neighborhoods across the country. These Day Schools often became feeder-schools for higher-level yeshivas and, by the fourth quarter of the twentieth century, the number of Jews learning in post-high school yeshiva seminaries was greater in the United States than it had been during the heyday of Jewish Eastern Europe.

Ironically, this type of Day School, which combined both sacred and secular education,
was anathema to the Orthodox rabbinic leadership in Eastern Europe—and still is to the Hareidi rabbinic leadership in Israel. Many of the same rabbinic leaders who inspired the Day School movement had previously adamantly opposed it. As it turned out, the Day School movement is perhaps the most significant innovation enabling the survival and growth of Orthodox Judaism in America.

The Americanization of Orthodox Judaism stands out in the approach of the rabbinic
leadership to language, especially in sacred learning. Initially, English was deemed “goyish,” a non-Jewish language contributing to an assimilation process. There had been even stronger opposition to English in sacred settings, and calls were issued for the exclusive use of Yiddish in rabbinic sermons and in Jewish education. In contrast, the contemporary generation of even “Hareidi” Jews in the United States not only speaks English, their sacred learning is also in English—more properly, “Yinglish” or “Yeshivish” (Weiser 1995; Benor 2012)—and an increasing number of sacred texts are published in English, mostly but not exclusively by the ultra-Orthodox ArtScroll Publishers. At the celebration of the completion of the Talmud cycle, Siyum HaShas, at the MetLife Stadium in New Jersey in the summer of 2012, which was the world’s largest gathering of Jews, sponsored by Agudath Israel of the United States, most of the speeches, lectures, and salutations were in English.

Ultra-Orthodox Judaism was traditionally opposed to secular higher education, and fiction was alien to it. Today, American ultra-Orthodoxy utilizes cutting-edge psychology and counseling terminology and techniques in its popular literature, and a new genre of ultra-Orthodox fiction has emerged (Finkelman 2011). Likewise, sport was shunned as being part of Greek, that is, pagan culture. Today, American Orthodox Jews of all variations engage in sports both as observers and as consumers of sports salons perceiving the benefits and importance of physical fitness (Gross 2004; Gurock 2005; Fineblum Raub 2012). Finally, whereas popular music was previously viewed as non-Jewish and was avoided, contemporary American Orthodoxy has enthusiastically adapted popular music by giving it a Jewish bent (Kligman 1996, 2001, 2005).

Equally interesting, if not even more so, is the impact that social change has had on
traditional Jewish religious practice. A series of American Orthodox halakhic innovations
will now be briefly indicated. An extensive analysis and discussion of them await book-length treatment.

Decorum in Shul

The first major attempt at reforming Jewish religious services in the United States took place in Charleston, South Carolina, in 1824. Forty-seven members of Congregation Beth Elohim, who were unhappy with synagogue services, organized and attempted to reform the service by abbreviating it, having parts of the service read in both Hebrew and English, eliminating the practice of auctioning synagogue honors, and having a weekly discourse, or sermon, in English. These reforms were radical at that time, and the leadership of Beth Elohim rejected them. This led to the group splitting from the parent congregation and forming their own community, which then introduced more radical reforms (Waxman 1983, 12–13). Ironically, the group’s initial demands are quite compatible with contemporary centrist Orthodox synagogue
services in America.

Talmud for Women

Until the twentieth century, it was axiomatic that females were not to be taught, or engage in, Torah study. This was based on the opinion of Rabbi Eliezer, in the BabylonianTalmud (Sotah 21b) and reiterated by Maimonides (Laws of Talmud Torah 1:17). During the first half of the twentieth century, Rabbi Israel Meir Hacohen Kagan [1] and the Lubavitcher Rebbe asserted that, in these days, women are obligated to study the Written Law and those laws that specifically pertain to them. The Maimonides School, a Day School in Boston founded by Rabbi Joseph B. Soloveitchik, was the first Orthodox Day School in America to provide co-education, including Talmud study, through high school (Farber 2003). Soloveitchik was widely revered as an outstanding Talmud scholar and halakhic authority, and in 1977 he gave the inaugural lecture at the opening of the Beit Midrash program at Yeshiva University’s Stern College for Women, thereby indicating his support of educational equality at the highest levels (Helfgot 2005, xxi). Subsequently, Yeshiva University established a Graduate Program for Women in Advanced Talmudic Studies, and several other Orthodox institutions of higher Jewish learning for women have been established.

Bat Mitzvah

In his first responsum dealing with the issue of Bat Mitzvah, written in 1956, Rabbi
Moshe Feinstein—widely known as “Reb Moshe”—asserted that there is no source for celebration and it is in fact simple nonsense (“hevel bèalma”); the meal in honor of the Bat Mitzvah is not a “decreed dinner” (“sèudat mitzvah”) and has no religious significance; and it is a violation of the sanctity of the synagogue to hold the ceremony there (Feinstein 1959a, 170). A quarter century later, he retained his opposition to holding the ceremony in the sanctuary of the synagogue but relented somewhat and permitted, albeit warily, having a kiddush in honor of a Bat Mitzvah in the social hall of the synagogue (Feinstein 1981, 47–48).

A careful reading of his responsa on Bat Mitzvah suggests that his basic opposition was to having the ceremony in the synagogue because of his opposition to changes in synagogue ritual and practice, alongside his steadfast opposition to Conservative and Reform Judaism. If the Bat Mitzvah celebration was to be held within the home, he did not object. Indeed, a number of his elders and colleagues are reported to have held such celebrations even in Lithuania (Baumel Joseph 2002; Pensak 2004). Be that as it may, increasing numbers of Orthodox now celebrate Bat Mitzvah in a communal setting, most typically in a social hall and frequently as a women-only ceremony. Some are also finding ways to hold the ceremony in the sanctuary in ways that are now deemed to be halakhically approved.

Non-Observant Jews

Feinstein’s opposition to non-Orthodox Judaism was steadfast. He considered both Conservative and Reform Judaism heretical. Reform Judaism does not even merit much discussion in his work, and he merely dismissed its rabbis as heretics. For example, in a
responsum on whether it is proper to honor Reform and Conservative rabbis with blessings at Jewish organizational banquets, he asserts that even if they pronounced the blessing properly, since they are (obviously) heretics their blessings are invalid. Their heretical nature was deemed to need no elaboration (Feinstein 1963, 237–238). He addressed Conservative Judaism in greater detail. In a number of responsa, he consistently emphasized its heretical nature. For example, in a responsum on the question of whether one can organize a minyan, a quorum, to pray in a room within a synagogue whose sanctuary does not conform with Orthodox standards, he distinguished between Orthodox and Conservative synagogues. In a Conservative synagogue, he asserted, one should not make a minyan in any room, “because they have announced that they are a group of heretics who reject a number of Torah laws” (Feinstein 1981, 174). One should keep apart from them, “because those who deny even one item from the Torah are considered deniers of the Torah,” and one must distance oneself from heretics. However, in an Orthodox synagogue which is ritually unfit—for example, it has no mehitza, separation between men and women, or uses a microphone—the members “are not heretics, Heaven forbid; they treat the laws lightly but they do not deny them,” and thus there is no obligation to distance oneself from them.

With respect to non-observant Jews, Feinstein adopted a more conciliatory position and ruled in direct opposition to Israel Meir Hacohen Kagan, whose multi-volume halakhic work, Mishna Berura, is widely viewed as authoritative. Whereas the latter cites precedents and suggests that Sabbath violators cannot be counted as one of the minimum10 adult males necessary for a minyan (Kagan 1952, Vol. 1, 174), Feinstein allows them to be counted (1959a, 66–67). In addition, he allows them to be called up to the Torah, unless they are overt heretics (Feinstein 1973a, 311). He also allows suspected Sabbath desecraters to be appointed President of a synagogue; only those who publicly and brazenly do so are barred (Feinstein 1973a, 310–311). Likewise, he ruled that a kohen who is not a Sabbath observer may be permitted to go up and bless the congregation (Feinstein 1959a, 89–90). In each case, Feinstein, the foremost halakhic authority in twentieth-century American Orthodoxy, was apparently influenced by the social and cultural, including religious, patterns of American Orthodox Jewry. He was willing to accommodate nonobservant Jews who did not challenge the authority of Orthodoxy. Those who did challenge the boundaries of Orthodoxy and its authority were deemed to be beyond the pale.

Eruv

The phenomenon of the eruv (pl. eruvin), a symbolic enclosure of a neighborhood or community to allow Jews to carry on the Sabbath within its perimeters in cities across the United States, is another example of the impact of social change on traditional Jewish religious practice and halakha. Many who are familiar with Orthodox amenities in American cities today might be very surprised to learn that until 1970, there were only two cities throughout the United States that had an eruv, and both were highly controversial. The first, established in 1894, was in St. Louis, Missouri. New York City had two eruv controversies. The first, on Manhattan’s East side, in 1905, ended with it being widely dismissed as unacceptable. The second stirred up controversy from 1949 to 1962 over the idea of an eruv around the entire island of Manhattan (Mintz 2011). By 2011, there were more than 150 eruvin in communities across the United States. A variety of sociological factors, perhaps most significant among them being the social and geographic mobility of the Orthodox—with many of them moving to the suburbs in the 1970s and 1980s—contributed to the increased halakhic validity and spread of eruvin.

Electric Timers (“Shabbos Clocks”)

When electric timers were first introduced, there was resistance in the Orthodox community, based on several halakhic issues related to their use in controlling electrical
appliances on the Sabbath. In the 1970s, Feinstein wrote two responsa in which he emphatically prohibited the use of timers because they distort the objective and desecrate the sanctity of the Sabbath. He did, however, reluctantly permit their use for setting lights to go on and off on the Sabbath, because there was precedent for it in synagogues, and it contributes to the enjoyment, and thus the sanctity, of the Sabbath. For all other appliances, however, he categorically prohibited them (Feinstein 1981, 61, 91–93). Today, however, it appears that such timers are widely used within the Orthodox community for a variety of other appliances, such as home heating, air conditioning, and warming food, as well as a variety of others that strain the intellect to consider within the category of actions that contribute to the sanctity of the Sabbath.

Halav Yisrael

According to halakha, milk must be under supervision by an observant Jewish adult to
assure that it is indeed cow’s milk, halav yisrael, and not the milk of a non-kosher animal. In a number of responsa during 1954, Feinstein ruled that, in the United States, milk that is under government supervision is surely cow’s milk, because the dairy would be severely penalized for violating the law. Therefore, all milk under the label of a reputable company is kosher (Feinstein 1959b, 82–89). In 1970, Feinstein reiterated his lenient ruling. However, he also added that it is proper for one who is punctiliously observant to be strict and use only halav yisrael. Principals in yeshiva Day Schools, he asserted, should certainly provide only halav yisrael to their students, even if it costs the yeshivot more money, because there is an educational lesson that the students will learn, namely, that Torah Jews should be stringent even if an action entails only a slight chance of involving something prohibited (Feinstein 1973b, 46). This is an example of Feinstein himself taking a lenient position but bowing to growing social pressure for greater stringency, namely, there were already a number of dairies selling halav yisrael, and there was an increasing population of consumers for it.

It is commonplace to assume that the influence of American society and culture is toward greater leniency in religious practice. Indeed, this is often the case, as the above examples indicate. In fact, however, the impact of the American experience cuts both ways, at times towards greater leniency but at times toward greater stringency. The last case cited, halav yisrael, is just such an example of greater stringency. Another interesting one is found in one of the posthumously published volumes of Feinstein’s responsa. When asked if prayer in a place not designated as a synagogue requires a mehitza between men and women, Feinstein relates that in all the generations it was typical that occasionally a poor woman entered the
study hall to receive charity, or a women mourner to say Kaddish, and the actual
halakha in this matter needs consideration and depends on many factors.
(1996, 20)

In most American Orthodox study halls, let alone synagogues, not only would a woman not be permitted to enter, she would also be discouraged, if not prohibited, from saying Kaddish.[2] The phenomenon of “the hareidization of American Orthodox Judaism,” including a number of other examples of such stringencies, has been analyzed elsewhere (Waxman 1998; Heilman 2006). What is now called for is an analysis identifying and explaining the criteria under which stringency emerges and those under which there are moves to leniency.[3]

Halakha and Meta-Halakha

In the Introduction to the second edition of his book, A Tree of Life, Louis Jacobs reiterates his argument of human involvement in halakha. He contrasts two “exemplars of opposite approaches to the halakhic process—respectively, the dynamic and subjective versus the static and objective” (Jacobs 2000, xvii). The latter he portrays as the Orthodox approach and the former as that of Conservative Judaism. In point of fact, there is variety in Orthodox approaches with respect to the relationship between the decisor and his halakhic decision.

Jacobs cites David Bleich as the exemplar of “the static and objective” approach. Indeed, Bleich does portray halakha as a science, in which “there is no room for subjectivity” (1995, xiii). More recently, Bleich has elaborated and clarified his position:

[H]alakhic decision-making is indeed an art as well as a science. Its kunst lies precisely in the ability to make judgment calls in evaluating citations, precedents, arguments, etc. It is not sufficient for a halakhic decisor to have a full command of relevant sources. If so, in theory at least, the decisor par excellence would be a computer rather than a person. The decisor must have a keen understanding of the underlying principles and postulates of Halakha as well as of their applicable ramifications and must be capable of applying them with fidelity to matters placed before him. No amount of book learning can compensate for inadequacy in what may be termed the “artistic” component. The epithet “a donkey carrying books” is the derisive reference employed in rabbinic literature to describe such a person. (2006, 88)

Soloveitchik presented his conception somewhat differently:

[T]he mutual connection between law and event does not take place within the realm of pure halakhic thought, but rather within the depths of the halakhic man’s soul. The event is a psychological impetus, prodding pure thought into its track. However, once pure thought begins to move in its specific track, it performs its movement not in surrender to the event, but rather in obedience to the normative-ideal lawfulness particular to it. … To what is this comparable? To a satellite that was launched into a particular orbit. Although the launching of the satellite into orbit is dependent on the force of the thrust. Once the object arrived at its particular orbit, it begins to move with amazing precision according to the speed unique to that orbit, and the force of the thrust cannot increase or decrease it at all. (1982, 77–78)

Soloveitchik’s approach is reminiscent of Max Weber’s thought with respect to the place of values and emotions in sociological research; that is, that the sociologist’s values clearly influence the areas and topics he or she selects to study. However, once the research actually begins, the rules of scientific research dominate, and all evaluations are made solely on the basis of empirical evidence. The researchers must be value free and ignore their personal thoughts and prejudices (Weber 1949, 49–112).[4] Of course, as anyone who has engaged in social research knows, neutrality of values and emotions is very difficult, if not impossible, to achieve. Humans are influenced in many ways of which we are frequently unaware. Along these lines Rabbi Aharon Lichtenstein points to the distinction his father-in-law, Soloveitchik, drew between psychosocial elements and pure thought in the halakhic process, and declares, “It is a nice distinction, and I confess that I am not certain it can be readily sustained in practice” (2003, 173).[5]

Dr. Haym Soloveitchik suggests other influences on halakha. He avers that until the era of the Crusades, there was no known religious permission (heter) to commit suicide in the face of forced conversion to Christianity and, indeed, “[t]he magnitude of this halakhic breach is enormous.” However, with time and events, the notion that such suicide is actually murder became untenable, and the sages of Ashkenaz developed,
in the course of time, a doctrine of the permissibility of voluntary martyrdom, and even one allowing suicide. They did this by scrounging all the canonized and semi-canonized literature for supportive tales and hortatory aggadah, all of dubious legal worth. But by massing them together, Ashkenazic scholars produced, with a few deft twists, a tenable, if not quite persuasive, case for the permissibility of suicide in times of religious persecution. (Soloveitchik 1987, 209–210)

Soloveitchik does not claim that the sages of Ashkenaz completely redefined the halakha. He argues that the experiences, trials and tribulations, and perspectives guided them and influenced them in their studies and explanations of the Talmud in ways that legitimated existing practices, the status quo.[6 ]He does not indicate whether this is what his father, Joseph B. Soloveitchik, meant by “the launching of the satellite into orbit,” or whether it is “once the object arrived at its particular orbit,” but it does appear that Haym Soloveitchik attributes greater halakhic legitimacy to the roles of experience and perspective than did his father. As a student of Jacob Katz, who emphasized the impact of the economy on halakha (e.g., Katz 1989), Soloveitchik’s works on usury and wine are examples of that (1985, 2003, 2008).[7]

There are few today in the fields of philosophy and the social sciences who think that it is possible to draw lines and actually be ethically and value-free. Israel Lipkin of Salant, known as Israel Salanter (1810–1883), who initially headed a yeshiva and subsequently was the father of the Musar Movement,[8] agreed. As he explained,

Man, inasmuch as he is man, even though it is within his capacity and power to strip [le-hafshit] his intellect from the arousal of his soul-forces until these soul-forces are quiescent and resting (unaroused, so that they do not breach the intellectual faculty and pervert it), nonetheless man is human, his soul-forces are in him, it is not within his power to separate them [lehafrisham] from his intellect. Thus it is not within man’s capacity to arrive at True Intellect [sekhel amitti] wholly separated [ha-mufrash] and disembodied [ha-muvdal] from soul-forces, and the Torah is given to man to be adjudicated according to human intellect (it being purified as much as possible; see Bekhorot 17b: “Divine Law said: Do it, and in whatever way you are able to do it, it will be satisfactory”).… (Goldberg 1982, 119)

Indeed, it appears that the sages of the Talmud recognized the inability to separate subjective forces from adjudication and, therefore, the Beraita declared that certain people should not be appointed as judges to the Sanhedrin, or supreme court: “We do not appoint to the Sanhedrin an old man, a eunuch or one who is childless” (Babylonian Talmud, Sanhedrin 36b). Maimonides suggested the reasoning involved: “We should not appoint to any Sanhedrin a very old man or a eunuch, for they possess the trait of cruelty, nor one who is childless, so that the judge should be merciful” (Yad Hahazakah, Judges, Laws of Sanhedrin 2:3).

Between Change in American Orthodoxy and the Rejection of Jacobs

In 1961, Chief Rabbi Israel Brodie caused a storm in British Jewry when he vetoed
Jacobs’s appointment as Principal of Jews’ College and then, in 1963, refused to authorize his (re)appointment as rabbi (“minister”) of London’s New West End Synagogue.[9] Brodie claimed that, although Jacobs had earlier expressed unorthodox ideas, he allowed Jacobs’ appointment as Tutor at Jews College as “an act of faith” (1969, 348). Brodie’s “faith” in Jacobs was probably based, in part, on the fact that, as a youth, he studied in the Gateshead yeshiva, and its head, Rabbi Eliyahu Dessler,[10 ]extolled him as a “genius.”[11] Although Jacobs did not agree with all of Dessler’s hareidism, he had a warm relationship with him and spoke fondly of him throughout his life (1989, 40–59). Nevertheless, Brodie asserted, his subsequent rejection of Jacobs was caused by the latter’s increasingly public expression of ideas that are “incompatible … with the most fundamental principles of Judaism” (1969, 349–350).

Jacobs eventually left the United Synagogue framework as well as Jews College and founded the New London Synagogue, which later developed Britain’s Masorti Movement. He remained an observant Jew throughout his lifetime, and he frequently stressed that his radical ideas concerning revelation and halakhic development should have no impact on halakhic observance. As he put it, “the Jewish rituals are still mitzvot and serve the same purpose as prayer. They link our individual strivings to the strivings of the Jewish people towards the fullest realization of the Jewish spirit” (Jacobs 1990, 6).

However, he admitted that once the “mitzvot” are defined as human products, the probabilities of their being observed are substantially decreased. As he himself wrote, “Psychologically, it is undeniable that a clear recognition of the human development of Jewish practice and observance is bound to produce a somewhat weaker sense of allegiance to the minutiae of Jewish law” (Jacobs 2004, 53). Empirical studies of Jewish ritual observance in the United States indicate that it is not only allegiance to “the minutiae of Jewish law” that is severely weakened when they do not have religious legitimation of being divinely ordained. Sociological theory likewise recognizes the power of religious legitimation (Berger 1967, 33). It should, therefore, have been no surprise that the Chief Rabbi would not allow someone who would undermine religious allegiance to serve as a rabbi in an institution under the auspices of the Orthodox—even if nominally—rabbinate and synagogue organization.

That said, and in the light of the discussion of American Orthodoxy, one factor that may have sparked strong reaction to Jacobs’s work was the terminology he used. Although he repeatedly indicated that he used the term objectively, his constant reference to the more traditional Orthodox approach as “fundamentalism,” and those who disagreed with his conception of the halakhic process as “fundamentalists,” was taken as offensive. Jacobs’s intentions aside, the term “fundamentalist” is now widely viewed as derogatory.[12] Mark Juergensmeyer indicates several reasons for the term’s contemporary inappropriateness, among them,

the term is pejorative. It refers, as one Muslim scholar observed, to those who hold “an intolerant, self-righteous, and narrowly dogmatic religious literalism.” … The term is less descriptive than it is accusatory: it reflects our attitude toward other people more than it describes them. (1993, 2008, 4)

In addition to the specific terminology he used, Jacobs presents perspectives in a black–white/true–false manner. In some of his work he appears to argue that there is only scientific truth or “fundamentalist” falseness, and the possibility of multiple truths does not exist. This exclusivist conception of truth, coupled with his loaded terminology, may well have triggered the strong reaction.[13]

Jacobs rejected the notion that it is “only the application of the halakha which changes under changing conditions,” but “halakha itself is never determined or even influenced by environmental or sociological factors” (2000, xi). It is a notion presented by some Orthodox when confronted with the reality of change.[14 ] What that notion ignores/hides is a vast diversity within halakha. There are varieties of circumstances, varieties of halakhic principles, varieties of halakhic precedents, and varieties of earlier authoritative decisors with which the contemporary decisor can and must reckon. The decision of which to adopt in the contemporary situation is influenced not only by the decisor’s knowledge but by his own values. Had Jacobs framed his argument in a manner that would have remained true to the notion of halakhic development without explicitly rejecting the Heavenly authority of halakha, as did those in the United States who advocated changes but remained securely within the Orthodox orbit, perhaps his own career and the subsequent history of the British rabbinate would have been very different. On the other hand, given the growing tide of hareidization, he nonetheless might have been rejected. The Hareidi sector of Orthodoxy is growing at a higher rate than any other sector of British Jewry (Graham 2011); its leaders are as self-confident as ever and see no reason to budge from their traditional approach. Here there is a confluence between American and British Jewries. All the same, the more moderate elements of American Orthodoxy seem to have been more successful than their British counterparts at establishing rigorous and well-regarded intellectual and institutional frameworks that can sustain their worldviews and lifestyles.

*Acknowledgements

This is an expanded version of my article, “Halakhic Change vs. Demographic Change: American Orthodoxy, British Orthodoxy, and the Plight of Louis Jacobs,” Journal of Modern Jewish Studies, Vol. 14, No. 1, March 2015, pp. 58–71, 2015, the research for which began when I was a Dorset Fellow at the Oxford Centre for Hebrew and Jewish Studies, in Yarnton, UK, during January–March 2013, as part of a seminar on “Orthodoxy, Theological Debate, and Contemporary Judaism: Exploring Questions Raised in the Thought of Louis Jacobs,” convened by Prof. Adam Ferziger and Dr. Miri Freud-Kandel. I benefited from discussions with all of the seminar members, especially Adam Ferziger and Dr. Yehuda Galinsky. I also gratefully acknowledge the valuable criticisms and suggestions of Prof. Menachem Kellner on an early draft of this article and to Dr. Roberta Rosenberg Farber for her critical reading of the previous version of it.

Notes

1. Known as “the Chafetz Chaim,” he was highly revered as a model of piety and an outstanding
halakhic authority in Orthodox Ashkenazi circles.

2. In Modern Orthodox synagogues it is now increasingly acceptable for women to recite the Mourner’s Kaddish, but it is still frowned upon in most American Orthodox synagogues.

3. It should be noted that increased stringency itself can lead to a countermove toward leniency. As Yehuda Turetsky and I have indicated, there has been a “sliding toward the left” in American Orthodoxy (Turetsky and Waxman 2001). Whereas in the past, such moves resulted in breaking away from Orthodoxy, for example, the formation of Conservative Judaism in the United States and Louis Jacobs’s formation of Masorti Judaism in England following the “Jacobs Affair,” it is still unclear where such institutions and groups as Yeshivat Chovevei Torah, Yeshivat Maharat, and the International Rabbinical Fellowship, among others, are going. Perhaps contemporary American Orthodoxy is, and will continue to be, considerably broader and more flexible than its established spokespersons wish to admit.

4. Joshua Berman suggested that perhaps the parallel between the two “is not accidental; that something about the climate of German thought at the beginning of the century is what lies behind each one’s statement; the endeavor of converting the humanities into science; the ideal of the mechanical and the efficient.” (Personal communication, Dec. 15, 2013).

5. Interestingly, Soloveitchik himself was apparently aware of this. In a letter to the President of Yeshiva University, in 1951, he wrote,

The halakhic inquiry, like any other cognitive theoretical performance, does not start out from the point of absolute zero as to sentimental attitudes and value judgments. There always exists in the mind of the researcher an ethico-axiological background against which the contours of the subject matter in question stand out more clearly. In all fields of human intellectual endeavor there is always an intuitive approach which determines the course and method of the analysis. Not even in exact sciences (particularly in their interpretive phase) is it possible to divorce the human element from the formal aspect. Hence this investigation was also undertaken in a similar subjective mood. From the very outset I was prejudiced in favor of the project of the Rabbinical Council of America and I could not imagine any halakhic authority rendering a decision against it. My inquiry consisted only in translating a vague intuitive feeling into fixed terms of halakhic discursive thinking. (Helfgot 2005, 24–25).

6. He subsequently said that such instances were the exception and limited to very specific circumstances (Soloveitchik 2013, 258–277).

7. Avraham Grossman (1992), on the other hand, argues that the sages of Ashkenaz relied on midrashic agadot in their halakhic considerations and they found agadot which not only justified but required suicide in similar situations.

8. A nineteenth-century movement among Lithuanian yeshivot that strove for ethical and spiritual self-discipline (Etkes 1993; Mirsky 2008; Brown 2014).

9. There are various and varied accounts of what came to be known as “the Jacobs affair,” and reference will be made to some of them in the analysis that follows.

10. For a hagiographic biography of Dessler, see Rosenblum (2000).

11. Dessler wrote of him,

I would not be exaggerating in the slightest if I were to say that I have never seen a genius with such depth and all the other aptitudes that he possesses, he is a truly a great scholar and it is almost impossible to fathom the depth of his knowledge. (1986, 311)

I thank my son-in-law, Noam Green, who is completing a doctorate on Dessler’s thought, for bringing this reference to my attention.

12. Brodie expressed his indignation at the use of the term when he wrote, “[W]e who hold to the validity of the Torah are called backward, stagnant, mediaeval and fundamentalist” (1969, 344).

13. Terminology and demeanor may also play a significant role within halakhic development. Aviad Hollander (2010) argues that demeanor can be an important variable in the probability of a halakhic decision being accepted within the Orthodox rabbinic community.

14. Jacobs specifically referred to my claim (Waxman 1993, 223–224) that many earlier halakhic authorities would have asserted that notion. A more recent version of that notion is presented by Broyde and Wagner (2000), who argue that although results provided by halakha can change in response to changed social and/or technological conditions, there can never be any changes in the principles used by halakha.

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On Orthodox Conversion in the Twenty-First Century

I began my Orthodox conversion process when I was 21 years old. I was a junior at New York University studying Jewish Studies and History and had just returned to Manhattan after a transformative semester abroad in Tel Aviv. But my journey with Judaism doesn’t begin there; it begins with my parents.

My parents, Mike and Tisha Thornhill, grew up, met, and were married in southern Oklahoma. Having grown up in the Bible belt, it’s no surprise that they were very active in their church, leading the youth group while my father was studying to be a minister and getting his master’s degree. Their church sent them to Israel on a 10-day trip in the late 1980s, during the First Intifada, to learn about Jesus and Christianity’s roots in the Holy Land. They discovered an authentic tradition, something they felt they’d been missing, in the places where the so-called “Old Testament” tales took place. They felt resentment toward the people and the movement that raised them to believe in Jesus, himself a Jew, without attributing any of his practice or their own to its Jewish roots. They were taken by the beauty of the land, fascinated by the people they encountered, and couldn’t wait to learn more.

Upon returning to Oklahoma, they left their church and my dad left his seminary. A year later, I was born. A year after that, my sister, Hannah, joined us, and we moved to Austin, Texas. My parents searched for conversion resources and only found a small Chabad that was not interested in helping them. But that didn’t stop my parents. They did their own learning and connected with like-minded folks in the area, people who felt like they connected more with Judaism than any other religious or spiritual tradition. They raised my siblings and me celebrating Jewish traditions and holidays, and we visited the Reform temple some years on Yom Kippur. I even missed school for haggim.

For as long as I can remember, I’ve always felt a strong connection to Israel and begged my dad to take me with him when he took his second trip there in 1995. He didn’t, but he brought me back a painting, which hung on a wall in my bedroom until I moved to New York in 2007. I didn’t connect to Jewish life on campus at NYU for the first couple of years but not for lack of trying. I did attend one event at the Bronfman Center, the Hillel on campus and my current employer, during Welcome Week of my freshmen year but was discouraged and didn’t return for another two years. I looked for a community and found it in the dance team at NYU. Growing up, I was a classically trained dancer, and while I decided not to pursue dance as a career, I missed it a lot, so auditioning for the dance team seemed like a good substitute. I made wonderful friends while pursuing my passion for dance. Yet, I still felt like something was missing. Midway through my sophomore year, I applied to transfer to the University of Texas thinking that being close to my family again would help. But as the Yiddish saying goes, “man plans and God laughs,” and about that time, NYU announced that it was opening its campus in Tel Aviv the following autumn. They were offering travel stipends and scholarships to incentivize applicants. Since I had always wanted to go, I figured now was my chance. After submitting my application, it was as if the choice was made for me. I was supposed to go there.

I arrived in Tel Aviv at the end of August 2009 and instantly bonded with a Syrian Jew from Brooklyn who is still my best friend. In the days that followed, I learned a lot about the complexities of Israeli society, made valuable friendships that I still cherish and enjoy today, and began my love affair with Tel Aviv. I felt at home in a way that I never had in New York, and I couldn’t quite explain why. I knew that my affinity for Am Israel wasn’t a phase or simply a fascination. I belonged in Israel, and I was welcomed as such by every Israeli I came in contact with, no questions asked. I knew I had to convert in order to officially be able to participate fully in Jewish life in America and Israel, and while I didn’t know what that would take, I knew I was ready for it.

When I arrived back in New York, I made the decision to begin a conversion process. I was fortunate that one of my friends from NYU Tel Aviv was in the middle of an Orthodox conversion process through the Rabbinical Council of America. She connected me to Rabbi Dan Smokler, the then Senior Jewish Educator at the Bronfman Center for Jewish Student Life at NYU. He graciously met me for coffee and outlined what the steps of the process would be and what my options were. He then connected me to Rabbi Yehuda Sarna, the then University Chaplain and Orthodox rabbi at the Bronfman Center (now my boss and the Executive Director there) who talked me through it further and suggested I read Rabbi Marc Angel’s book, Choosing to be Jewish: The Orthodox Road to Conversion. I decided to begin a process with the RCA, and shortly after that, I met with Rabbi Romm, the head of the Bet Din of New York. He recommended a couple more books to me, and I began my formal learning at the Bronfman Center.

Because I was a Jewish Studies major, Hebrew language courses were a requirement for my degree. Additionally, my time spent in Israel exposed me to Israeli and Jewish culture in a deep way. I enrolled in a class at the Bronfman Center and began learning one-on-one with an Orthodox Jewish student who not only taught me tefillah and berakhot but also took me with her to countless Shabbat meals and accompanied me to davening. The Orthodox community at NYU welcomed me with open arms. I could understand Hebrew (a little) and read (pretty well), which helped me keep up with services and gave me a lot of confidence. That summer, I returned to Israel to volunteer, intern, and take ulpan at Tel Aviv University. I lived in Tel Aviv with three of my friends from study abroad and journeyed nearly every Shabbat to Har Nof to spend Shabbat with an Orthodox family from America who treated me like one of their own family members.

I returned to campus for my senior year and applied to participate in two more formal classes, one with Chabad and one through the Bronfman Center, in addition to my undergraduate work in Jewish Studies. I also continued my one-on-one learning with an educator and peer of Rabbi Sarna’s who was working at the Bronfman Center at the time. We focused primarily on hilkhot shabbat and kashruth. He not only ensured that I had a firm grasp on halakhic concepts but he checked in with me and made sure that I was doing okay as a human being. Throughout my entire process I felt supported by educators and peers and by Rabbi Romm. I met with him once every four to five months and even spent a Shabbat evening with him and his family.

I engaged in formal Jewish education as well as informal and immersive experiences. Dr. Michelle Sarna welcomed me into her home every week not only as a babysitter but also to help her with weekly Shabbat prep on Fridays. I learned how to take hallah, recite berakhot over food with her then-toddlers, and was able to practice my learned knowledge of bishul b’shabbat and kashruth. Rabbi Dan and Dr. Erin Smokler invited me into their home for Shabbat and holiday celebrations, and I learned the holiness of hospitality and hakhnasat orhim, welcoming guests. I participated in Jewish service trips with the Joint and the American Jewish World Service, traveled to Israel, spent hours learning on the phone with a remote hevruta, kept kosher, kept Shabbat, built up a hevre who are still my good friends today. I graduated, moved to the Upper West Side, and took a job at an Orthodox Day School.

Finally, days before Rosh haShanah in 2011, I dunked in the mikveh. I was told on a Friday that my mikveh would be on the following Sunday. My mom bought a ticket immediately and flew up so that she could be there. My friend and then-roommate had her mikveh the same day and our families and close friends celebrated with us afterward at a kosher restaurant on the Upper West Side. Rabbi Dan was at the mikveh, too, and helped make us feel safe and cared for. While I had hoped for the mikveh to be a meaningful, spiritual experience, I remember thinking how much I couldn’t wait to get out of the water and just be accepted as a Jew already. Shortly thereafter, I began working at the Bronfman Center and am now the assistant director there. I have mentored and learned from hundreds of Jewish college students, nearly completed an MA in Jewish Education, started a young adult Jewish learning circle, and founded the Orthodox Converts Network.

My story isn’t unique. Many people decide to convert to Judaism and increasingly, young women are choosing to do so through Orthodox Batei Din. In October of last year, I was about to celebrate Sukkot in Florence, Italy when I learned about Barry Freundel’s despicable behavior. I struggled internally with the desire to just be a Jew, not drawing attention to the fact that I converted, and the feeling of responsibility that I had toward people like me, born with a yiddishe neshama but not coming from a Jewish womb. I knew I had to do something. I’m not capable of easing the pain of Freundel’s victims or anyone who has been harmed in this process. But I have an obligation to use my knowledge of what the process should and shouldn’t look like and to help others find their way along this journey.

Lack of clarity and exclusion of female leaders from the process led me to create the Orthodox Converts Network in December 2014. Through the network, we hope to make the process more accessible, transparent, and meaningful by:

1) Providing and publicizing resources
2) Mentoring conversion candidates
3) Working with communal leaders and existing infrastructure to create change and improve the process
4) Meeting regularly to activate a previously unheard but critically important voice
5) Empowering female Orthodox leadership to take on a more significant role in the process

Since our initial meeting in December, we’ve also activated a Facebook page, begun work on a website, and I’ve connected several people who feel stuck in their process to individuals who can help them through it. I’ve created a suggested curriculum using the RCA’s book list and based on my own process and learnings, and I continue to learn with conversion candidates. I work to welcome them into communities that are open to those going through the process and make them feel as comfortable as possible. I hope to take it even further by launching materials and programs that can be utilized in Day Schools and communities to educate young people and community members about conversion and de-stigmatize the process. I spoke on a panel with Rabbi Riskin, the chief rabbi of Efrat, and Rabbi Angel, founder and director of the Institute for Jewish Ideas and Ideals, and was so encouraged by their passion for the issue and sense of urgency around improving things for and protecting conversion candidates. That we have leaders like this in our corner is a huge win.

In late October, the RCA formed a GPS Review Committee,[1] which conducted surveys and later convened focus groups to assess their Geirus Policies and Standards (GPS) procedure. Since then, much has happened in the Orthodox world: alternative Batei Din have been formed in Israel,[2] rabbis associated with the International Rabbinic Fellowship (IRF) are performing conversions, Yeshivat Maharat has ordained three classes of women,[3] and the RCA report[4] has been publicized.

The data from the report is fascinating, although not surprising to those of us intimately connected with the process. I want to highlight a few points, all taken from page 7 the report: [5]

? 78% of conversion participants in the RCA-Beth Din of America network are women.
? 45% of the sample entered the conversion process between the ages of 20 and 29 and 27% were 30–39. These two age groups encompass 70% of all conversion candidates.
? Most survey participants (80%) cited “spiritual-intellectual search” as the factor that prompted their interest in conversion.
? 45% of all respondents said they have “Jewish ancestry.”

Seventy-Eight percent of conversion participants in the RCA-Beth Din of America network are women, and most of these women are under 40 when they begin the process. I want us to sit with that for a moment. Conversion in the Orthodox community in America is a women’s issue. Yet we continue to uphold a system that not only prevents women from playing a leadership role but also allows for an unhealthy power dynamic between middle-aged men, seen as the gatekeepers of our tradition, and most often, young women in a state of increased vulnerability. The GPS Review Committee, in their recommendations to the RCA, “encourage[s] Sponsoring Rabbis to facilitate relationships between female conversion candidates and female teachers, mentors, or scholars to assist them in the conversion process in the hope that such relationships will assist the conversion candidate to face the many challenges faced by observant Jewish women.” [6] While it goes on to address the power dynamic by making important recommendations that will help conversion candidates feel affirmed in their experience and perhaps more comfortable, none of these recommendations explicitly call for women to be included beyond certain “rare” conversations around “issues of a personal nature.”[7] I would argue that including learned, observant, female women in the learning process is a wonderful start. I would like us to take it a step further and insist that female conversion candidates need a yoetzet halakha or other pious, female community leader to

? be present for all meetings with the Bet Din,
? be included in all decisions and discussions as they relate to the candidate,
? be the only person (aside from the mikveh attendant) anywhere near the mikveh at the time of immersion, and
? continue as a spiritual guide for the candidate post-immersion.

There are hundreds of knowledgeable women in our communities who must be given the
opportunity to take on a leadership role within this process, both within the RCA and outside of it.

Conversion is also very clearly an issue facing emerging adults. What happens during emerging adulthood? We begin making important life decisions, decisions that will indeed have a huge impact on the direction we take our adult existence: career, higher education, and perhaps most importantly, marriage. Converts have told me that the time it takes to convert (sometimes the unreasonable length and sometimes the uncertainty of the timeline) make forming relationships, romantic or otherwise, nearly impossible. We must enable conversion candidates to go through the process within a reasonable period of time so that they may be fully integrated into our communities and begin making lives and families of their own. There are many challenges Jews by choice face socially; we must educate our communities about conversion so that integration into communities is seamless. And we must do our part by destigmatizing conversion and encouraging our youth to date and marry those who have chosen to join us.

Along these lines, we know that Jews do not live in a bubble and as a result, may end up dating outside of the Jewish community. When this happens, rather than cutting these people out, we should work with them to determine the best method by which their significant other can join the Jewish people. It is important to note, however, that the majority of conversion candidates through the RCA do not cite marriage or relationship with a Jew as their main reason for choosing to convert to Judaism through an Orthodox Bet Din. This is a common misconception in the Orthodox community and one that I want to fight to change. Conversion candidates undergo tremendous scrutiny throughout the process. I can cite from my own experience and from others that we feel our integrity is called into question by many strangers for the most ambiguous reasons. We do not need community members to enforce what they believe are proper ways to treat a convert or conversion candidate by treating us with skepticism, questioning our reasons for converting, and wondering if we will continue to be Jewish or observant beyond our immersion in the mikveh. First, it’s none of their business. Second, after immersion, converts are to be treated like any other Jew with the exception of their ability to marry a kohen. We have a long way to go in educating communities around the halakha of conversion. In the meantime, we should all do our best to welcome people into our communities with kindness and openness as a rule. After all, Pirkei Avot tells us to judge others favorably,[8] which can be interpreted as giving others the benefit of the doubt.

While “conversion for marriage” is not the main reason RCA conversion candidates choose to convert, I think it’s important to celebrate those who do convert to Judaism so that they may enjoy a halakhically Jewish life with their Jewish spouse. It is halakhically acceptable to convert to Judaism if you are in a relationship with a Jew. It is a practice in many communities to discourage this and frown upon it. Knowing many people who deal with this, I feel comfortable saying that they do not “convert for marriage” only. They have found meaning enough in the Jewish tradition that they want to make it a central part of their lives, with their Jewish spouse. It is not black and white. Rabbi Jonathan Sacks reminds us often that Jews are a tiny people by quoting Milton Himmelfarb, “The number of Jews in the world is smaller than a small statistical error in the Chinese census.”[9] It is not in our interest to alienate members of our community. Rather than shunning those who “convert for marriage,” we must guide them through the conversion process and celebrate their desire to join the Jewish people.

The GPS Review Committee’s report highlights several areas that require examination by the RCA and makes suggestions for improvement in these areas. I feel that most of the suggested changes are very much in line with feedback I have heard from Jews by choice and conversion candidates. In my conversations with conversion candidates and based on my own experience, people simply want to be treated with dignity and respect.

They want the expectations to be clearly outlined for them. They want to know about how long the process will take and exactly what they should learn and with what frequency. They want to be able to trust that the leaders who are guiding them through the process and the members of the Bet Din will have their best interest in mind and treat the process with a certain level of seriousness and reverence. I remember feeling so many different things during my process. I remember just starting out and wondering, “Who do I learn with? And what do I learn?” And when I immersed myself in studying Hebrew, tefillah, Jewish history, kashruth, Shabbat, I remember thinking “Okay, so when do I know it’s enough to go to the mikveh?” I remember feeling like I had no control; that the most important decision of my life was in the hands of three men who didn’t know me at all, and all I had was 45 minutes to convince them that I was ready to be a Jew. That I was 21 and like all of my Modern Orthodox friends on the Upper West Side, I really wanted to start dating, hosting meals on Shabbat, putting roots down in a community, and to just be treated like everyone else.

I am encouraged by the GPS Review Committee’s recommendations and hopeful that the RCA will be receptive. I am thrilled that rabbis like Rabbi Angel, Rabbi Riskin, Rabbi David Stav, and Rabbi Nahum Rabinovitch are working hard to improve the Orthodox conversion process; and I am the first to say there are wonderful aspects to the process, too. I also believe that it will only improve if converts and conversion candidates are consulted and helping to lead this charge. I appreciate the allies and friends that I and the OCN have made along the way: We need you. And we need also to know that our testimony is being taken seriously. It is in our interest to make the Orthodox conversion process better and more user-friendly. That does not mean compromising on halakhic observance and standards nor does it mean compromising justice and morality. The Rambam, at the same time that he admits that converts are a challenge for the Jewish people, acknowledges that conversion will happen and so we must both be careful not to be too stringent and to love the convert. Conversion has always been a part of the Jewish communal landscape. We must, as our ancestors did, accept this and celebrate it. After all, we believe that Judaism is a compelling way to live one’s life—why should we be skeptical or discouraging of someone who wants to take that on?

I’ve learned so much not only from my own conversion process but from the women and men I’ve met through the Orthodox Converts Network and in my own learning with conversion candidates. Many are greeted with openness and encouragement and therefore thrive in the process and fit seamlessly into a community once they complete it. Others find it less welcoming and unclear and describe the process as painful and unnecessarily difficult. The way that each person experiences conversion is and should continue to be different. But that does not mean that each process should be different. At the most basic level, each process should be straightforward, accessible, encouraging, affirming, meaningful, and positively life-changing. Every conversion candidate should engage with rabbis, teachers, mentors, and community members who help facilitate that type of experience. And after immersion, all Jews by choice should find a community they genuinely feel they can call home.

[1] http://www.rabbis.org/news/article.cfm?id=105810
[2] http://www.timesofisrael.com/defying-rabbinate-rabbis-set-up-alternative-jewish-conversion-court/
[3] http://www.yeshivatmaharat.org/about-our-scholars/
[4] http://rcarabbis.org/pdf/GPSFINALREPORT_FINAL_June28.pdf
[5] Ibid.
[6] Ibid., p. 18.
[7] Ibid., p. 18.
[8] Pirkei Avot 1:6.
[9] http://www.rabbisacks.org/emor-5774-afraid-greatness/

Review Essay: Menachem Kellner's New Book on Rambam's Views on Non-Jews

Racism is an ugly feature of human life, the source of profound misery to untold millions of people. Racism posits that a particular group is inherently superior to other groups. This kind of thinking leads to discrimination—and often to violence--against the victimized groups.

Hate groups throughout the world thrive on racist ideologies. Whether they are white supremacists or black supremacists; whether they foster racial, religious, ethnic or national hatred—such people are a danger to society. Racist ideology inevitably leads to dehumanizing those who are not part of the “in-group.” Even when no actual violence transpires, the ideology itself fosters mistrust, hatred, fear and societal malaise.

Jews have suffered as victims of bigotry, racism, and dehumanization throughout history and in many lands. We know firsthand about the evils of one group claiming innate superiority over others. We know that the arrogance of the haters poisons minds and hearts; and we know that this poison is destructive.

We have all learned from our earliest youth that the Torah teaches that humanity was created in God’s image. The Mishna reminds us that each human life is of inestimable value and is irreplaceable. It would seem to be a foundational principle of Torah Judaism that all human beings are equally created by and beloved by God. Racist attitudes or discriminatory behavior would seem to be antithetical to the core teachings and values of Judaism.

Yet, even though Jewish experience and Jewish teachings are so clearly opposed to racist ideology, the fact is that there is a stream of Jewish tradition that fosters the notion of innate Jewish superiority to non-Jews. This notion is found in the writings of Rabbi Yehuda Halevy and in Kabbalistic literature; and it has found expression in the writings and teachings of contemporary Orthodox rabbis.

Professor Menachem Kellner, who taught Jewish philosophy at Haifa University for many years and who now teaches at Shalem College in Jerusalem, has recently published a book (in Hebrew, Bar Ilan University Press), Gam Hem Keruyim Adam: haNokhri beEinei haRambam (They too are called human: Maimonides’ views on non-Jews). He makes it amply clear that Maimonides rejected the notion that Jews are ontologically different from and superior to non-Jews. The Rambam maintains the classic Jewish teachings that stress the common humanity of all people. Differences among human beings arise not due to innate metaphysical otherness, but due to cultural and sociological factors. In essence, Jews are the same as all other human beings. Jews differ from others (as others differ from Jews) based on beliefs, religious traditions, communal values etc.

Dr. Kellner’s book is a fine and important academic study. But it is also an alarming wake up call to contemporary religious Jews. It points out how deeply the Jewish supremacist views have taken hold among many otherwise pious Jews. It underscores the critical need to reclaim Rambam’s insights not only because they are true to our Torah tradition, but because they can purge contemporary Torah Judaism from highly negative and dangerous attitudes.

Dr. Kellner begins his discussion by citing examples of rabbinic teachers who have articulated supremacist views. Most egregiously, a book was published several years ago entitled Torat haMelekh. Authored by Orthodox rabbis and published by an Orthodox yeshiva, it asserts that non-Jews are not quite human in the same sense that Jews are human. Non-Jews, therefore, are not entitled to the same rights as Jews. This attitude provides justification for discriminatory policies against non-Jews, not excluding acts of violence. Torat haMelekh evoked tremendous negative reaction within Israeli society, and various modern Orthodox and religious Zionist rabbis criticized it soundly. However, other Orthodox rabbis either agreed with the authors of Torat haMelekh, or argued that the authors had the right to express their views even if those views could be construed as incitement to violence.

Dr. Kellner cites the more “moderate” position of a well-known and highly popular religious Zionist rabbi. This rabbi has written: “We are a chosen people not because we have received the Torah; but we received the Torah because we are a chosen people. The Torah is so very appropriate to our inner nature. Our nation has a distinctive nature, character, communal psychology, a unique Godly character….Some argue against us that we are ‘racist.’ Our answer is…if racism is defined in that we are different and more elevated than other nations and therefore we bring blessing to other nations—then, we admit that we are different from all nations, not by color of skin, but by the nature of our souls; and the Torah is the description of our inner content.” According to this view, the Jewish people has a unique spiritual nature, superior to that of other nations. We received the Torah because of our innate spiritual receptivity. Non-Jewish souls are different—and less holy—than Jewish souls.

Dr. Kellner refers to a leading Rosh Yeshiva of Yeshiva University who admits that all humans are created in the image of God, but that Jews are more in the image of God than non-Jews. Although this statement is not at all identical with the views of Torat haMelekh, it shares the underlying notion of Jewish supremacy. Stated simply, Jews are intrinsically holier and closer to God than non-Jews.

Dr. Kellner demonstrates with admirable clarity that the supremacist views of the above-mentioned rabbis are soundly rejected by Rambam. Anyone who recognizes the Oneness of God is considered to be a follower of Abraham our Father. Rambam’s universalism recognized that all people—regardless of ethnic background—could rise to the highest spiritual levels. (p. 57).

Rambam equated the “image of God” with human intellectual capacity. This “image of God” is a latent quality within each person from birth; yet only by actualizing one’s intellect does one achieve the crown of being an “image of God.” Dr. Kellner notes: “According to Rambam, a good non-Jewish philosopher—i.e. a good person who has developed beyond moral perfection to intellectual perfection—is on a higher level than a righteous Talmid Hakham who is ignorant of the sciences. Moreover, the non-Jewish philosopher will merit greater Divine providence than the righteous Torah scholar, and his [the non-Jew’s] portion in the world to come will be greater [than that of a Talmid Hakham unversed in the sciences, and it is questionable] whether such a Talmid Hakham will merit it at all.” (pp. 78-79).

In Rambam’s introduction to his commentary on Pirkei Avot, he writes that he has drawn on the teachings of our rabbinic sages, and also from the words of the non-Jewish philosophers: one must “hear the truth from whoever states it.” The wisdom of our sages and the wisdom of the philosophers aim at ultimate truth, albeit from different vantage points. In the introduction to his commentary on the Mishna, Rambam states that wisdom is present not only in the words of our prophets, but also in the teachings of the non-Jewish philosophers. Our goal is to be wise and good: this goal can be attained by Jews and non-Jews alike. (p. 137) For Rambam, Aristotle was a prime example of a non-Jewish philosopher who attained great wisdom and moral virtue. (141).

In his Hilkhot Shemitah veYovel (13:10) Rambam explicitly states that ultimate knowledge of God is possible for every human being: Each person among all humanity (mikol ba’ei olam), if properly dedicated to wisdom and righteousness, can become the “holy of holies.” While some rabbinic interpreters claim that “kol ba’ei olam” refers only to Torah-observant Jews, this is far from what Rambam in fact has taught. This is an example of how supremacists attempt to re-interpret statements of Rambam that posit a universalist view. (156).

Dr. Kellner reviews various statements of Rambam, drawn from Talmudic and Midrashic sources, in which Jews are described in laudable terms. Jews are said to be modest and compassionate, kind and forgiving. Non-Jews are characterized as having violent and argumentative qualities. We know, though, from personal experience that there are Jews who have negative personal qualities and there are non-Jews who have fine personal qualities. The ancient rabbinic statements in praise of Jews might best be understood as being prescriptive rather than descriptive. In any case, the moral qualities and deficiencies attributed to Jews and non-Jews need not be understood as innate, unchangeable qualities, but rather as the result of environmental and cultural factors. (p. 202).

Rambam’s universalist vision recognizes that although all humanity can achieve great spiritual heights, Jews have a unique blessing in that God gave us the Torah and mitzvoth. The commandments aim at making us finer, wiser, and more virtuous people. But non-Jews of all ethnic backgrounds may convert to Judaism and become part of the Jewish people. There is no intrinsic barrier that would bar a non-Jew from becoming Jewish.

For the supremacists, though, Jewish souls are essentially different from non-Jewish souls. In the words of Rabbi Abraham Isaac Kook: “The difference between the Jewish soul, its self, its inner desires, aspirations, character and status, and that of all nations, at all their levels, is greater and deeper than the difference between the human soul and the animal soul; between the latter there is merely a quantitative distinction, but between the former an essential qualitative distinction pertains." (Orot, Jerusalem, 5745, p. 156). This attitude makes it highly difficult for a non-Jew to convert to Judaism. Conversion would involve a sort of “soul transplant” through which the non-Jew attains the intrinsically superior Jewish soul.

Why did the supremacist view emerge in the first place, and why has it gained adherents in our own time? Why haven’t the views of Rambam consistently prevailed throughout Jewish history and into the contemporary era? Dr. Kellner reminds us that the supremacist view was popularized by Rabbi Yehuda Halevy’s Kuzari, which was written as a defense of a despised people. (p. 215). The Muslim and Christian communities were vastly larger and more powerful than the Jews. Indeed, Jews suffered humiliation, violence and expulsion at the hands of the Muslims and Christians. The Kuzari was—and is—a phenomenal Jewish morale booster. In head to head competition with a philosopher, Muslim and Christian, the Jewish sage emerges victorious and convinces the King of the Khazars of the superior truth of Judaism. Although the world despises the Jews, God loves us! We are His chosen people. We are the only ones who have the unique spiritual and Godly nature that connects us with God.

This attitude has an obvious appeal to persecuted Jews. Even though we are being oppressed, we are superior to our oppressors! This was true in the days of Rabbi Yehuda Halevy, and it continues to be true today. Jews who feel threatened by the non-Jewish world feel bolstered by their belief in their own superiority to non-Jews. The supremacist view thrives when Jews lack self-confidence, when they are afraid of the outside world, when they allow their emotions to prevail over their reason.

Dr. Kellner recommends “theological humility,” the ability to accept that other people also have truths and spiritual insights from which we can learn. He calls for Jewish self-confidence in the style of Rambam. He asks that we reclaim the universalist impulse that recognizes the essential humanity of all people, that deplores racist and supremacist views that diminish the humanity of others.

It is truly remarkable that Rambam, who lived in the Middle Ages, should provide a religious worldview that is so modern…and even post-modern. How wonderful it would be if our community could overcome supremacist tendencies, and become spiritually self-confident, intellectually vibrant, compassionate and wise.

Re-Think the Israeli Chief Rabbinate

The Chief Rabbinate has had a monopoly on many aspects of the religious life of the State of Israel. It controls marriages, divorces and conversions to Judaism; it regulates public kashrut as well as offering kosher supervision to private establishments. It operates a network of rabbinic courts. It has a visible, public platform for teaching the ideas and ideals of Judaism to Israeli society, and for serving as a religious beacon of inspiration to world Jewry. One would think that after these many years, then, the Chief Rabbinate would be one of the most beloved and revered institutions in Israeli society. The rabbis have had daily opportunity to interact with all Israelis - religious and otherwise - and to show them the beauty of Judaism, the kindness of Torah, the pleasantness of the Orthodox message.

Yet, amazingly and tragically, the Chief Rabbinate seems to be one of the least beloved and revered institutions in Israeli society. It has little or no authority in the hareidi community; it generates little or no enthusiasm among religious Zionists; it is of little positive significance to the remainder of Israelis. Although the Chief Rabbinate and its many functionaries include some fine, sincere and wonderful people, the overall image - and reality - of the rabbinate appears to be negative.

In the field of kashrut, the supervision of the Chief Rabbinate is disdained by the hareidi community, which has set up its own kosher supervision system (the Badatz). Apparently, the Badatz has achieved - in many circles - a higher level of trust for its supervision than has the Chief Rabbinate. Indeed, in all areas of Jewish law the hareidi community turns to its own authorities, and not to the Chief Rabbinate.

In the area of marriages, stories are legion of couples, especially non-Orthodox ones, who have had unpleasant experiences with rabbinic functionaries. The growing demand for civil marriage in Israel is an indication of dissatisfaction with the rabbinic marriage bureaucracy. In the area of divorce, the Chief Rabbinate has been notoriously unsuccessful in addressing the aguna problem, allowing a situation to fester where husbands refuse to grant a divorce unless they are paid off. I myself have been involved in several cases where Israeli rabbis have actually encouraged the husband to demand payment and various other rights before granting a divorce. The Chief Rabbinate finally felt compelled to convene a conference to deal with the issue, but then cancelled it at the last moment - apparently under pressure from hareidi elements. It seems increasingly clear that a solution to the aguna problem will not emerge from the Chief Rabbinate, but will have to be found in the civil courts.

In the area of conversion, the Chief Rabbinate raises obstacles to prevent non-Jews from entering the Jewish fold. It has adopted a hareidi position that conversion is available only to those agreeing to observe Torah and mitzvot in full. This position is a radical break from the Talmud, Rambam (Maimonides) and the Shulhan Arukh; it is capitulating to an extreme hareidi position that took root only in the 19th century. The Chief Rabbinate not only enforces this position for the State of Israel, but has now disqualified the conversions of Orthodox rabbis in the Diaspora unless those rabbis are clearly under the rabbinate's thumb. The Rabbinical Council of America has essentially bowed to the authority of the Chief Rabbinate, since the latter has the power to decide who is Jewish and who is not Jewish in the State of Israel. If the Chief Rabbinate rejects the validity of a conversion - even if performed entirely according to Halakha - the convert and his/her children will face problems if they decide to move to Israel. The Chief Rabbinate seems intent on demonstrating its "power," and on showing that it can be as extreme as the hareidim.

How far has this institution moved from the wise, compassionate and loving attitude of the late Sephardi chief rabbi Benzion Uziel (who died in 1953)! Rabbi Uziel well understood that the role of the rabbinate was not to drive people away from Judaism, but to find every possible way of bringing them into the fold for the sake of Jewish families and the Jewish nation. When Israel was founded, Orthodox Jews placed much hope in the Chief Rabbinate. They truly hoped that it would enhance the Jewish nature of the state and win the hearts of Israel's citizens to a deeper appreciation of the Torah traditions. Regrettably, these hopes have not been fulfilled.

The Chief Rabbinate functions as though it were leading a cult rather than a world religion with a grand, universal message. It adopts extreme hareidi positions and attitudes because it seems to view the hareidi community as the only constituency that matters. Should the State and people of Israel continue to grant power to this sort of chief rabbinate? Shouldn't there, rather, be a complete review of the rabbinate's role and functions, a top-level government commission to evaluate its successes and failures, to recommend changes in policies and procedures, to overhaul the rabbinic bureaucracy, to clarify the rabbinate's mission - its responsibilities as well as its limitations?

Establishing such a commission will surely engender fierce opposition and political infighting. Yet unless an impartial panel carries out a serious evaluation of the Chief Rabbinate and makes necessary recommendations, the damage to the State of Israel, to Judaism and to the Jewish people will be immense.

All Israelis and all Jews have a stake in an honest, compassionate, competent and courageous Chief Rabbinate, one that serves as a unifying force. The sooner the rabbinate is reconstituted, the sooner will we be able to say with a full heart: "For out of Zion comes forth the Torah, and the word of God from Jerusalem."

Born in Another Time

A Braver New World?

Back when I was a principal at the Yeshivah of Flatbush, I had several bookcases that held a set of Talmud, Tales and Poems of Edgar Allan Poe, and assorted other titles on one side of my office. Across, on the opposite side, stood a six-foot tall cardboard stand-alone Batman figure that I begged from one of the parents who operated a video store. On my desk, centered between the bookcase and the cardboard Dark Knight, was a mason jar filled with Laffy Taffy. My associate principal, faculty colleagues, and I turned many kids on to Torah and poetry in that little office, and I can honestly laughingly suggest that I'm not sure which had the greater influence at any given time, the Talmud Bavli, Poe’s “Raven,” or Batman (the hashpa’ah, influence, of the banana taffy was indisputable).

Nowadays, however, in addition to such invaluable educational tools of the trade as a sefer, a story, a master teacher, a life-size superhero cutout, and a candy wrapped in a cute riddle, Jewish educators have to manage a burgeoning array of digital resources. Today's technologies—incorporating both traditional texts and hypertexts, computer simulations, virtual-reality time travel, educational game platforms, and multimedia interactivities—promise to provide unique and engaging experiences to our younger generations of Orthodoxy and to impact an audience larger in numbers than that at ma'amad Har Sinai many times over. It’s up to us, as responsible and responsive Jewish educators, through foresight, insight, and intentionality, to balance and blend these newer technologies with more traditional texts and practices, and to inspire our younger generations to navigate this “braver” new world with thoughtfulness, ironic distance, and critical intelligence. Tacking toward the tradigital could conceivably spark untold opportunities to influence the future course of Jewish education in both Torah and General Studies, and, thereby, to influence as well the future course of Orthodox Jewish thought, culture, and continuity.

The question is: How should we be doing this?

Reading Between the Subject Lines

“WHAT WILL EDUCATION LOOK LIKE IN A MORE OPEN FUTURE? … TECHNOLOGY AND RAPIDLY EVOLVING STUDENT NEEDS…THE GLARING PROBLEM OF OUR OUTDATED EDUCATION… GROUNDBREAKING TECHNOLOGY TRENDS FOR THE YEAR AHEAD… TIME TO IMPLEMENT DISRUPTIVE INNOVATION!” This is just a small sampling of the often-melodramatic subject lines that appear daily in my office email. True, once in a while someone throws out a reminder regarding measurement of skills and assessment of knowledge. Still, it’s troublesome that some major educational concerns of broad general import are noticeably absent from the blaring headlines.

With all the emphasis on ever new means and methods, where is there shown a similar level of concern for subject matter itself? Where is the hot-button item asking “What content will encourage our younger generations to build a life extraordinaire (and in our case, a Jewish life), and why we should be teaching it?” What “groundbreaking” moral values are we urging our educators to model and extol in their daily conversations and explorations in our classrooms, and why? What “innovative” (a word to be used cautiously, if not skeptically) opportunities for inventiveness, imagination, creativity, and sheer joy and excitement are we embedding in our course of studies and in our ways of learning in our Jewish educational institutions … and why not?

Do Not Confine Your Children to Your Own Learning

These are not meant to be the wide-eyed queries of a naïf, the rants of a curmudgeon, or the proposed articles of a Luddite convention platform. As should be obvious from sentiments expressed earlier, we ought never turn our backs on new technologies and better methodologies; rather, as educators we must pledge to embrace these advanced and advancing tools, to exploit them, experiment, distinguish among them and, finally, to borrow Chazal’s metaphor of the model student in Pirkei Avot, like a human sieve to judiciously separate the fine flour from the coarse.

“Do not confine your children to your own learning, for they were born in another time.” So goes an ancient Hebrew proverb I’d once come across. Or is it talmudic, or Arabic, or Chinese? The all-knowing internet is uncertain and I’ve yet to find a classical Jewish source that mirrors these exact words. Still, the spirit is certainly recognizable in Jewish tradition, while it clearly reflects a universal sentiment as well. Indeed, who would deny the otherness, the “other-timeness” of each generation? What teacher would not acknowledge that the vernacular of the day, the sefat haRekhov so to speak, is a resource of first resort for meaningful discourse with students? That the cultural signposts of the day offer quick reference points and easy analogy? That the technology tools of the day are indispensible for compatible communication and hooking students’ attention?

Not long ago, a medical surgeon posted this on his blog:

Without acknowledging that new generations learn differently from previous generations, we will never be able to “transform” education so that it is fit for purpose in the future…

If one of my teachers had asked me about the supraspinatus muscle, it would have elicited a cascade of learning…. I would have gone to the library or to one of the standard textbooks... visited the dissection room… sought further knowledge [from] an anatomy demonstrator… . [Instead, while] writing this blog, I have googled “supraspinatus.” In 0.12 seconds… I have access to 858,000 pages of information, 137,000 images and 34,000 videos of this muscle.

And more recently, David Leonhardt of The New York Times described a similar rejiggering in the field of journalism:

One of the main lessons we’ve learned is that journalists have not been fully using all of the tools that are now available to us. For decades, the traditional article … has dominated newspaper and magazine journalism…. But … [i]t’s no accident that many of the most-read New York Times articles of the last few years have been complex takes on serious subjects in a form other than a traditional article: an explainer of the Ebola crisis, a photo essay on aging, a video on ISIS… the rent-vs.-buy calculator, a graphic on nonemployed men, a map on poverty and an interactive on generational politics.

Leonhardt makes an articulate, convincing argument that we might do well to echo in our own field of Jewish education. Still, let’s add the necessary caveat: Tools for their own sake, rather than as the product of mindful, well-analyzed, and well-argued strategies for the future, are of dubious pedagogical effectiveness. To merely toss technology into classwork like so many chickpeas into a salad, to have students click and play and cut and paste, is not the sine qua non for attending school. A live Jewish Day School classroom is a sacred place to inhabit, an environment within which to benefit and grow, a unique and inimitable communal gathering of diverse critical minds and personalities, with its give and take of human discourse rich in ideas and emotions and activities.

But what gives this coming together of participating students and teachers, staff, and administrators, its grand purpose and shape?

It’s the Curriculum, Stupid!

In addressing the topic of Jewish education for our younger generations, it is imperative—even before one student has an iPad in her hand, even before a single teacher powers on his wall-hung Smart Board—to direct the spotlight on the curriculum that underlies it all. I define curriculum in this context as the central nexus of a school, the overarching course of studies that represents the integrity and ethos of Jewish education, the proud purpose of which is to explore the infinite interconnections between all its activities and teachings. While every class lesson in such a curriculum possesses its own integrity by subject and grade, it is situated at the same time responsibly, even inevitably, within the school’s entire course of studies and, it is hoped, ultimately within the whole lifetime of an individual or group’s Jewish and General education.

In such a curriculum, it's not the technology that drives the success of our educational endeavors but the content—the chosen stories, explorations, and shared values and experiences that are delivered via that technology, be they in the form of multimedia blasts across the internet, broadcast to mobile devices, or beamed down to smart wristwatches and eyeglasses. As the politicians (and, unfortunately, many educators) often fail to note, "It's the curriculum, stupid."

What We Talk about When We Talk about Jewish Education

A yeshiva Day School, with its dual-curriculum of Torah Studies and General Studies, has a special responsibility.

A yeshiva Day School is not a Talmud Torah grafted onto a public school with two distinct realms of study meant to compete for the time and attention of teacher and student alike. It is certainly not a language-themed Hebrew charter school, where the emphasis on contemporary Israeli life, language, and culture is both devoid of religious devotion, tradition, and Jewish practice, and constrained within legitimate legal guidelines that mandate a strict separation of church and state.

Rather, the ideal Jewish Day School is an organic unity within whose walls our younger generations learn to live as whole beings whose Jewish identity is evidenced by familiarity with Torah texts that span centuries, by facility in classical biblical, mishnaic, and contemporary Hebrew languages (and, it is hoped, acquaintance with medieval, enlightenment, modernit, and meduberet versions of Hebrew, not to mention awareness of Ladino, Yevanic, Yiddish, and other polyglottal variants in between), and by informed participation in the religious practices of a vibrant Jewish community. Within these walls they learn to live as whole beings whose Jewish identity is at the same time intrinsically bound up with their intellectual, spiritual, and social-emotional growth, with their studies in the liberal arts and sciences, and with their positive participation in society at large.

A modern yeshiva Day School has every obligation to exploit technology but, uniquely, the very spirit of traditional Torah training and the halakhic parameters of Shabbat and the mo’adim that are at the heart of such an education demand that our children develop a comfortable facility in ancient methods of text study and acquire learning skills that are not dependent on access to electronic technology and digital resources. Such “Sabbath skills” are invaluable in the 24/7 hustle bustle of today’s world—they foster conversation, contemplation, introspection, and mindfulness, and they transfer seamlessly to General Studies classes and activities with enormous benefit.

Of course, “Jewish learning,” in this discussion, encompasses Jewish and General education, and it is never imparted in completely separate silos. In their roles as Jewish, American, and global citizens, our younger generations must engage on a daily basis not only with the interconnectedness of Jewish and General texts (some use the term “secular,” which is too often intended and/or perceived pejoratively), but with the world itself as “text.” If we need a model for this approach, let us turn to Heaven, where, as the Gemara in Avodah Zarah describes it, God spends one quarter of every day teaching Torah to schoolchildren and playing with the majestic whale-like creature Livyatan at the same time. A free interpretation: Here we see God both teaching the children Torah text and taking them on an experiential fieldtrip to the aquarium to visit Livyatan; here we confirm the words of Sefer Tehilim, “”Lashem Ha’aretz U’mlo’ah,” the profusion of delights in this world is the Creation of God, and the most magnificent of all is the biological phenomenon of the Livyatan. God teaches the schoolchildren a wonderful lesson in Torah and a wondrous lesson in science interconnected and all wrapped in one.

“All forms of knowledge are interrelated and interdependent, and we are put on earth to know and to make known the correspondences between them all,” affirmed the non-Orthodox art historian Meyer Schapiro, a truth that could have been uttered by any of his Orthodox talmudic scholar forebears. It is a wise axiom to guide our curricular thinking.

In addition, to paraphrase Martin Luther King, Jr., the arc of a modern Jewish curriculum is long and should bend its participants toward lives of character and hessed, critical intelligence and kindness, personal virtue and keen awareness of the world around them. Twenty-first-century Jewish Orthodox education owes our younger generations a curriculum framework that moves beyond facts, factoids, and information. True learning is learning that grows into know-how, knowledge, self-knowledge, understanding, and, ultimately, “the search for self-transcendence, the enterprise of trying to become a different or a better or a nobler or more moral person,” as writer Susan Sontag, a passionate teacher herself, noted. All of this must be built upon an immutable foundation, the dictum of Rabbi Samson Raphael Hirsch (a great gaon and a paragon of pedagogy) that the learning of Torah is the very soul of Judaism.

Nor should we neglect, in creating successful and cutting-edge curriculum in the twenty-first century, to acknowledge that the daily world we immediately inhabit, the aggressively fast-paced world of popular culture and mobile device, is alluringly attractive and all-encompassing. That is why principals and teachers responsible for curriculum experiences should, in designing units of study, find ways to incorporate age-appropriate, grade-appropriate, and Jewish values-appropriate classic films, best-selling children’s books, popular music, internet trends, and a host of elements from pop and academic cultures. Such elements elicit instant recognition, trigger lively discussion, and serve as thematic touchstones in subject areas of all sorts. Comic books and Ben & Jerry’s, Swatch Watches and Radio City Music Hall, Twitter, TV commercials, and Six Flags Great Adventure all have something important to say about our society and our selves. How can we as educators afford not to guide our younger generations in understanding and critiquing the society they inhabit?

Youth, as Rav J. B. Soloveitchik has characterized it, is full of “simple faith and fiery enthusiasm,” and only children, he adds, “can breach the boundaries that segregate the finite from the infinite.” We must, thus, speak to the hearts and minds of our younger generations of learners, and provide them inviolate non-judgmental breathing space for individual wrestling with questions of identity, religious belief and practice, and spiritual growth. We must deliver them both the means and reasons to sustain a continued visceral, religious, and intellectual connection to Jewish learning and observance and the means to be competitive with the best in the world- at- large.

We must impart to our Orthodox younger generations a desire to go on learning, as philosopher John Dewey advocated. We must inspire them to rise from their Torah learning and, as the Ramban writes in his celebrated Iggeret, to immediately translate that learning into action. We must exhort them to act in the spirit of Rabbi Abraham Kook’s exuberant lyric, “Ani ohev et haKol,” “How I love all things!” so that they grow to appreciate and celebrate the varieties of Jewish experience, to practice Torah and mitzvoth meaningfully in their daily lives, to use the liberal arts and sciences as a means to understand the nature of humankind and the world it inhabits, and to recognize their roles and responsibilities as global citizens.

Permit me, finally, to tweak the proverb quoted above, from which this essay derives its title, and give it a decidedly Orthodox Jewish slant, its ambiguous origin notwithstanding. “Do not confine your children to your own learning, for they were born in another time.” The Gemara in Shavuot and the Midrash Tanhuma tell us that all Jews were present at the Revelation of the Torah at Mount Sinai and that the souls of all as yet unborn future generations of Jews joined in attendance with the Israelites of the Exodus at that moment. So, when we speak of our Jewish students as being “born in another time,” we are not only referring to them as the younger generation that succeeds us but as our compeers at Mattan Torah, our fellow standard bearers in tradition.

Dor holekh ve’dor ba, always a next generation, intones the ancient Megillat Kohelet, a conceit that finds a modern counterpart in lines from the poet T. S. Eliot’s Four Quartets, “For last year’s words belong to last year’s language / And next year’s words await another voice…”. Another voice. Another time. “Another time” in Judaism is always a glance backward more than 5,000 years to our origins and a glance ever forward towards an ideal world to come. That is what a tradigital curriculum is meant to honor, preserve, and anticipate. As Ben Franklin expressed it back in 1786, "We are, I think, in the right road of improvement, for we are making experiments.

The Endangered Next Generation of Israeli-American Jews

Close to a million Israelis live in countries other than Israel. The majority have settled in the United States and Canada for the long run, teaching at universities, running business, and becoming entrepreneurs. Most identify as secular and send their children to public schools. Although they maintain a vague Israeli identity, most of the children call their current country of residence home. Far removed from Israel, which provided them Jewish identity by osmosis, these children’s Jewish life, identity, and culture is tenuous and vulnerable in the Diaspora.

Instead of absorbing Hanukkah in the streets as their parents did in Israel, they are, to their parent’s naive surprise, bombarded by Christmas. Instead of Kiddush on Friday night and a national ambiance of Sabbath on Shabbat, they have soccer practice and the myriad extracurricular activities of the average American child and teen. When the High Holy Days come, whereas in Israel their families might have stepped into a synagogue or community center for prayer, they now must contend with the notion of buying tickets for the first time, something those who had grown up in the Israeli zeitgeist find bizarre, as strange and foreign as paying for synagogue membership.

Diaspora Jews, no matter their denomination, for the most part retain their Jewish identity by forming religious communities around synagogues. Synagogues provide Diaspora Jews with a religious connection, communal identity and association, rudimentary education, and a vital sense of Jewish peoplehood. Most secular Israelis did not attend synagogues in Israel and may never have been in a synagogue. They were acculturated to see religion as dangerous, political, and coercive. They do not easily connect to non-Orthodox synagogues, because, as the cliché goes, for secular Israelis, the synagogue they do not attend is Orthodox. They, and especially their children, are left Jewishly unmoored.

The story of Israelis in America at this moment is foreboding. It tells of a population that is so connected in some ways to its Jewish roots and memories, but whose children are assimilating into American culture more quickly than the children of immigrants a century ago, who at least had their European parents, synagogues, and Jewish institutions to keep them connected. Secular Israelis in the Diaspora retain some of their cultural heritage through social connections with fellow Israelis and by gathering for events such as Israel Independence Day. They hope their children will avoid intermarrying and assimilating, but in reality Israeli culture alone is a thin string with which to maintain the next generation’s Jewish connection, and will not act as a bulwark against assimilation.

In America, it is religious community and institutional connections that help one retain Jewish life. The American Jewish community, with few exceptions, has not begun to address this population’s Jewish needs, and for the most part is not sure how to do so. Several years ago an Israeli came to my synagogue, Bais Abraham Congregation in St. Louis, Missouri, and told us that there was something even secular Israelis wanted from the Jewish community: a school to teach their children to read and write the Hebrew language. Realizing this was an opportunity to engage secular Israelis on their own terms, and perhaps eventually to engage them in the Jewish community and religious life, we opened a synagogue-based religious school specifically for the children of secular Israelis. We staffed the school with experienced Israeli language teachers and used opportunities such as Jewish holidays to teach this population about Jewish life, which, to their parents’ chagrin, they know almost nothing.

Over the first few years, family after family recounted that they had never expected to feel at home in a synagogue with religious people. They expected coercion, derision, and alienation. Instead, they were surprised to feel embraced and at home in a Jewish religious environment. Indeed, Bais Abraham is particularly suited for them, as an Orthodox congregation that has consciously removed as many barriers to entry as possible. It boasts a most diverse congregational makeup of religious from birth, Jews raised secular, converts, intermarrieds, and people on a spiritual journey.

Two years into the school’s existence, the Israeli families began to trust us and to realize the importance of some Jewish education, to the extent that they asked for an extra hour of study each week for their children to learn about Judaism. I saw this as the school’s true raison d’être. The “Shelanu” Hebrew School now acts as a foundation upon which we provide holiday parties, free High Holy Day seats, Shabbat meals, classes, and connection for Israeli families.

Opening up Jewish Community Centers and other culturally Jewish institutions to Israelis will never be enough to retain Israelis abroad as part of the Jewish people. It will take congregations that are open and welcoming in nature, learning about Israeli culture and the subtleties of engaging this population and meeting their needs, and working to retain their children as part of the Jewish people and engage them in Jewish life. It requires Israeli shelihim, who both understand secular Israeli culture and appreciate a synagogue's religious life, to serve as a bridge to local Israelis. Time is running out. We now face not much more than a 20-year window before the children of these Jews assimilate en masse. It happens as they finish high school and go to college in America with almost no Jewish religious knowledge, identity, or practice. There is little except the desire of their parents and a fuzzy connection to a land across the ocean to stop them from marrying the non-Jew they have met on campus. They have less to hold them back than their Reform or Conservative American-born, synagogue-connected counterparts. We can make a big difference in retaining these Jews and their children as part of the Jewish people and Jewish religion.

It is, in some ways, much easier than engaging a secular American Jew in that Israelis all have much stronger Jewish identities and memories. If we do not wake up quickly and put resources toward this challenge, equipping synagogues across the country to engage Israelis and to understand their unique culture and needs, it will soon be too late for the next generation.