National Scholar Updates

Sparked by Torah

 

I have drawn and painted every single verse in the first three Books of the Torah, (in three enormous murals on canvas), scenes from the lives of King David and King Solomon, all the Jewish holidays, and most of the heroines of Tanakh, and illustrated the Haggadah Shel Pessah and the whole Megillah. And I never had contact with of any of these texts until I was 45 years old! I thus conclude that Torah not only stimulates creativity, but provides a vital link to the divine, enabling miracles to occur which enable the work to be done. I'm 63 now, still praying for this process to continue. In this essay, I will describe how Torah knowledge and life have sparked and sustained my creative efforts.

            Let's begin with my first Torah art job, which brought me to a Sephardic synagogue in Los Angeles called the Pinto Torah Center, to paint outdoor murals for the preschool, an encounter that led to my becoming religiously observant and a Torah Artist. I decided to paint the Garden of Eden; in preparation I read the beginning paperback “Holy Bible” from the bookshelves of my downtown L.A. loft. When I began to paint the wall, I felt guided to anchor the garden scene with an enormous bush, laden with huge, psychedelic blossoms. Rabbi Pinto wondered what was going on! Eventually the rest of the garden appeared, and the mural, (completed in 1993), still glows on that wall. Soon after its completion, I picked up an English translation of the Zohar, which of course I had never heard of in my prior life, and was amazed to read about the giant blossoms I had painted.

            While I painted those early murals, (I also did Noah's Ark, and later added a Holiday Mural showing the cycle of holidays after I experienced them for the first time), the preschool children swirled around me during play time. Periodically, they were called in small groups to go up to the Women's Section, a balcony in those days, for their Hebrew lessons. The wonderful Hazzan, Yakov HaRoche, could be heard bribing the children: “Say it, and you get a cookie.” It occurred to me that I might be able to learn the Alef Bet if those three and four year olds were doing so, and the cookie didn't sound bad either. Later in the synagogue kitchen, as visiting Rabbi Meir boiled a giant pot of fragrant Yemenite soup, Yakov HaRoche coached me, from a traditional “Binah” text, in learning the Aleph Bet.

I found the quaintness and authenticity of these people and their lifestyle to be as inspiring to paint as the Jewish and Torah knowledge which I began slowly to acquire, and I began to make paintings of everything I learned and saw.

A huge jump in learning came when I enrolled in the Crash Course in Hebrew Reading, offered at night by Yeshiva of Los Angeles. Our teacher, Dr. Yehudah Berdugo, greeted us with this statement: “Class, learning Hebrew is like learning no other language, because Hebrew is the language of God.” I was hooked, and Dr. Berdugo's awesome skills and insights made learning a joy and an inspiration. As we moved on to Reading Improvement, he would preface each verse that we studied, by telling us: “Class, this is very beautiful,” and he was right. Learning Hebrew opens up Judaism and is of course the key to the beautiful prayer services.

            Yeshiva of Los Angeles offered a complete night program for adults just at that time, so I took advantage of those classes and learned all I could. I spent months studying each blessing of the Shemoneh Esrei with Cantor Pinchas Rabinovitz, as well as Shemirat haLashon with Rabbi Hillel Adler, the Laws of Prayer, and Humash and Rashi. The head of the program, Rabbi Harry Greenspan, became a life-long teacher, friend, and mentor. Better than being the “Head of the Fox,” which I related to having been a honcho in the downtown L.A. art scene, I was now the “Tail of the Lion”—at the tippy end of an awesome entity led by Torah greats like Rabbi Sauer. Our classes were in the Boys’ High School, but I peeked inside the Bet Midrash, where rows of men and boys sat learning Torah in timeless fashion.

I painted the “Shekhina Comes” Triptych to commemorate this era. In the center panel (of three 7-by-4-foot oil paintings), a giant woman symbolizes the “Presence of Hashem,” the Shekhina, coming into my life. Inside the figure's dress are scenes of learning at YOLA— learning the Alef Bet with Dr. Berdugo, and peeking into the Bet Midrash. Surrounding the figure is a neighborhood landscape, where people walk on Shabbat, wearing prayer shawls and finery; a new sight to me. The second panel shows another large figure, but she is being ripped open by devils; symbolizing my fall from downtown honcho-hood. Figures of each member of the Pinto Torah Center, old and young, float in the sky, while bright magen david designs emerge from the rip; showing my new life-style and community emerging and rescuing me. The third panel celebrates my arrival into a Torah life. The central figure holds a growing tree-—the growth! Decorative diamond shapes contain scenes of different Torah classes, and my own Shabbat table. In a scene of Dr. Berdugo's class, we now learn Pirkei Avot! In a scene of Mrs. Shira Smiles' class, we study a story from Kings, about Eliyahu haNavi withholding rain from the earth. A giant outer diamond shape contains my first biblical narrative: the entire story we studied with Mrs. Smiles is illustrated. I particularly related to painting the scene of the prophet breathing life back into the widow's son. It reminded me of the countless times my eldest daughter was supposed to die from her brain cancer at the age of three; she kept coming back from the edge, was still alive at that time, and lived to be 36.

            Along with my first experience of the cycle of Jewish holidays came my first experience of another momentous cycle: the cycle of Torah readings. My impulse to make a mural on canvas of the whole Book of Bereishith came from gratitude and awe. The six Hebrew letters of the word “Bereishith” correspond to the six days of creation, so I put them together in six large boxes on a 16-foot canvas. I surrounded the boxes with a border filled with symbols of Shabbat, the Seventh Day: kiddush, hallah, candles, and Torah scrolls.

             There is an element to Torah that cannot be shown, and that is the nature of spiritual experience. Non-visual, spiritual forces are symbolized in my work by using the raw bright strength of color in patterns that use constantly shifting complimentary color clashes to generate a visual punch, hinting at the cosmic content of religion. So the symbols of Shabbat in the mural are embedded in brilliant patterns of color.

            Surrounding this border is another border, divided into sections corresponding to each parasha. Each of these sections is filled with tiny paintings of everything that happens in each parasha. In the beginning I held a heavy Humash as I worked, but by vaYera, I switched to a system of making black and white drawings in the back of my “Day Book,” (visual journals kept since 1969), and then made the paintings by following the drawings. Drawing and painting the famous scenes from Bereishith gave me insights into the material. The Matriarchs are behind a lot of the action; Bereishith is practically a woman’s book! In the same parasha as Yaakov's famous ladder, 12 babies are born; to me that's a big deal. The scene of Yaakov arriving to meet Esav with specifically enumerated gifts of livestock, was fun for me to portray. And, I developed strong opinions about Joseph in the pit based on drawing and painting the events.

            When the Bereishith Mural was completed, it was exhibited in a gallery in L.A. that was never open! But at the opening reception, I met Dr. Berdugo's wife, the Hebrew scholar Dr. Vardina Berdugo, and she suggested that with my family history, I should make a painting of Dona Gracia Mendes. An 8-by-6-foot history painting was born; it shows Dona Gracia Mendes surrounded by a map of Europe tracing the flight of Sephardic Jews from the Inquisition in Spain and Portugal, and Dona Gracia's triumphal entry to Constantinople, where it was finally possible to be openly Jewish. I borrowed the map from my old family hard-cover edition of Cecil Roth's definitive biography of Dona Gracia. (Interestingly, the map of my family's sojourns in the biography of my great-grandfather, Henry Pereira Mendes, late Rabbi of Congregation Shearith Israel, is almost identical.) In the painting, the central figure is also surrounded by a banner containing all of the Torah scenes I could fit into it, to symbolize the force which kept our people Jewish despite danger, persecution, and forced conversions. On each side of the painting are vignettes showing men and women engaged in activities of Jewish Life: praying, learning, teaching children, and celebrating holidays. These vignettes are to show the terrible irony of people being chased and persecuted for the crime of a holy lifestyle!

            An artist friend sent me a tiny ad from an art magazine soliciting work for a traveling Jewish Exhibit called “Encountering the Second Commandment.” “Dona Gracia Mendes” was accepted and featured on a 30-foot banner on the side of the Pittsburgh Jewish Community Center; I was stranded there when my ticket to fly home from the opening reception was for September 11, 2001. When the exhibit arrived in Boca Raton, Florida, patrons purchased “Dona Gracia Mendes” for donation to the JCC there, and I was invited to have a solo exhibit in 2002. As I drove across country for that exhibit, I received the news that the “Bereishith Mural” had also been purchased for donation to the JCC.

            And thus I began “The Shemot Mural” upon my return to Los Angeles. This time I carefully drew every verse in pen and ink first. Then I hung up a 6-by-12-foot canvas and outlined larger boxes for the parashiot. Even so, when it came time to paint details of every verse onto canvas, it brought on tendonitis in my finger, and I lost three months of work, because I crammed so much tiny detail into each parasha. I paint everything first in one rose-and-black color, like a giant, intricate drawing. In the process of painting the “Shemot Mural,” I was blessed to paint the kelim of the mishkan about seven times for each of the seven times each is mentioned in Sefer Shemot! Each of the mishpatim, or civil laws, tells a little comic-book-like story; showing rules for eventualities in the lives of maid-servants and others, and things that can go wrong between neighbors—such as an ox falling into a hole, with penalties clearly shown. After every single verse has been rendered into a little picture crammed into the whole, I rub large areas of pale color onto the canvas, using linseed oil and rags. Then I mix my colorful palette of thin oil paint in ice trays, and go back over every area, painting in and shading each tiny figure and scene. When all that is dry, there's another journey around all the details with a very thin outline of black. I forgot to mention that the inner space containing the word “Shemot,” and an outside border, have remained blank until this time. Now is the time to use the symbolic color patterns which are meant to imply the Light of Hashem, in a circular arrangement, radiating out from the center. The whole process took two years to complete, but the day came when the mural was done.

            The Shemot Mural had its debut at the tiny “Museum of the Bible,” or Bet Tanakh, upstairs from Independence Hall, in Tel Aviv, thanks to the efforts of a fellow student from my original Hebrew class, who had moved there. When I arrived home in Los Angeles with the mural, I held a reception to open a gallery in my studio/home in the Pico Robertson area. That's when a great miracle occurred: the Shemot Mural was sold, to be mounted at the Sephardic Educational Center in the Old City of Jerusalem. When I traveled to Jerusalem to make arrangements, I looked up some old friends from the Pinto Torah Center days, now living in Tsefat. A young daughter to whom I had given art lessons when she was little, was doing her National Service in the Old City, so we arranged to meet there. Her service turned out to be in the Temple Institute; I was treated to a private tour of replicas of the kelim I had painted so many times.

            And during which parasha of our yearly cycle did I land in Jerusalem to deliver the Shemot Mural? It was the week of parashat vaYikra, (the beginning of the next Sefer after Shemot!), which I hiked the Temple Mount to hear read at the Kotel. That week, I borrowed a Humash from the SEC, and began the drawings for the “VaYikra Mural.”

            VaYikra is different from Bereishith and Shemot, in that there is far less storytelling, and lots and lots of laws. How will the viewer know for which sacrifice this round of blood is being sprinkled on the altar? The answer was to label the depictions of each of the 859 verses in Sefer VaYikra, by chapter and verse numbers. I made my painting wall bigger, and this time hung up a 6-by-16-foot blank canvas when the pen and ink drawings were finally done. Actually, during this period my beloved daughter Oma, (“Annie”), passed away after her long and amazing survival. Perhaps the rigidity of the task helped ground me in work during the worst of that ghastly grief. Thank God, my younger daughter Kerby, with her husband Jeff and my precious granddaughter, Melody, live nearby.

            The VaYikra Mural took three years to complete. After the 859 numbered verses were completely painted onto the canvas, and the Hebrew in the mural corrected by my mentors the Berdugos during their visits from Israel where they now live, there remained the blank areas of the center and the outer border. I experimented with studies of bright, circular patterns framing narrative areas within and without. On the mural, I let the colors grow crazy patterns until the edges were reached and the mural completed. Fittingly because of the content, the mural has been shown at the KOH Cultural Center of Mosaic Law Congregation in Sacramento, CA. It's currently available for exhibition and sale.

            I want to mention that aside from Torah texts, my art is inspired by friends and life in the Jewish community. My friends the Elyassi family provide me with a model of devout Jewish life, shared with love, amid struggle. I love them and often paint the holy avodah of their home-life. I celebrate happy occasions with gifts of special paintings of the mitzvah child, couple, or baby. If you have participated in a Jewish community for a number of years, you can imagine how many are out there by now!

            If I had been born a man, when I fell in love with Torah learning, I likely would have disappeared into yeshivot and the men's domain of ritual, study, and prayer. If I had been born observant, I may have been busy having a lot more kids and doing a lot more cooking. As it was, I developed into a narrative painter whose art exploded to express every new-found gem of Torah life and learning. I also developed into a terrific visitor of the sick, a mitzvah I still find fulfilling. In fact, I've become comfortable with a more womanized version of Torah living, since I live alone and don't even have to help someone else do the zillion things Orthodox men must do. But I wouldn't want to face life without Shaharit (morning prayers) in Hebrew at home, or the Tehillim, which Dr. Berdugo encouraged me to memorize, ensuring life-long instant access, or the cycle of Torah readings, holidays, and beloved friends that is synagogue life, or the awesome fun of living each yearly cycle in our Jewish community, sharing joys and losses, or the amazing bond I've been honored to forge with the beautiful land of Israel.

            Most of all I would never want to face life again without the sense of closeness to the Creator of the universe that Judaism is all about. I see the hand of Hashem in the above events, and I certainly feel aided and abetted by the Almighty in doing the work I've described. I often wonder why the nature of religion doesn't more accurately reflect the obviously half-female nature of the divine. Oh well! I try to portray it that way in my art. Rabbi Marc Angel has written of the importance of finding one's own mission in life and in Torah. Voila!

 

           

 

 

 

 

 

           

           

           

           

 

           

 

 

 

EVE-OLUTION: An Overview of the Dramatic Progress in Educational Opportunities for Girls and Women in Israel

 

 

The empowerment of women today in Modern Orthodox society in Israel is a direct result of the number and range of education opportunities now available—and a very welcome and necessary development considering the multiple halakhic issues affecting them. The emergence of Batei Midrash for women and the courses provided at all levels—from the high school to midrasha to adult education—have bred a new generation of learned women who have become active members in the community and participants in the halakhic decision-making framework in issues pertaining to them.

 

When I was growing up in London in the 1960s, the Jewish education available for girls was limited. Girls could either a Jewish school that provided a mediocre secular education, or a quality public school supplemented by attendance at after-school Hebrew School classes. This spurred the trend to obtain additional Jewish education with a year at “seminary”—in Gateshead or Israel—but those girls who chose the latter option soon discovered  the vast gulf between the level of their Jewish knowledge and that of their American-educated peers.

Thus education became a major motive for our aliya in 1976, and it was our intention to secure a good Jewish education for our children. Since we were ultimately blessed with four daughters, this proved to be a wise decision. Yet no one at that time could have envisaged the power of the dynamic forces that have driven the growth and evolution of educational opportunities for girls and women over the last three decades.

People today have forgotten—and many may not be aware at all—of how narrow the range of options was when looking for a high-quality religious girls school in Jerusalem in the early 1980s. Without quite realizing it, but feeding off the obvious and painful inadequacy of the mamlakhti-dati (state religious) school system (as Esther Lapian described in her article in Conversations issue 7, p. 133) to provide both a good secular education together with a broad Jewish education, we were sucked into the elitist trend that came to dominate the education scene. “Private schools” (not in the American sense, but with a large financial input from parents to boost the quantity and quality of education) such as Horev and Noam at the primary level, and Horev, Peleh and Tsvia at the secondary level, attracted the “good kids” from the “good homes,” creating a vicious circle of decline in the mainstream state schools.

After considering the options, we chose to send our children to Horev; but over the years, we became increasingly disturbed and irritated by the emerging trend—away from the school’s original Torah im Derech Erets philosophy toward narrow, quasi-Hareidi attitudes—that came to dominate the school. This was, of course, an expression of the wider trend toward Hareidism sweeping throughout the Orthodox world. One of its primary manifestations was the sense of constraint felt by students and their reluctance to pose the most basic questions regarding personal and philosophical issues, for fear of being penalized—so detrimental in the critical teenage years. This inevitably led to frustration and conflict. In addition, the school’s attitude toward Zionist values and particularly the stance toward army service became exceedingly discouraging.

Fortunately, in tandem with (or as a counterbalance to) the trend toward greater Hareidism, other processes were at work. The massive increase in the overall student body, together with the growing diversity of views among their parents—and the greater financial resources available—led to a steady increase in both the number of educational institutions at all levels and also, and more importantly, a greater diversification of the kinds of education, the values, emphases, and so forth.

A major contribution to this educational scene, especially in the Greater Jerusalem area, was the Ohr Torah Stone network of high schools founded in 1983 by Rabbi Riskin—who personally placed great emphasis on girls’ education (and on women’s issues in general)—and which succeeded in attracting and training top-quality young educators with strong ideals and commitments. The schools’ mandate was to provide education for the Modern Orthodox woman, and the curricula provided intensive Jewish studies emphasizing the relevance of Torah to modern life together with a high level of secular studies.

At the post-high school level there has also been significant and dramatic progress. Catering to the prevailing global trend of interest in higher education, midrashot have sprung up throughout the country. Girls voluntarily choose to attend midrashot where they can now develop their Torah learning and are provided with the tools to delve into independent study. Teaching standards are high, thanks to the emergence of a cadre of charismatic and gifted educators with broad vision.

A landmark event within this field was the creation of a hesder program for girls within the midrasha. This answered the desire of religious girls who wished to serve in the army in a Torah-based framework rather than the National Service—hitherto the only option acceptable for religious girls. A leading example of these was Midreshet Ein haNatsiv, established in 1986 by Kibbutz Hadati to parallel the existing yeshiva in Kibbutz Ein Tsurim. Girls today are able to devote two years, before, during, and following full army service, to intensive and deep study of Jewish sources, and during their period of army service they receive spiritual support and regular shiurim from the staff of the midrasha who visit their girls on the respective army bases.

Midreshet Ein haNatsiv has grown in popularity and acceptance, also providing pre- and post-army courses and also attracting overseas students to its unique style of open-minded learning. Headed by top quality educators such as Rabbi Eli Kahan z"l and Mrs. Rachel Keren, Midreshet Ein haNatsiv has cultivated a cadre of learned women with a deep commitment to Judaism who take active roles contributing to the advancement of Jewish society and the State of Israel. Other hesder progams, similar to that at Ein haNatsiv, also exist at Midreshet Bruria/Lindenbaum and Be’er in Yeruham, proving the need for such a framework.

Thus, in our case, two of our four daughters chose to do sherut le’umi while the other two were able to opt for the progam at Ein haNatsiv and served in the IDF education corps—one subsequently becoming an officer.

We have therefore had the privilege to be part of this evolution, which, while developing steadily over years and decades, represents a far-reaching  revolution within the Jewish world.

Meanwhile, in the more academically focused, quasi-yeshiva style framework and beyond into adult education, things were moving at even greater speed.

Thus there are now a multitude of institutions providing higher education for women. Rav Yehuda Amital and Rav Aharon Lichtenstein, founders of Yeshivat Har Etzion, saw the need to provide yeshiva style Torah education for women at a high academic level, and in 1997 they established the Women's Bet Midrash in Migdal Oz, headed by Mrs. Estie Rosenberg (Rav Lichtenstein's daughter.) Migdal Oz provides a full-time learning curriculum together with the option of obtaining an academic qualification.

Beyond the tertiary education level, there has been a dramatic awakening in the field of adult education for women with a proliferation of Batei Midrash. Matan, founded by Rabbanit Malka Bina in 1988, is a prime example of a dynamic institution that today provides a myriad of diverse courses in Torah study. From havruta learning in Daf Yomi, through Bat Mitzvah courses for mothers and daughters, to a packed weekly schedule of classes, Matan attracts students aged 12 to 80. Its success has led to the establishment of eight branches throughout the country from Bet Shemesh to Zichron Yaakov—and has also expanded into internet courses and seminars. Thirst for learning among women seems boundless. Matan's vibrant Bet Midrash has paved the way for women to learn Torah at the highest levels, and its courses prepare them to assume leadership and educational positions. It thus provides the link between study per se, lilmod u’lelamed, and translating that knowledge into action—lishmor vela’asot.

This link is essential because the new generation of educated Jewish women see far beyond the “mere” study of texts and teaching. They are intent on becoming active participants in key areas of Jewish life—first and foremost, those issues affecting women.

A trailblazing institution in this area is Nishmat, founded in 1997 by Rabbanit Chana Henkin. Not just another midrasha providing advanced Torah study for all ages, Nishmat pioneered a course for Yo’atsot Halakha (halakhic advisors), wherein women devote two years to intensive study with rabbinic authorities of the laws of family purity as well as training in allied issues of modern medicine, such as gynecology, infertility, psychology, and sexuality.

This development is unprecedented, marking the first time in Jewish history that women have been trained to address women's halakhic issues—and have succeeded in obtaining widespread rabbinic support. Nishmat's Women's Halakhic Hotline, staffed by the Yo’atsot Halakha, receive thousands of calls from women in Israel and abroad, on issues in family purity, intimate personal and family matters, as well as fertility and women's health. This is a far cry from the traditional procedure in which women, or their husbands, were obliged to consult a male rabbi about the most intimate female and marital issues, and it must surely serve to encourage greater adherence to the mitzvoth of family purity.

Another area in which women have turned their halakhic studies to effective practical use is that of To’enot Rabbaniot (rabbinical adjudicates). This course was initiated and run by Mrs. Nurit Fried at Midreshet Lindenbaum, and provided its students with intensive training to qualify them as rabbinical advocates—whose aim is to help women required to appear before rabbinical courts. It marks another major step in the empowerment of women and testifies to the tremendous determination on the part of Orthodox women to become active partners in religious life.

A study of this eve-olution of education and allied subjects would not be complete without mention of Koleh, the first Orthodox Jewish feminist organization in Israel. Founded in 1998 and initially led by Chana Kehat, it has grown into a flourishing religious women’s forum that is active in a multitude of spheres, addressing such issues as agunot; prenuptial agreements; mobilization of religious leadership in fighting sexual harassment, domestic violence, and sexual abuse; and creating appropriate curricula for schools. Its national two-day conferences attract thousands of participants from throughout the Jewish world and across the full religious spectrum to learn about and discuss contemporary halakhic and social issues.

One final observation must be made—albeit not a positive one. It would seem that the advance in the education and empowerment of this generation of young women has had a detrimental effect on their ability to find marriage partners. Singlehood is indeed a global epidemic but in Orthodox religious circles this is an issue of enormous concern and a subject that demands great attention.

In summary, if we look back over the last three decades we have witnessed phenomenal growth in the provision and scope of religious education available in Israel to the Modern Orthodox woman. It can also be noted that the majority of the personalities in the forefront of this revolution have been American olim: Rabbi Aharon Lichtenstein, Rabbi Shlomo Riskin, Rabbanit Malka Bina, Rabbanit Chana Henkin, Rabbi David Bigman, Chana Kahat, and so forth. Such individuals have served to encourage their Israeli counterparts to eagerly jump on board to create a new cadre of Israeli educators.  

But this is not at all the end of the story, but it is very much the story so far. There can be no doubt that the process I have described—and that we have experienced and benefited from—is still in its early stages, from an historic point of view.

Rabbanit Chana Henkin, who has been in the forefront of so many of the developments noted here, envisions the process moving forward in the direction of women kollel students and ultimately, women rabbis (although they will not be called by that title—the subject of a discussion at a recent Koleh forum). But the reality will exist before the name. I expect—and hope and pray—that my granddaughters will become part of this ongoing process. They will take for granted all the achievements noted above, having been born and educated in a world where they were all well established. The front line of the campaign for women's education will be further advanced. Each of us can enunciate their own vision of how this might be achieved, but the bottom line is that women will be full, largely equal, and highly active partners in all spheres of Jewish studies and the Orthodox community.

 

Ze Keili V'Anvehu: Reclaiming a Personal God

 

 

     I’d like to begin by quoting to you a passage from Rabbi David Hartman, from his book, The Living Covenant. He writes:

 

Traditional Judaism has always contained a vital dialectic between [“Ze Keli v’anvehu”] “This is my God and I will adore Him” and [“Elokei avi v’aromimehu[DEA2] ”] “The God of my father and I will exalt Him” (Exodus 15:2). Loyalty to the God about Whom our fathers told us does not exclude the discovery of new insights and experiences that lead one to say, “This is my God.” The past does not exhaust all that is possible within one’s covenantal relationship with God. When Moses asks God how he should announce God’s “name” to the community, he is told to say that he was sent by the God of Abraham, Isaac, and Jacob, but also the God Who is worshipped through the new possibilities that the future may uncover: “I will be what I will be” [“Eheyeh asher eheyeh”]. One loyal to Sinai does not only look backward. (Living Covenant, 8–9)

 

In the past year and years, members of the JOFA community and its sympathizers have made great strides taking ownership over and elevating “elokei avinu.” We have appropriated the Torah of our fathers into our own batei midrash, adding the Torah of our mothers. We’ve gotten to know the God mediated through Avraham, Yitzchak, and Yaacov—and countless other men—as we shared our own voices, and those of our matriarchs, through learning and through ritual. We have faithfully inherited our tradition, struggled with it where necessary, and have—to a large degree—rendered it accessible to girls and women everywhere. While there is certainly work yet to be done, we have widened the halakhic path, so that all members of the Jewish community who want to can participate in the ongoing journey from Sinai. In so doing, we have certainly exalted God.

     Yet, with gratitude for all that we have accomplished and with a strong awareness for the battles that remain, I would like to pose a different question: Have we taken sufficient time or made sufficient space for “Ze keli”? Has all the permission and all the inclusion helped us in the project of identifying and reifying a personal God? With all our holy and rightful reverence for our past, are we any more capable of opening ourselves to the unfolding of Eheyeh, of a self and a God in the process of becoming? To what might we point and say, “This is my God”?

     Hartman’s concern accents the temporal—Can the God of our past be made present? My concern accents the spiritual—Can God, as mediated through our tradition, be made personal?

     I am charged with the task today of addressing the nexus of spirituality and Orthodox feminism. I come to you not as a guru or even as an enlightened practitioner; not as a rabbi nor as a rabbah, but simply as a woman, Jewish educator, and seeker eminently committed to expanding the possibilities for religious life in the Modern Orthodox community. I want to enlarge the sphere of our religious concern, to place at the center of our religious discourse and our religious experience the cultivation of spirit.

     To give shape to this call, I’d like to sketch for you two entry-points to spirituality—two among many, no doubt—that are captured by the phrase, “Ze keli,” “This is my God.” Recall that these words are part of shirat haYam, the song sung after the splitting of the Red Sea, in celebration of the miraculous liberation from Egypt. Rashi, quoting the Mehilta, famously writes on these words:

 

God revealed Godself in His glory to [the Israelites], and they pointed at God with their finger. By the sea, [even] a maidservant perceived what prophets did not perceive.

 

     What was available to all of Benei Yisrael—and Benot Yisrael—at the moment of great salvation was the gift of transparency: Ze keli. They could point to their immediate experience and say, “This is the hand of God.” After years of toil in the land of Egypt, after generations in which God was eclipsed from their lives, they were blessed with a moment of absolute clarity. They could perceive with certainty the urgent, unmistakable presence of a God who heard their cries and who delivered.

     I submit to you that one central impulse in the spiritual quest is the longing to be able to say “Ze,”—that is, to encounter God in ways that are immediate, powerful, palpable; to invite experiences of kedusha, or of devekut, that fill a person with awareness of transcendence. The spirituality of “ze keli” demands a relationship with the divine that is intense, real, urgent. It asserts that there is a live Other to whom one can point.

     How? In the absence of sea-splitting pyrotechnics that testify to God’s power, we might yearn in our times for more subtle moments that testify to God’s presence. “Ahat sha’alti me’et Hashem ota avakesh: Shivti beBeit Hashem kol yimei hayyay, lahazot beNoam Hashem u’livaker beHekhalo,” says the Psalmist, a seeker of God if ever there was one. “I ask one thing of God: Let me sit in Your home all the days of my life, to see your glory and to visit your inner sanctum” (Psalm 27:4). We cannot hope for supernatural miracles that will lift the veil of the world. That is not the reality in which we live. We can, however, try to sit quietly with sanctity and even to encounter deep holiness from time to time. The cry of “shivti beBeit Hashem” reminds us that spirituality—so often associated with experiences of ecstasy—can also just be found in the simplicity of everyday living, of sitting with what comes our way and dwelling with God there.  Only then might we be blessed with a visit to the hekhal, to the place of innermost depths.

     This is one way that we might reclaim “ze keli”—through the cultivation of a compelling relationship with God. Just as our ancestors could see God at the sea, so our generation is charged to figure out, where is it that we see God? As individuals and as a community, what might we do—

  • what spiritual practices might we adopt?
  • what intentions might we set?
  • what spaces might we share?
  • what texts might we learn and how might we learn them?
  • what prayers might we pray?
  • what goals might we privilege?

—that will allow us best to dwell in the house of God? What are the religious pathways that will speak to our souls? What will be our avenues to the hekhal?

 

* * *

 

     Beyond the explicitly spiritual agenda of getting to know a God to whom one can point, there is a second dimension to “ze keli” spirituality. Experiences like the kind at the Red Sea rarely last, of course. It is not the nature of the divine mystery to remain disclosed. The moment that Benei Yisrael exit the miraculous space—literally and figuratively—they are struck with fear, with a lack of trust in their future. They worry about whether the God who just dramatically and spectacularly saved them from their enemies can also sustain their humdrum, everyday needs. “Ma nishte?” they ask (Exodus 15:24). What will we drink in the desert? What will we eat? In other words, what will nourish us now? No amount of spiritual enlightenment could save them from the vulnerability of being human.

      A second impulse in the spiritual life can be located here, not in the ascent to the divine, but in the descent to all that is inescapably human. In those moments when life—in all of its complexity—intrudes and awakens and unsettles, those are the moments when we might open to a world beyond—beyond self, beyond what we thought, maybe beyond words. It is a strange truth that when we feel most raw and vulnerable, when our skin is thinned by the wild unpredictability of the world, we are that much more available to the touch of the other. Like a body burned by the sun, we feel more—more fear, but also more tenderness. “MiMa’amakim keratikha yah,” “From the depths, I call out to God”—not just from the place of despair, but from within the arresting grip of life laid bare.

     Joy and pain, fulfillment and disappointment, compel the deepest, hardest, most fundamental existential questions:

  • In what can I trust?
  • For what am I grateful?
  • How can I cope with loss?
  • How can I honor love?
  • What is intimacy?
  • For whom or what shall I sacrifice?
  • Where does my integrity lay?
  • How can I live in the face of fear, uncertainty, and doubt?

 

Like Benei Yisrael thirsting for water in the desert, we too might wonder: What will nourish me?

     I submit, it is the task of spirituality to take on these challenges too, not to answer them, but to help us live without answers; to help us cope with and embrace mystery; to live in the world as it really is. A Jewish path that accents these questions seeks to reframe the stories we tell ourselves. It seeks to help us make meaning out the mess of our colorful, wonderful, unpredictable, uneven existence. It seeks to help each and every one of us to find our way toward a God that is truly our own. Ze Keli. This is my God—a God who speaks to my personal issues, my deepest needs, the cravings and confusions of my own soul.

     For this task, the language of halakha alone won’t do. Seekers of these forms of spirituality need a wider, more varied pathway—through Aggadah, Midrash, Mussar, Hassidut; through prayer, meditation, song, and silence; through modalities of religious engagement that are neither systematic nor systematizing in their nature. To meet the cries of our explosive, expressive souls, we’re going to need to privilege those texts, those teachers, and those techniques that help reify God in the world, and in the core of our beings.

 

* * *

 

     Is this a project for Orthodox feminists? Absolutely. As a community that has valiantly fought to expand ritual access, leadership roles, learning opportunities, and social justice, it is our duty to clarify what it is that animates these struggles altogether, what mission under girds the religious life, and what makes the effort worth it. It is also our privilege—the privilege won from years on the periphery—to speak to the core and to enlarge and elevate the conversation, to expand the possibilities for a spiritually vibrant existence for all Jews.

     Let us be not just inheritors of tradition, but active shapers of it. As we honor Elokei avinu veImenu, let us commit—today and always—to cultivating lives full of a profoundly present and personally meaningful God, so that each one of us might be blessed to say, “Ze keli veAnvehu.

 

 

 

 


 [DEA1]Keli? Or Eli?

 [DEA2]V’aromemenhu?

Of Bloom and Doom

 

 

 

I.

 

With the recent publication of Aharon Appelfeld’s newest novel Blooms of Darkness[1] engagingly translated from the Hebrew by Jeffrey M. Green, one is initially motivated to agree with Philip Roth, the eminent American novelist, who adorned the author as fiction’s foremost chronicler of the Holocaust. Roth observed that the stories herein are “small, intimate, and quietly narrated, and yet are transformed into a soaring work of art . . . with a profound understanding of loss, pain, cruelty and grief.” Additionally, one is equally moved to add, in the words of Primo Levi, the Italian novelist and critic, that Appelfeld’s voice “has a unique, unmistakable tone which strikes the reader with awe and admiration.” And one is further tempted to agree with Honoré de Balzac, the French nineteenth-century novelist, who declared, on an entirely different occasion, that “the novel is really the private history of nations.”

Part of the pleasure in reading Appelfeld’s “history of his nation” in this novel, and others, is the brevity of its presentation. For example, many initial conversations between a mother and son, who are hounded by a Nazi killer, are uttered in half-sentences. For Holocaust-era conversations had to be brief, lest the savages discern any moves and motifs deserving liquidation. Under those circumstances, one hardly speaks in fluid sentences. Everything is secretive, for life depends more on silence than on speech: a look here, a motion there, or an eyebrow raised, often ends most conversations. To capture these sensations, Appelfeld actually tells this entire story in some 68 chapters, each one of them no more than four pages, which add up to a unique, sad, and captivating experience for the reader.

Appelfeld has dedicated his creative life to the literature and history of his own people, beginning, of course, with the patriarchs Abraham, Isaac, and Jacob, and proceeding, most often, in agony—murder, extortion, banishment, vilification, and exile—throughout the ancient, medieval, and modern periods of his national history. Ultimately, of course, he devoted—attached—himself to the bitter, brutal, murderous, forlorn, and unforgettable years of the Holocaust, all replete, needless to say, with “loss, pain, cruelty, and grief.”

 

Julia

 

            But first, the story. Told almost in a whisper, it takes place in an unnamed Ukrainian city not far from the Carpathian Mountains. Among its citizens, we find Julia and Hans Mansfeld and their three children, Otto, Anna, and young Hugo. The parents were pharmacists by profession, who, during their years of dispensing pharmaceuticals and prescriptions, were heralded not only for their professionalism, but also for equally delivering those items and food, without cost, to those unable to pay. Hans, alas, was the first to be “transferred” to a secret place, near the mountains, followed sometime later by Otto and Anna; leaving Julia and 11-year-old Hugo to navigate for themselves in that chaos.

            We find mother and son, first, standing on the street, anxiously beleaguered, waiting for the arrival of one of the notorious “peasants,” who operate by snatching children “for fees,” to deposit them eventually in some “hiding places” near the mountains. Fortunately for Julia and Hugo the peasant fails to appear. Determined that at least Hugo would survive, mother and son quickly lower themselves through the half-dry public sewers of the city, until they reach its outskirts. There by the grace of good fortune, Julia chances to meet up with an old grammar school classmate, one Mariana Podgorsky, a non-Jew, and by profession a “madam,” who lives in a place called the “Residence,” together with a string of other harlots, catering exclusively to the German soldiers who visit there nightly.

            Julia shares her tale of woe with her friend of grammar school years, who graciously consents to care for the innocent youngster until the war’s end. Mercifully relieved, and filled with unending gratitude, Julia surrenders young Hugo to Mariana, while handing her son his personal knapsack, filled with “a Bible, games of chess and dominoes, plus some reading and writing material.” Shortly thereafter, Julia is herself “deported.”

            Hugo accompanies Mariana to her own room in the “Residence,” which is lavishly filled with all sorts of perfumes, bottles of brandy, which she imbibes frequently, as well as a “personal closet,” stocked with all sorts of lavish attire. Next to her “boudoir” rests another closet, bereft of any and all human necessities. She assigns that closet to Hugo, in order that he be hidden from all human contact while staying there. She immediately warns him that, should she be out at times, for whatever reason, he must never answer the door, nor leave his closet except when in her presence. As one of her first gifts, she hands him a crucifix which she then gingerly places on his neck.

            After about three months, everything in Hugo’s life changes. How much has changed, he obviously doesn’t know. “His young heart,” we learn, “began to torment him because he hasn’t kept his promises to his mother. He doesn’t read the Bible, he doesn’t write, and he doesn’t do his arithmetic problems.” Worse still is the fleeting thought that his mother may have actually “passed away.”

            In the loneliness of his “closet,” where, during the wintry nights he almost freezes to death while lying scantily dressed on his temporary couch, Hugo finds solace in an occasional dream. One night, in fact, his mother appears to him, checking on how well he is managing, and whether Mariana is treating him well. Hugo begs her not to leave him. Before going, however, she confesses to him: “You know very well that I didn’t observe our religion, but we never denied our Jewishness. The cross you’re wearing is just camouflage, not faith. If Mariana—or I don’t know whoever—tries to make you convert, don’t say anything to them. Do what they tell you to do, but in your heart, you have to know: Your mother and father, your grandfather and grandmother, were all Jews, and you’re a Jew, too. It’s not easy to be a Jew. Everybody persecutes you. But that doesn’t make us an inferior people. To be a Jew is a mark of excellence, but it’s also not shameful . . . I wanted to say all this to you, so that your spirits won’t fall . . . Read a chapter or two of the Bible every day . . . . Reading it will strengthen you . . . . I can go away in peace . . . .”

            She leaves Hugo.

 

 

Mariana

 

            And who, indeed, is this Mariana, the “savior”?

She started her career as a madam, we are told, at the tender age of 16, mainly because of her “disgruntled and abusive” parents. But somewhere within herself, we are led to believe, is a “soul.” When untrammeled, she finds herself believing, despite her profession, in a Christian God, to whom at times, and to the surprise even of her friends, she addresses directly. Consider, for example, this confessional: “Dear God: you understand my heart better than any person. You know that my pleasures in this world were few and bad, my humiliations were many and bitter. I don’t say I’m a righteous woman worthy to get to heaven. I bear the burden of shame, and that’s why I’ll pay a forfeit when the day comes. Even when in the depths of hell, You are my beloved.”

            Needless to say, while serving in a house of sin, she claims that young Hugo is a “symbol of a greater nation.” Citing an example of her generosity, Mariana recalls that his mother, Julia, during their youth, had been very kind to her, bringing her, despite her poverty, “clothes, fruit, and cheese.” And during those very years, she never chastised Mariana by asking, “Why don’t you do respectable work?” And that is why as Hugo begins to mature, Mariana entices him, “suggesting that he enjoy her physical delight which a woman needs, for the rest is only dessert.” Since he makes no demands on her, she continues to compliment him: “You love Mariana and make no conditions or demands on her . . . you’re beautiful.” Which leads Hugo to entertain the illusion that Mariana “really doesn’t belong to those in the Residence . . . that even in her profession one can maintain manners and respect,” that is, if one possesses “backbone.” Thus to no one’s surprise, Hugo could, and did, follow her warning that, whenever questioned, he should always answer by saying he is her “son.”

            Not only would he agree to call himself her “son,” but also because, as he matured, he actually became in pleasure, at least, her “lover.” So that whenever Mariana asks him to sleep with her, he always answers her call. For she assures him, he is “good and sweet and doesn’t want anything from her.” So that even in her drunken stupor he believes “she is really delicious.”

            One morning sometime later, Hugo, reaching for his knapsack, finds a long letter from his mother, in which she again extols Mariana as “one who will surely take care of him all the time,” adding, mournfully, that she herself may never return, and that he dare “never to despair, for despair is surrender.” And even in these dark times, “she remains optimistic . . . and that he, too, must believe in his future freedom.”

            Whatever optimism he may have felt at the time, all of it disappears when Mariana absented herself from the Residence, for a short time, in order to bury her mother. Her death, Hugo learns, was due to Mariana’s neglectful failure to purchase the medicine her mother needed. On her return home, Mariana readily admits to that failure, which draws Hugo’s strange reaction: “Circumstances are guilty.” To neither of their surprise, Mariana, relieved, “fell on her knees, hugged and kissed him,” which helped Hugo forget his short loneliness and the awful fears that surrounded him during her absence. Rather than bemoan her loss, Mariana, instead of even a brief mourning, continues to speak solely of her sad status as a madam, due, as she often repeated, to her own parents’ neglect. Always, apparently, conscious of her plight, Hugo comments further: “Behind her suffering lies a good and lovely woman.” To which Mariana adds only more kisses and pampering arms.

            Despite all of Mariana’s reliable availability, the Germans continued their unabated search for strangers, even at the Residence. Fearing the inevitability of yet another series of searches, especially since the Germans seemed less certain of winning the war, the “madam-in-charge” of the Residence orders Mariana and Hugo to leave at once. Advised hurriedly to look everywhere for any and all resting places or homes for shelter, sleep and hiding, lest they be recognized, Hugo feels self-assured because of the crucifix he wears at all times. Mariana, on the other hand, engages, as usual, in a solemn prayer to God: “I don’t say I’m a righteous woman, worthy to go to heaven . . . . I bear a burden of shame . . . . But I never stopped longing for you, God . . . . You are my beloved.”

            Because of his love for her, Hugo is enraptured with her confessional, to a point where he actually invokes his parents, saying aloud: “Papa, Mama, where are you?” No answer. They seem no longer to be with him, nor does a memory search seem to help, for they have apparently parted even from his dreams, now enshrined in Mariana.

            Hugo then opens his Bible to read the story of Joseph, whose brothers, at first, planned to kill him, only to witness his revival, in the end, and to recognize his political, and national prominence. Hugo now finds hope and inspiration in one of his ancestors’ life.

            As they proceed, rumors spread everywhere that although the Germans are actually losing the war, they will never end their violence, they still believe, until all the Jews are destroyed. The Russians, on the other hand, will surely decimate anyone who has ever cooperated, in any capacity, with the Germans. Mariana and Hugo decide to flee toward the Carpathian Mountains. Along the way, Hugo has another vision of his mother and is moved to frantic tears. As he weeps uncontrollably, Mariana suddenly criticizes him, arguing that “a person who cries announces to the world that he’s lost and needs pity,” adding that “Jews spoil their children, and they don’t prepare them properly for life.” All of which moves Hugo to wonder, “When will the tears freeze in me?”

            As they proceed further, Mariana keeps sharing her thoughts: “I’m amazed at the Jews. An intelligent people, everyone agrees, yet most of them don’t believe in God. I asked your mother, ‘How is it that you don’t believe in God? After all, you see His deeds every day, every hour.’” Answering her own questions, Mariana tells Hugo that his mother “lost her faith at the Gymnasium and since then, religion hasn’t returned to her. I’m sorry for your mother.”

            Of a far more immediate crisis, Mariana turns to Hugo, saying, because the Russians are rapidly approaching, they will kill her, as well as all those who worked in whatever capacity with and for the Germans and should save himself. “You are still young. Every time I remember that, I choke with pain . . . . And because I slept with Germans, my blood is on my head.” Now she believes God won’t stand by her. Except Hugo, who, when asked when he wants to do in the future, replies, “To be with you.” That, she adds, “would be impossible.”

            In a final farewell, she asks Hugo to take care of himself. “When the informers come, don’t go after me. They’ll take me straight to the gallows, or who knows what. You may not be religious, but since you’ve been with Mariana, you’ve changed a little

. . . . Just promise me, you’ll read a chapter or two of the Bible every day. That will strengthen you and give you power and courage to overcome evildoers.” Hugo promises.

            While Mariana and Hugo happen to be resting one day under a tree, three men suddenly appear and announce that they have strict orders “to bring Mariana in, dead or alive.” Hugo is not to be taken, because he speaks Ukrainian, not the official language of any enemy. Remaining behind, Hugo is crushed emotionally. He stands watch, at the center of the square, near a large barrel of soup provided by the Russians, where all enemy suspects stand shivering, to await their inevitable fate. When one of the guards happens to ask Hugo whom he is waiting for, he answers, “My mother.” While there, Hugo learns from another prisoner that Mariana was actually sentenced to die. Crushed by that terrifying news, Hugo recalls one of Mariana’s final and fateful pleas to him: “If they kill me, don’t forget me. You’re the only person whom I trust. I buried some of my soul in you. I don’t want to depart from the world without leaving something. I have no gold or silver. So take my love and place it in your heart, and from time to time, say to yourself: ‘Once there was a Mariana. She was a mortally wounded woman, but she never lost faith in God.’”

 

Desolation

 

            Roaming the streets of his native city in the Carpathian Mountains, Hugo reaches the square, where a woman approaches him to inquire, “What’s your name?”

            “Hugo,” he answers.

            “Ah,” she says, “so you’re Hans and Julia’s son, right?”

            “Right.”

            “They were wonderful people. There wasn’t a person in the city who they didn’t always give something of their generosity.”

 

            Hugo is momentarily gladdened, but simultaneously saddened, because of all the townspeople he chanced to meet, not one ever disclosed the news of the well-known bestial Nazi concentration “camp thirty-three,” where his parents were incarcerated and, apparently, finally liquidated.

            However bitter and frustrated at not having heard any formal news of his parents’ demise, Hugo still continues to walk fitfully, stopping at all those places that never seem to leave his memory, especially those homes of the Jews, who once lived above the many shops, now entirely occupied by strangers. And at the windows and balconies were women and children standing, chatting, and laughing. Hugo instinctively feels that a “different wind seems to be blowing in the air,” which he attempts to identify but fails. Worst of all is the sight of the pharmacy building, which has now become a grocery store.

            While visiting these places, Hugo suddenly recalls an incident that occurred one late Friday afternoon, while on a leisurely walk, oft taken with his father, during which they meet some bearded Jews on their way to the synagogue. Seeing those Jews, his father fell silent. While answering his young son’s question whether those Jews were “real Jews,” he offered a long reply that “would confuse things rather than clarify them.” Hugo also remembered his father’s “embarrassment at such unexpected meetings and the silence that accompanied them.”

            Even more staggering for Hugo was his heartbreaking ultimate experience during these local reminiscences. He enters his own home, and is greeted by an old man, a possible Ukrainian, who calls out to him loudly and gruffly:

“Who are you?”

“My name is Hugo Mansfeld.”

“What are you doing here?”

“I came to our house.”

“Get out of here. I don’t want ever to see you again,” said the old man, waving his cane.

 

Hugo leaves, disturbed and shaken.

 

 

II.

 

            This reader’s first “meeting” with Aharon Appelfeld actually occurred some ten years ago, in an extended review of his 12th novel, The Conversion, which, incidentally, appeared in an issue of Tradition quarterly.[2] Both that work and the current Blooms of Darkness, also published by Schocken Books, reflect much that has made his fictional creativity a mark of distinction. And in this current work, there linger echoes and themes of such topics as “assimilation, disorientation, alienation and accommodation, weakening of faith, apostasy, physical and emotional dislocation, the Bible and secular studies.” All of which give his fiction a strong following on both sides of the Atlantic. He has certainly proved himself an engaging author.

            But, occasionally, one is motivated, as in this particular work, to approach this piece of fiction with an impersonal voice that does not sound like the product of some professional or academic training but rather from a very personal point of view in a voice that does not necessarily include a complete identification with the main character but, rather, with an understanding of its idiosyncratic nature.

            Since Mariana is the major, if not the only significant character in this novel, and has achieved—by saving a young, innocent child from annihilation, the incredible honor, tradition teaches, of a “share in the world to come”—why, pray tell, does Appelfeld assign this honor, however deserved, to a prostitute? There were, we know, hundreds, if not thousands, of simple or selected non-Jews during the Holocaust who saved children, and even adults, at their own risk from violent execution, all accomplished, we know, in a total silence, without rewards, including sexual, of any kind.

            And however much one admires Mariana’s constant supplications to her God, as recorded here, why has she still committed herself to satisfy her “three” or more “visitors” every night, in her perfumed salon? What changes did all those extended prayers have on her personal life, if any? Prayers hardly substitute for vagrancy, or worse.

            Furthermore, from the author’s brief references to Hugo’s parents, one is led to believe that in their lives they were lost not only for being Jewish, but also because they neglected their simple Jewishness; and, in Julia’s case, because, in her youth, she attended Gymnasium, a nomenclature for a secular education, rather than a totally Jewish one, to become a stranger to her past. As for Hans, what, pray tell, does our author imply, almost casually, to be so destructive in a secular education, when, in a multitude of cases, it is accompanied by a study and practice of classic Jewish faith and practice?

            Frankly, however much Hugo, Julia, and Mariana are encouraged, or self-inspired, to read the Bible, one still insists on inquiring, for what real purpose? How would such a reading have possibly changed their daily lives? In which way? Would it strongly influence, for example, their practice of Judaism? A mere reading? How? For himself, Appelfeld relates, it helped him fully appreciate the beauty of its language. And, he adds, importantly, a better understanding of Jewish myth. And eventually, its practice, and “its beliefs from the Bible to Agnon.”

What Appelfeld must remember, as he must surely appreciate, is that without the daily practice, and/or study, of the content of the Bible and Talmud, their linguistics, however inspiring, motivating, and enthralling, are ultimately meaningless. Language alone is a sort of serious and fascinating identification but not necessarily a religious guide to its practice, or the saving of lives, of whatever kind, in distress.

            Otherwise, doom would surpass bloom.

 

 

 

[1] Aharon Appelfeld, Blooms of Darkness, Schocken Books, 2010.

[2] Tradition 35:3, Fall 2001, pp. 6–19.

 

Syrian Jews: Renaissance and Modern Era

 

 

   Some Spanish Sepharadeem, refugees, made their way to Aleppo and Damascus early in the 16th century; and many more to Constantinople, Salonika and Izmir. In Damascus, where they had arrived in larger numbers than in Aleppo, they established their own synagogues, houses of study, and burial grounds, alongside colonies of Karaites, Samarians, Iraqis, and the native Jews (the Musta-Arab-een), we are told by Rabbi Moshe Basola of that period. With time, they abandoned the use of the Spanish language and before long became acculturated, an integral part of the native Jewish community. Their more worldly education saw many of them in a prosperous state and in the leadership of Jewish life, positions they maintained for centuries. Aleppo’s Spanish refugee Sepharadeem, fewer in number, had also been received with cordiality and the respect due their scholarliness. A separate section of the Great Synagogue was reserved for them. This too passed away as the ‘Spaniol became embodied in the Jewish life of the city, although they continued to be distinctive. Among them were members of the Kassin (Qaaseen) and Laniado (Langiado) families, who contributed leading rabbis to the city for hundreds of years and to the present day, in Aleppo-in Flatbush and other Syrian colonies. The Dayan family, also distinguished scholars in Aleppo for centuries, had originated in Baghdad and lay detailed claim, generation by generation, descent from King David. It was the Dayans who established the revered House of Study — and prayer — Bet Nasi, “The House of the Prince.” It functioned in Aleppo until the “days of trial” in 1947, a harrowing period which the testimony of refugees now in Flatbush will reveal to us.

   Yet another wave of European Sepharadeem came, a small one, mostly from Italy, who were to be continually distinguished and prestigious in Near East Jewish life. Perhaps among the first of them to come was a maternal forebear of this writer, Signor Isaaco Silvera from Livorno (Leghorn, Italy), earlier from Gibraltar and Spain.

   His presence in Aleppo was uncovered to me by Gershom Scholem in his biography (1973) of Shabbetai Sebbi (Sevi), the false Messiah. Scholem relates that among the foremost advocates of Shabbetai prior to 1666 the date of enunciation of Shabbetai’s ‘Messiahood’, were”. . . Signor Hakham Shelomo Laniado and Signor Isaaco Silvera.” To Hakham Laniado, Shabbetai had awarded the “Kingdom of Aram Soba” (The Hebrew term for Aleppo, Psalms 60:2), and to my ancestor Silvera, the “Kingdom of David.” No doubt Silvera had contributed importantly from his considerable wealth to the Messiah’s mission. With Silvera’s presence in Aleppo, other wealthy Italian Sepharadeem had followed, to form a small but eminent group.

   Soon after the Crusades, Aleppo had become increasingly important in commerce with Europe. Earlier, such trade had been small although continuous for many centuries. Thanks to the sharpened appetite for Oriental spices and silks and the like, brought back with them by the returning Crusaders, and with the advancing decay of the feudal system, the rise and the influence of the Towns, and the revival of a money economy in place of barter, European trade with the Orient began to grow and to become a source of great wealth.

   It was largely to Halab (Aleppo) that the early Venetians, the Dutch, and the French had arrived to establish trading colonies; “Alep”, as the French 15th and 16th century traders had labeled it; the Italians had transposed it to “Alep-po,” the name used by the English. How to negotiate this trade with Aleppo’s merchants, since the English spoke no Arabic and the Aleppoans no English? Through local Aleppoans with a knowledge of Italian, French, or Spanish, largely the Spanish Sepharadeem and the Italian Jews. In addition to the Jews, Armenians and native “Byzantines” (Greek Orthodox Catholics) also participated.

The English Levant Company

  Consul North tells us of the importance of the Aleppo Jews in their relations with the English and others. Said North: “The factoring trade is in the hands of the Jews, dominated by them.” Further, he states that, “When a European began to trade through a Jew, no other would take his ‘commission,’ for by a compact among themselves no other was permitted to accept the client.” The Jewish agents earned the esteem and confidence of their clients, they were highly spoken of and their reputation spread in England for their uprightness and trading skill.

   The privileges of their foreign patrons sometimes rubbed off on to the Jewish agents, who were thus placed in particularly high regard in their community. They became Nafs Firmanli, an Ottoman-Decree (Protected) Individual. In some few instances their patrons bestowed on them full foreign national status, including Extra Territorial Rights, endowing them with greater prestige.

   In addition to the migration into Aleppo of the refugees from Spain as was noted, there were the Italian Jewish merchants. The Italians sent younger sons to serve their needs at first hand. They came on buying ‘visits’, but instead stayed, and soon married the daughters of Spanish and Musta-Arab-een (indigenous) Jews. They become known as “Francos” (French) and “Franj,” enjoying the rights and privileges of Extra- Territoriality. They were always referred to as Signors, (“Sir, in Italian; “Signor-eem” is the Hebrew plural term for this Italian title). Through their wealth and aristocratic status they became the most distinguished of the local Jews. Their piety, scholarliness and generous support of community organizations placed them at the pinnacle of their co-religionists’ esteem. The leading family among them was that of Picciotto; who were to become De Picciotto when they received titles of knighthood from the Austrian Emperor Joseph II, whom they served as consuls. Picciotto, Belilos, Bigio, Farhi, Ancona, Silvera, A1tar and a few others constituted the Franj group in Aleppo. In Damascus it was the families of Angel — (“Shemaya), Pinto, Molcho,  Farhi, Attieh Lisbona and others, who were the elite Franj.

   Late in the .18th century Shalom Ha-Cohen of Aleppo ventured into India and with the assistance of others from Halab, members of the Shaib, Tebele, Duek, Laniado families, two Settons/Suttons, as well as several Baghdadians, served to found the Calcutta Jewish community. It flourished for almost 150 years, until the British left India in 1947.

Everyday Jewish Life

   From the many recent spoken histories of individuals who recounted to me memories of life experience in Aleppo/Halab and in Damascus, we are further able to reconstruct the everyday life of the Jews there from some years before the beginning of the 20th century. In many ways it was typical of Jewish life throughout the Near and Middle East. Arabic was the universal language (except in Turkey, and some European countries under Ottoman rule.) Arabic was the common language from Iraq (Mesopotamia) on the East, to Morocco, facing the Atlantic Ocean. Culturally, too, there was broad commonality characteristic of almost all Fertile Crescent lands.

   At the crest of Aleppo and Damascus population early in this century, each city had perhaps 15,000 to 20,000 Jews. In Aleppo, everyone Jewish lived within the confines of the old and virtually invisible city-wall lines (the inner city), until about 1900-1905, when a small movement began to the-then outskirts of the city, to the Quarter called the Djamil-iyeh (named after Djamil Pasha), with broad streets and fresh air. (In the last three or four decades almost all Jews had moved there, except the direly poor.) The community was firmly ruled by the Bet Deen, the religious Court, supported by the Comite (Fr.), the community committee, formed of leading individuals— ah-kalz-behr, “notables” which administered the Jewish institutions. It was self-ruled, as was previously observed, in accordance with Ottoman and earlier, Roman and Arab regulations, which gave due recognition and respect in most periods, to each of the religious communities. This permitted an orderly and stable life over the centuries, one in which the Aleppo and Damascus Jewish populations led a generally satisfying life — constrained only by personal economic limitations.

   The Hakham Báshi was the Chief Rabbi, an institution established in Istanbul/Constantinople some four hundred years ago, largely a political one. The local Hakham Bashi was appointed by the Chief Hakham Bashi, an influential Ottoman Empire official in the Capital — with the consent of the city’s Jewish elders. He was frequently a non-native of Aleppo or Damascus, hailing from Smyrna, Istanbul, or Salonika. Often he did not match the scholarliness of the cities’ native rabbis or their religious authority, although his Office was held in much awe by the populace. The Bet Deen, the religious court, set the rules and standards for rigid religious and civil observance for the mass of Jews. They ruled in disputes between Jews, and so universally and highly were they regarded, that a Muslim with a civil complaint against a Jew preferred to have it adjudicated by the Bet Deen. He was confident that the ruling would be unbiased and just. Leading rabbis were highly respected by the Muslim leaders and their counsel was often sought.

   Rabbis of the city were also highly esteemed by fellow Jews in Palestine, Mesopotamia (Iraq) and other parts of the Ottoman Empire; respected for their learning and devoutness, from the days of Saadia, Maimonides and earlier. Over the centuries only a few had succeeded in having their scholarly religious works published. Some with valuable texts did not possess the means and know-how to achieve publication in one of the principal Sepharadi centers, in Livorno, Istanbul, Amsterdam. Only now are some of these early works being uncovered and published.

   In Syria, relations with Islamics were amicable, but formal. A state of inward uneasiness always marked the sentiments toward those of the dominant religion. The Muslims were generally friendly, but “no one put complete trust in goyeem” (Hebrew maxim) or in their continuing peacefulness, since not all Muslims were educated, or well-mannered.

The Dhimmis: ‘Protected’ Jews and Christians

    What is the reality of conditions under which the Dhimmi, the so- called ‘Protected’ people, lived? Jews, Christians and Zoroastrians who believe in one God, had special status following the teaching of Muhammad. They were known as Ahhl il Dhimmi [ pronounced “thzimmeh”], People of Faith, Conscience. They were to be protected, allowed to lead a self-ruled life, following their religion, unmolested both in their faith and in their civil rights. However, because they would not accept Islam, they were to have measures of humiliation shown to them, they were to regard themselves as “inferiors.” A special small tax was imposed on them, a jizya (a penalty). In other ways too in some periods, they had to have their inferiority made evident — through dress, restrictions on the height of their houses of worship, the lowly animals (donkeys, etc.) they were permitted to ride, the need to give way before a Muslim, and similar means of indicating their inferiority. In everything else their rights were to be protected. The Covenant could be annulled at will by Muslims when they alleged violations on the part of a minority, to be replaced with still greater severities, sometimes demanding conversion to Islam, on pain of death.

 

Good Relations with Muslims

   The Muslims of Aleppo were indeed of a more peaceful character than those of Damascus. No uprisings, no massacres of Jews in Aleppo have ever been uncovered by this writer. Jews accepted their role of submissive inferiors, but with dignity. They knew their own worth, and their economic importance in the metropolis, a bustling city of traders.  Aleppo Jews seldom had to submit to more than petty abuse, and only from individual ignorant and fanatic Muslims. Such elements had created riots and massacres in Aleppo in 1659-1860, but directed against Christians, with no major disorders since that time.

   In earlier periods, prior to the advent of surging nationalist Zionism in Palestine, many commercial Jewish partnerships existed with Muslims and Christians, often in enterprises involving agricultural products; Jews were partners with herders, in large-scale operations involving sheep, etc. The Jews had confidence in the integrity of their Muslim partners, their courteous friendliness and their faithfulness to their religion. Sometimes the partners were bedu (bedouins), nomads.  Jewish Murad Faham and members of the Jemal/Djmal families owned huge herds consigned to Muslims, or were partners with them; both were important manufacturers of cheese. Faham is the hero who was later to rescue the ancient and sacred Aleppo Codex: the Codex of ben Asher, spiriting it out of the country to Israel at considerable risk to his safety.

   With educated Muslims a cordiality, somewhat formal, could exist, formed perhaps through commercial transactions. However, intimate friendships with Muslims were not common. Despite cordiality with some, there was little social interaction, Jewish and Muslim families did not exchange visits; men customarily socialized in cafes. Nevertheless, on respective holiday occasions the men would sometimes pay courtesy calls to their friends of the other religion. The Governor, too, the Pasha, would pay such a courtesy call to the Chief Rabbi. In turn, the Hakham Bashi would acknowledge an Islamic or governmental holiday by a visit to the Pasha.

Everyday Life in Twentieth Century Syria

   Everyday activity in the early years of the twentieth century in Aleppo and Damascus continued the traditional and unhurried life in the midst of the countless minarets and the many large and important souks. Earlier, Jews lived — by choice — in their separate Quarters, the Saha, il Illeh, Bah-seeta, and Harrit il Yahood, the Jewish Quarter and other nearby neighborhoods, sometimes neighbors of Muslim families, but never of Christians. They occupied residences with an inner courtyard, with chambers around it, rooms not interconnected in most instances. Outhouses provided the sanitary facilities (which were periodically — sometimes tardily — emptied by the cesspool cleaner). Wealthy families occupied a private residence; others had contained two or three families, each occupying one or two rooms to accommodate their usually large numbers.

   The rooms necessarily served as living quarters by day and as bedrooms at night. They were sparsely furnished. In the poorer homes the furniture consisted of a low table with a mansaf, a large tray, and cushions, dishaks, on which they sat, close to the floor. One or two large armoires, chests, held their clothes and household wares. A deewaan, a sofa, was found in most homes, reserved for visitors. Except for the wealthy where beds were used, bedding consisted of mattresses placed on the floor. These were aired in the morning, then piled in a corner of the room, freeing it for daytime use. For those in modest circumstances and the poor, heating the chamber was by means of braziers in which a few sticks of charcoal were burned. Illumination was provided by one or more wan-a-seh, a pan filled with oil, with lighted wicks, or by kerosene lamps. Some rooms had a small raised alcove, a m’rah-bah which added to the useable space. A small deep cellar, m’gha-ra, usual in every home, provided an area where perishable food was kept somewhat fresh.  A floor covering was a necessity. Those who could afford them had rugs on the floor, from  Ajam, (Persia), or from Turkey. Others laid down a haseereh, a large woven mat of vegetable fibers.

   Housewives whose husbands had means could employ domestic help. For the majority — the poor and the near-poor — the housewife was responsible for restoring the sleeping room into a sitting room, airing the bedclothes and storing them in a corner. She washed the clothes, cooked the meals, drew water from the cistern for the family needs, and sewed or repaired the clothing. In addition, of course, she attended her many young children. She saw to the grinding of her wheat at the local mill and prepared the dough for the bread, a large part of every meal. This was sent out usually twice a week — to a nearby baker, a soo-sahnie.

   Those in the middle and upper classes usually retained a Jewish female domestic worker, who went to her own home at the end of a demanding day. She, too, washed, cooked, kneaded dough, and looked after her other household chores. Servants were often, but not always, married women. The poor provided the wet nurses for those who could not nurse their own children.

   Since clothing factories did not exist, tailors and dressmakers often gave sewing work to be performed in the home — at niggardly prices. Some women were skilled seamstresses; others, makers of wigs and hair-pieces, etc., who spent individual days working in the homes of patrons, Jewish, Muslim, and Christian. (This contradicts the popular belief that wives of Oriental Jews did not work gainfully like Jewish matrons in Eastern Europe; there, it was not uncommon for some women to be actively engaged in commerce.)

   For the poor, breakfast usually consisted of bread and white cheese; some could afford only bread and inexpensive zatar, a combination of tangy herbs. (Bread was dipped into oil and then into the zatar.) A piece of halava served as ‘dessert.’ Lunch and supper often comprised the leftovers of the food of the previous day or else of an omelet, prepared with cheese, potatoes, eggplant or other available vegetables. Laban, yoghurt, was a staple, widely consumed, in addition to cereals and beans of every description; they were cheap.  The principal meal was in the evening. Few meat dishes were available, they were too expensive for most, but were served at the Sabbath meals.

   Most Jews were either lower-middle class or (the greater number) — were poor. They were craftsmen, stall-keepers, cobblers, clerks, peddlers, porters and others without skills.The life of the middle-class Jews and the wealthy permitted comfortable homes and enabled them to live well in all respects, enjoying a wide variety of foodstuffs, meat, fish, seasonal vegetables and delectable fruits.

Marriages

   Jewish marriages in the Orient were almost always arranged by the parents, usually with the aid of a semi-professional, part- time broker, a khat-ahb. He knew most families, and thus could recommend suitable mates; it was important to find spouses of suitable lineage — those of the same social class. A marriage could sometimes be arranged with another, but only one class level above or below.  Among the poor, marriages were more expeditiously arranged, without the need of an intermediary — and negotiations.

Entertainment

   Rich and poor delighted in the Sabbath, a day of complete relaxation. Some relished the occasional Sabt, the festive mid day elaborate celebratory Sabbath breakfasts after synagogue service. These often were accompanied by the singing of traditional pizmoneem, non-ritual religious songs. Aleppoans are very fond of music, outstandingly so.

   Entertainment in earlier years — 70 or 80 years ago was quite limited. Apart from visits to cafes, family and friends, public entertainment was narrowly circumscribed. Once or twice each year there was a gala concert of Arabic music. A little music was available publicly in some cafes, mostly by means of phonograph records. The “Shahh-bandar,”, a large cafe on what was then the outskirts of the city — it has since been absorbed by the exploding city — featured vocalists and a live musical ensemble. Those who could afford it thronged this green oasis in a city denuded of trees (cut down for fuel during World War I, and never replanted). On a pleasant evening, one of the residents, usually among those in humbler circumstances, would produce an ood, a lute, to be joined by neighbors in his courtyard, and often by those of an adjoining courtyard, who would enjoy and contribute to the quiet entertainment.

Community Organizations

   The community had several social institutions in addition to the kteh-teeb, the Hebrew Schools. Mohar  u-Mattan was concerned with facilitating marriages for the poor. A few gold pounds were made available to a poor couple, to permit them to buy the minimum household needs. Without the means to buy these articles, marriages could be delayed indefinitely. Sedaqa u-Marpeh, “Charity and Healing,” looked after the needy sick. It maintained a clinic and a couple of ‘hospital’ beds, the part-time cooperation of a trained doctor, as well as a drug dispensary. Mattan ba Seter was a fund which assisted the genteel poor who would not openly accept charity. A large Fund saw to the needs of the many poor families who were regularly allotted small sums to keep them from starving. A pittance was doled out, too, to dozens of poor rabbis, to allow them adequate Sabbath meals.

   There were many orphan children, numerous offspring of impoverished, undernourished parents who died young; outbreaks of tuberculosis or cholera, plague, typhus or diphtheria, were common in some earlier years. A sizeable orphanage was maintained, whose support was made barely adequate by appeals to Syrians living in New York, Manchester, Egypt and Buenos Aires. “Joe” Duek, a successful businessman, retired early to devote his time and efforts to the needs of “his” orphans.

Jewish Commerce and the Souks

   Aleppo’s merchants, Muslim, Jewish, and Christian, are traditionally serious-minded men, in a city which lacks the heady, irresponsible effervescence of Damascus. Halab had less politics and less fanaticism. While Damascus is the town of the “Arab,” Aleppo is the city of the merchant.

   A large part of trade and commerce was dominated by the Jews of Aleppo. A small number were private bankers, called sir-eh-feen, ‘changers’, money-changers (sar-raf, sing.). In a country and city where its residents had no faith in paper money — their confidence was in dahab-at — gold pieces!. Some of their trade in silver and gold pieces was international in scope. Their activity and that of the many Jewish merchants dealing in textiles and a variety of other important commodities permitted them the acquisition of impressive fortunes, very discreetly held, and most ‘modestly’ spent.

   The merchants of Aleppo carry on their activities in the khans and souks. A khan is a caravanserai (a “palace”  for caravans). A souk is a trading street or lane, in some countries referred to as a “bazaar.” But not all souks are alike. Those who visited Jerusalem and its souk (“shouk,” in Hebrew) can little imagine the size and scope of Aleppo’s souks. The latter are roofed, and constitute a sizeable “town” extending for many miles; souks which are deemed more important than those of Damascus and Cairo. Off the principal souks are found the many khans. In several of them our Jewish merchants carried on their trade, principally in the huge Khan ii Gimrog — “the Customhouse Khan” and the vast Khan il Qassabiyeh — the “Khan of the Gold Threads.” There they maintained their offices, attached to which were their sizeable warehouses.  Each craft, in traditional fashion, is established in its own “street” and thus the visitor progresses from the leather workers to the smiths, to the merchants of silks and cotton cloths, or to the souks which sell spices, with their curious haunting fragrances. Aleppo has more than 150 hammams, ‘Turkish baths’, whose beauty and luxuriousness were highly praised.

Jewish Schools

   In Aleppo as in Damascus, in the unhurried and traditional life of old, few influences of the Age of Enlightenment had penetrated or were available to the people of the cities and to the Jewish population. Exceptions were the relatively small but important number of Jews who were able to attend the schools of the Alliance Israelite Universelle. With the self-esteem and self-satisfaction with which they lived, Jews (and Muslims), lacked the quest and thirst for secular education, which characterized the Jews of Europe. Jewish education, except for Alliance students, was in the ktehteeb (kittab sing.) elementary Hebrew schools, for boys. When boys “graduated” at about age thirteen “they went down to the souk” to seek gainful work. Children of families with some means remained in the Alliance until they achieved ‘senior’ graduation at ages 17 to 20.

   Traditional early Jewish schooling taught the male children prayers, and the Bible — which was taught in Hebrew of course, but with some chapters memory-instilled in formal (archaic- classical) Arabic translation, very likely the translation of Saadia Ha-Goan, achieved almost one thousand years ago. The boys became familiar with AinYaacob, a simple recounting of rabbinic aggadah (parables, legends), and other similar works. Most students, with their bar mizva, went out to seek work; but children of wealthy parents, if not at the Alliance school, continued their studies, going on to instructions in the Talmud and other rabbinic works, in batteh midrash, halls of study. They attended there for a few years, before going on to the serious business of gaining money, in order to permit them to marry and to establish their own families. Newlyweds without much means lived with “his” or “her” parents, depending on their relative means, for a few years. A few wealthy men with large homes maintained several married sons and their families in a patriarchal pattern, as a truly “extended family.”

   In addition to study of religious texts in the kittab, the traditional Hebrew elementary school, an hour or so every other day was devoted to learning to read and write Arabic and write the customary cursive Hebrew Script known as nus’alam (‘half a pen’) somewhat similar to Rashi script. This is a medieval form of the written Hebrew coming down to us in the Cairo Geniza fragments of the 10th to 14th century. The men of ancient Cairo, like present-day Jews in Aleppo and Damascus, used the Hebrew script to write letters whose texts were often in Arabic. The students, particularly those whose learning years were limited by the need to work, left the kittab without much ability to write either Hebrew or Arabic — but, were of course, able to read Hebrew printed texts.

   The overwhelming majority of both Jews and Muslims — particularly the latter, had no mastery of writing, although every Jewish child submitted to some schooling with the consequent ability to read (Hebrew), and perhaps to read and write some Arabic. Limited writing lessons introduced into “senior” classes in the kitttab left the boy little time to master writing before he left school at age thirteen.

The Alliance Israelite Universelle and other Schools

   Alliance Israelite students did acquire the ability to write French, some Arabic and Hebrew. They received a Western style education which included a few hours every week of Hebrew prayers and some Biblical texts. Very religious parents provided private tutors for additional religious studies. Otherwise, most Alliance education was in French. Advanced students who deviated by speaking any Arabic in the school were made to pay a small fine for infractions.

   The Paris-based Alliance had its European-trained Sepharadi Jewish teachers. “Sophisticated” and “not very religious,” they were looked at with some suspicion by the ultra Orthodox.  They had little regard for the religious element, although they were careful in Aleppo not to flout the orthodoxy of the community.  Despite some mild disapproval on the part of some unsophisticated Aleppo rabbis, parents continued to send their children to the Alliance. Commercial advancement was impossible without the education the Alliance Israelite was able to provide — in a community of merchants.

   The brightest Alliance graduates were offered tuition-free advanced study in the Alliance schools in and near Paris. These were teacher-training schools, which required graduates to take teaching posts for a period of several years at the discretion of the Alliance in any Near/Middle East country where the Alliance had schools. Not enough can be said, or is acknowledged, of the benefactions that the Alliance Israelite Universelle schools brought to the Jews of the whole of the Near and Middle East, Turkey and Greece, (and some Balkan countries). This blessing is taken for granted, even by many who gained immeasurably by attending. The Aleppo school was established in 1869 for boys, a school for girls was instituted few years later. The lives and careers of Alliance students were affected, to benefit them for many years, in the Near East, and when many went to distant lands and new endeavors.

   In later years some Jewish families eager for more intensive education for their male children enrolled them in the superior school operated by the monks, girls at the convent schools of the the Sisters — the nuns. Jewish and (the fewer) Muslim students there were excused from attendance at Mass and from classes in Christian theology.  In Aleppo, no Jewish children were ever known to have converted to Christianity. A recently-arrived reliable informant stated that in the late 1930’s and early 1940’s, 20 percent of Jewish families had given their children such Catholic school education — families which were regarded as of ‘normal’ Jewish observance.

   With the installation of French Mandatory rule in 1922, the French authorities had established the Mission Lycee, the Laique, the secular school of high caliber. The curriculum began where the Alliance ended. Graduation from the Laique school enabled students to qualify for college or university education in Beirut or in Paris, for such as wished to pursue a career in law, medicine, or other professions. A few Jewish Laique graduates did so, to become lawyers and physicians.  

 

 

A-political Jewry

   Jews in Syria and in most other Ottoman countries were entirely a-political. They could not participate in partisan politics because of the delicacy of their situation in a Muslim world. Content to lead their separate community life without molestation, they were grateful for the privilege of being left to live in peace. Thus they did not have the urge of fervent Zionism, like the oppressed Jews in Czarist countries. As I witnessed in a 1933 visit to Aleppo, the Jewish community leaders were required by the Muslim authorities to publicly “disavow any sympathy with Zionism.”  It was only in the mid-to-late 1930’s that Zionism began to grow in Aleppo — although not to flourish. Zionist-influenced sports and cultural activities on a small scale began then, manifested by the “Maccabi Football (soccer) Club” and small Zionist discussion groups. Jewish recruiters from Palestine visited Aleppo in the late 1930’s and early 1940’s; they influenced a small number of young people to move to the Holy Land. The majority, however, were satisfied to continue their accustomed pattern of life, although they became increasingly uneasy. (Some Aleppoans and Damascenes who later located in Egypt and Lebanon tell us in their oral memoirs of bustling but discreet Zionist interest and activity there.

Beginning Migrations

   With the opening of the Suez Canal in 1869, some Aleppoan and Damascene Jews migrated to Egypt seeking better economic opportunities. Others, merchants, had gone to Manchester, England to represent their partnerships and family enterprises which had been importing English cotton goods through commission merchants.

   Toward the end of the 19th century, a few intrepid pioneers set out from Syria, seeking the opportunity to earn enough money to provide them with a small capital, and to return to their native cities. The incentives for travel were World Fairs, the Expositions in Paris in 1859 and the Columbian Exposition in 1893. At the end of the Expositions, alas, none had made their fortune. Some returned to their native city; others stayed on waiting for the next Fair — the Pan American Exposition of 1901 in Buffalo, or the St. Louis World’s Exposition of 1903. Except for one individual, none had settled in the United States before 1903, when several Aleppo and Damascus Jews decided to stay and make their home in New York.

The Nucleus of Mass Migration

Dire need in many Jewish families in Syria was aggravated by the several economic crises, worldwide depressions which affected Aleppo’s commerce as well. 1903 saw such slack in trade, to be repeated in 1907. Commercial houses went bankrupt or were compelled to discharge employees — who were left destitute, with no income or the means to secure food. Having heard of the few Jews who had migrated to the Americas, pioneers who wrote back reporting their ability to work and earn in New York, Mexico, and Buenos Aires, an emigration trend, a small tide set in, inducing men with hungry homes to leave their cherished families and friends and the accustomed orderly Jewish life, to seek a livelihood elsewhere. Most of them left with little more than the clothing on their backs to go to distant and strange lands where they arrived like deaf-mutes, unable to speak the new languages, to understand and to be understood. Since an alternative to the helpless misery of their life in Aleppo and Damascus presented itself, they had seized it, those with courage enough to embark on the unknown. Still another factor encouraged emigration.

   The “Young Turks” movement of army officers had forced the abdication in 1908 of the despot Sultan Abd il-Hamid II, who had clung to the politics of an earlier and antiquated era. Turkey was humiliated by defeats in several small wars, because of the archaic and thoroughly corrupt official government structure. With the overthrow of Abd il-Hamid the Army sought greater strength — and large numbers of soldiers. This was a calamity for Jews under Ottoman rule. Under the old regime Jews and other minorities were “not desired” to mingle with the Muslim soldiers; with the payment of a f’kehk, a “release,” a small tax, non-Muslims were considered to have made a substitute contribution. The need for a new and larger army ended this exemption; every able bodied ‘young’ man was made subject to conscription. As soon as conscription appeared imminent, Jewish men quietly disappeared, to make their way to a new and strange land.  

   Encouraged by the reports from New York from the early immigrants who were sending money to their impoverished families, many more made their way to New York’s Lower East Side.  Buenos Aires, Mexico, and New York were equally known in Damascus and Aleppo as the “goal” for those compelled to emigrate. (Some who were denied entry at Ellis Island also turned to Argentina or to Mexico.) The years 1908-1913 saw the nucleus of a Syrian community in Mexico as well as in Buenos Aires and New York.  

 

 

 

 

When Worlds Collide: Why Observant Student Teachers Refuse to Teach in the Mamlachti Dati School System

 

When Worlds Collide[1]: Why Observant Student Teachers Refuse to Teach in the Mamlachti Dati School System?

 

     During the past several years as an educator in the fields of Tanakh and Jewish studies, I have come across a prevalent and disturbing phenomenon: most of the religiously observant student teachers whom I have met  are not at all  interested in teaching in the mamlakhti-dati school system (the religious public school system in Israel). When the time comes for them to decide on a professional placement, they apply to secular schools, or to the new model of specialized dati-hiloni schools (religious/secular schools), or to pluralistic religious schools. Several years ago, as the head of the Tanakh department of such an experimental dati-hiloni high school, I found that more than half of the Jewish studies faculty was comprised of incredibly dedicated and talented religious young people. When I asked them to describe the thought process that brought them to an experimental framework, (in our case, a particularly demanding one), the majority of them admitted to never having even considered Mamad (religious public school system) as a professional option, for reasons that will be discussed in this paper. Some had tried to teach in the Mamad system and had given up.

     Why is this true?  Why are these bright, highly motivated, religiously observant young people, who are extremely knowledgeable in both Jewish and general studies, opting out of the mamlakhti-dati school system?  And if they are opting out, then who is teaching our children?

     In this article I would like to address these questions by relating several stories that reflect the changes that are taking place in the Mamad schools and in the teachers colleges. I want to examine how and why these changes, which are occurring in both the formal and informal frameworks of the Mamad, are alienating many young, committed and engaged religious student teachers out of its educational system. In addition, I would like to suggest conceptual and practical changes to improve an ever worsening situation.

Observations from the Field: Primary School

A Story about Matisse

     When our daughter was in fifth grade at the local Mamad (religious public school), she decided to do her personal project on Matisse. We went to do research at the Israel Museum art library and spent several hours reading his biography and examining books of Matisse’s paintings.  Some weeks later I bumped into the teacher in the school hall, and couldn’t resist asking her what she thought of my daughter’s project. Well, she said hesitating, it was a bit skimpy. Skimpy?!  I cried in disbelief. She’s in fifth grade. She could have chosen “Water” or “Color” or “Why is the Sky Blue?” Instead she picked a difficult topic and handed in work she did herself. What do you mean by skimpy? Well, she said quietly, the truth is… I have never heard of Matisse.

     After recovering from the sad implications of this story, we need to ask ourselves some hard questions: Why is a person with so little intellectual curiosity, or basic professional self-respect, hired to teach school children? Once hired, why are such teachers maintained?

     The status of teacher knowledge in the secular primary schools is, unfortunately, not much better than that of the teachers in the Mamad system. It is unlikely, however, for a teacher in a secular school never to have heard of Matisse, implausible that she would not refer to an encyclopedia while grading her student’s work, and inconceivable that she would look the student’s parent directly in the eye and say: “I have never heard of Matisse."

     Why are so many Mamad teachers like this, particularly--but not exclusively--in the younger grades?  And why does a teacher in the Mamad system feel safe in doing this?  The answers are not pleasant. One: Matisse was not Jewish.  [In the eyes of the narrowly Orthodox] non-Jews don’t count.  Two: Matisse was an artist. Art is irrelevant.  If the fifth grader’s paper had been a biography of a great rabbinic sage, the teacher would certainly have done her homework.  Three: Matisse painted nudes. Nudity is immodest and immodesty is the cardinal sin, greater than ignorance and intolerance (more on this later). In fact, the teacher had asked my daughter to remove one of Matisse’s abstract line drawings of a nude from the paper. The principal insisted that it stay in. Poor Matisse, he never had a chance.                                 

     So why is this person permitted to teach our children?

     The answer lies in the ever changing face of the Mamad teacher. Whereas once the Mamad teacher and principal were observant Jews who prided themselves on their abilty to combine love of Torah with love of all knowledge, today more and more Mamad teachers pride themselves on their insularity, and yes, their ignorance of all things not Jewish.

     I would like to underscore this point with 3 stories from my recent experience in Mamad teachers colleges.

Observations from the Field of Teacher Training

     Recently, I taught at a well-respected college for primary school educators, considered for years a pillar of dati leumi (religious Zionist) Judaism. For administrative reasons, the college hosts students from an influential hareidi –leumi midrasha (hareidi Zionist school) who pursue their B. ED at the college. They are excellent students, and their influence on the school is great—as are their demands.

Feminist Research

     Early on in the semester, in a course on pedagogy, I referred to a research study by feminist scholars on a gender related educational issue. After class, some of the students approached to further discuss my conclusions, but questioned my reference to feminist scholarship. 

     That night, I received a call from a faculty representative from the midrasha.  His official job was liaison between the midrasha and the seminar; his unofficial job was to be a watchdog for religiosity. He asked that I meet him the next day in his office allotted to him by the college.

      I was told the following: academic research is not important to us. Please avoid referring to it. Feminist research is anathema to us. If you happen to teach Tanakh, do not teach comparative parshanut a la Nechama Leibowitz. We don’t evaluate the great parshanim (classic rabbinic Bible commentators) - they are all equally great. We don’t compare and contrast. Who are we, after all?

 

A Trip to London

     Wanting to prevent further such confrontations, I avoided all areas of controversy--not my natural inclination. During a class exercise demonstrating varying approaches to planning, I asked my students to plan a trip to London. I noticed one pair sitting and not working. I approached to ask if they needed help. The following conversation ensued.

We have never been to London.

OK, I said, make believe.

We don’t want to go to London.

Ok. I said, (thinking perhaps that they were Anglophobic). How about Paris?

We don’t want to go to Paris either.

OK. Where do you want to go?

They thought for a moment and said, To the Golan.

 

 

Literary Analysis

     Soon after, I began teaching at another dati leumi College intended for junior high and high school educators, also a prominent institution in dati leumi education.  The school was eager to develop into an Israeli model of Yeshiva University, a degree granting religious university. In this vein, the school held a half day conference on the topic of literary approaches to teaching Tanakh. All the presenters were religiously observant. I delivered a paper on the topic of thematic reading. When I returned to class, I found my normally compliant students up in arms. How could I apply literary tools to the reading of Tanakh? Tanakh is a sacred book, not literature.  It is forbidden to apply literary text analysis to the Torah.

     This was compartmentalization at its best. Literary analysis, a gentler cousin of Biblical criticism, has a way of unnerving some religious people.  The students’ instincts were right; this material is sensitive and troubling. But what struck me most was the fear, a near panic, at what they had heard, and a refusal to have a discussion.  In a house of learning, the response to ideas that challenge our assumptions cannot be flight or fear. That is the hareidi way; it is not meant to be the approach of classical dati leumi education. In addition, these were students preparing for high school teaching. Certainly the day would come when one of their students would question them on this topic. What will their response be?  

     The colleges and students alluded to are not marginal or atypical. They serve as major feeders of teachers to the Mamad school system.  Those students are the teachers of our children today.  

     What the above stories have in common is that they all reflect the growing influence of the hareidi ideologies on Mamad education via hareidi-leumi teachers and attitudes: lack of curiosity bordering on disdain  for all things not Jewish; distrust of academia--even while earning an academic degree; distaste for feminism- even while benefiting from the contribution of feminist activism to the equality of women in the workplace; fear of critical thinking; refusal to recognize and grapple with issues of modernity and post-modernist humanist thought; extensive use of  the advances of modern research in areas of medicine and technology, along with an unwillingness to admit or to acknowledge the central role of the university in bringing about these advances.   

     The hareidi-leumi worldview, while clearly one I do not share, has the right to its input into the religious and political discourse of the State of Israel. But the legitimate place for the dissemination of its values is within its own schools and communities. The dati leumi school system, once the pride and joy of the dati leumi world, is emptying at a frightening rate, because the liberal dati leumi establishment refuses to acknowledge that, despite a shared commitment to the observance of (certain) mitzvoth and to the state of Israel, what divides us is greater than what unites us.

     On Sukkot 2005, Ne’emanei Torah V’Avodah hosted a joint conference with Edah,[2] an American organization associated with religious Zionism and modern Orthodoxy.[3] In a keynote address, Rabbi Saul Berman delineated the major ideological issues on which the hareidi world and the modern Orthodox world differ: pluralism/tolerance, the religious meaning of Medinat Israel, Jew and Gentile, da’at Torah, Torah u’maddah, humrah, women in halakha, outreach, and activism. On the majority of the issues listed, the hareidi- leumi attitude is closer to the hareidi attitude than to the dati leumi attitude. [4] Aside from the approach towards the State, we differ on the central, most significant issues of modern Jewish life.

     These ideological differences weigh heavily upon the young students with whom I have contact. Humanistic in their orientation and pluralist in their outlook, they do not want to teach in the Mamad schools, because they do not want to instill values that are not theirs. They all (women and men) have academic degrees, some in Bible and in Talmud, as well as in literature, history, music, and art. They embrace the world because it is awesome, and they are curious. They cannot teach honestly without alluding to all that they know, nor do they want to.

     These dati students have been to China and India, some even to London! They believe Jews are special, but they don’t believe that everyone else is devoid of values. They go to concerts, they know who Matisse is, and they know a thing or two about wine. The men know how to cook… and most of the women wear slacks.

     They are rigorous in their thinking, but not rigid in their outlook. They struggle to find the interface--often through reexamination of religious sources--between the yeshiva/midrasha and the university, between Levinas and dati leumi, shiurim and shira, Carlbach and Kleinstein. Their challenge is to make these worlds overlap, not to compartmentalize them.

They represent the oft alluded line between dati and leumi, between modern and Orthodox. These are the students who should be teaching our children. Most of them will not.

The Dress Code

     A disturbing corollary of hareidi- leumi influence that threatens the caliber of teachers in the dati leumi schools system is the growing obsession with the dress code relating to women. Part of the reason why the teacher in the Matisse story continues to teach in our schools is because she looks the part.  She and hundreds like her are teaching in our schools, despite the fact that they may be inferior teachers, because her elbows are covered, her skirts are long, and in the case of married women, her head is covered.   

     Over the past 10-15 years, the dati-leumi establishment has become obsessed with the dress code of women. Prominent rabbis write outrageous articles measuring centimeters on the neck and on the arms. While the suitability of male teachers is measured in how much they know and the quality of their prayer, in the case of women, the skill of pious dressing can override the skills of good teaching.

     Modesty is a significant tenet of Jewish life, but we have begun to lose all sense of proportion. When appearance is secondary to talent in a school system, the big losers are the children. 

     A case in point: Several years ago a new Dati Leumi academic school opened in our neighborhood to address the needs of our predominantly liberal dati-leumi population. Most of the parents, working people, professionals and academics, were eager for a superior local school for their children that could compete with excellent schools outside the neighborhood. The girls’ school, however, was headed in a different direction. From its inception, it insisted that homeroom teachers wear head coverings at all times, that is, outside of school as well as in. All non- homeroom teachers, that is, art, history, math, were requested to wear a head covering in school,  even if they didn’t do so in their personal lives. Thus, with one swift religious stringency, the eagerly awaited alternative dati-leumi school committed to excellence, disqualified all outstanding religious teachers who didn’t "look the look.”[5]  While the boys' school, instituted at the same time, searched for the "best and the brightest," the girls’ school front line concern was attire.  Not only did the students have a dress code, so did the teachers.

     It is not within the scope of this paper to discuss the halakhic ins and outs of these dress demands.  The point of emphasis here is that this stringent dress code does not reflect the norms or the values of the religiously observant parent body.  The vast majority of the mothers in this school do not cover their hair and many wear slacks. At the opening ceremony of the school the number of mothers counted with head coverings was 10 out of 150! Thus the unstated message conveyed to girls is that their mothers are not qualified to be their religious role models. [6] 

     The ever increasing insistence on a dress code for teachers is another reasons my religious students avoid teaching in the Mamad system. It is important to note that some of my married dati students do in fact wear head coverings, but some do not. Some wear head coverings and slacks and want to continue to do so, not because they are rebellious, but because slacks are comfortable and efficient. These young women are halakhically committed, and halakhically informed, many are well versed in Talmudic texts. They know that the ban on slacks is a sociological issue, not a halakhic one[7], and that head covering has become the sociological equivalent of a kippah only recently.  Graduates of midrashot and yeshivot, they spend countless hours examining the sources. Thoughtful and honest, they are looking for ways to be true to halakha and true to themselves.

     Thus these young dati-leumi teachers opt for schools that will let them wear what feels comfortable, while retaining their personal sense of modesty;  schools that will focus on their thinking abilities, their pedagogic skills,  and their ability to touch the hearts and minds of their students. They are not going to the Mamad system.

     Yet, aren’t these the very teachers we want teaching in our schools? 

Conclusion

     The Mamad school system has lost its sense of identity; it is no longer responsive to the needs of its community.  The vacuum created is being filled by ideologies that do not reflect the vision and the values of the majority of the pupils’ homes and communities. By allowing vast hareidi leumi influence on our schools, we abrogate our responsibility to our own community. Not only are young teachers leaving the system, so are the children. 

     Talented teachers with a more embracing attitude to the modern world as well as to its challenges will find work elsewhere, in the secular public school system and in other frameworks mentioned in the opening of this paper. But who will teach the thousands of children from liberal dati leumi homes? For now, the majority of dati leumi parents are not looking for alternative frameworks, although with each passing year, more and more are doing so. They are still eager for a neighborhood school that reflects their combined commitment to Torah and general wisdom, in the broadest sense of the word. 

     In the final analysis, it is the teachers who make a school. In order for children to return to the Mamad system, we need to make spiritual room for the many talented young religious teachers who are grappling with the same issues as the families,  teachers whose intricate approach to the world is similar to that of their students.

A Practical Suggestion for Change 

     The past few years has seen the development of several excellent academic programs throughout Israel which support promising young students financially in exchange for a commitment to teach Jewish studies in the religious public school system for a stipulated number of years.  I would like to see the creation of similar programs that would prepare bright and motivated religious university students for teaching in the Mamad system. In exchange for tuition and financial support, perhaps by the religious branch of the Ministry of Education, as well as private donors committed to liberal religious values, they would be asked to commit to several years of teaching in the Mamad.

      In addition to the regular courses in disciplinary knowledge and in pedagogy, there would be classes and workshops devoted to issues such as: the implications of the past 100 years’ of Biblical research; recent Talmud research; issues related to women; national service; conflicts arising between Synagogue and State; democracy and Judaism; attitude toward non-religious Jews, and so much more. As of now, most of these issues are discussed only in informal youth programs like Gesher. Their place is in the schools.

     In order to accomplish this, we need teachers who are not afraid.

     There are many options for such a program of study, worthy of a separate paper. But in order for such a program to be effective, there needs to be more than specialized education for students. Just as the general public school system is reevaluating its attitude toward Jewish studies and therefore training teachers to spearhead that movement, so does the dati leumi school system need to do some serious self- reflection. Only then will they be able to bring back young dati teachers who think out of the box, who are committed to halakha and to academic research, who are rethinking old approaches--not rejecting them--who love children, love knowledge, and embrace the world.  

 

 

 

 

[1] When Worlds Collide is a 1933 science fiction novel co-written by Philip Wylie and Edwin Balmer

[2] Edah was an organization "committed to ... modern Orthodoxy, which maintains a serious devotion to Torah and Halakhah while enjoying a mutually enriching relationship with the modern world.”

[3] Closest Hebrew and Israeli equivalent:dati-leumi

[4] The exceptions being: Medinat Israel, outreach and activism.

[5] The “other” girls’ school this school was meant to compete with still retains the educational , and I contend, the religious, edge. There is no demand for head coverings from the married teachers, including those who teach  religious subjects.  

[6] See “Chok Ha’Kovah Ko’vei’ah, ” by Esther Lapian, an unpublished  paper delivered at Kolech Conference,  2006.

 

 

Notes on Spirituality, Halakha, and The Guide of the Perplexed

 

 

I

 

Neither of the Torahs, Written or Oral, seems to have anything to say about “spirituality” as such. The concept, like the Hebrew word for it, ruhaniut, is evidently much later, perhaps medieval. Yet anyone who has even a passing familiarity with Tanakh, Talmud, Midrash, and the later rabbis, knows that many of these texts and sages (among whom we may wish to count the masters of the Kabbalah) embrace the substance of what we now often call spirituality:

that is, a personal, meditative encounter with the Transcendent or Holy, which is essentially individual and autonomous. They also include moral, ethical, and metaphysical perceptions (as distinct from halakhic mandates) that may seem to come to our mind directly from a transcendent Source, or (in the wonderful expression of the Quakers) as from an “inner voice.” We may think also of the self-generated kavanah of passionate prayer, and the spiritually elevating joy of song and dance, much beloved among Hassidic and “Carlebachian” devotees. Maimonides believed the essential part of our human, and thus of our Jewish, vocation to be something profoundly personal—our “knowledge” and “intellectual apprehension” of a Primary Reality, Matsui Rishon.

Alongside this personal experience that many of us think of as spirituality, there is the elaborate fabric of halakhically prescribed behavior, which is regarded as being divinely mandated. Something like a universal consensus of Torah sages holds, I think, that the two—the experience and the behavior—are inseparably linked, mutually animating, equally necessary, equally obligatory. Though we may distinguish them analytically, we may not dispense with either. 

Though late in coming—to speculate why would be an intriguing temptation— awareness of “spirituality” has, thus, long since arrived in Jewish life, and indeed (as the subject of this issue of Conversations amply testifies) in Orthodox Jewish life (even though in Orthodoxy the halakhot of prescribed Jewish behavior are given particular emphasis, and “observant” is the most usual epithet of approval). But as with the other touchstones of Torah and Jewish culture, including halakhic observance itself, the actuality of Orthodox spirituality never quite catches up with the ideal, and for us to contemplate our tradition’s ruhaniut may be to deplore what can often seem its elusiveness, to bridle at the challenges it encounters from time to time in our individual and communal lives. The problem is substantial and (pending messianic fulfillment) ongoing, and defies easy solution, or even easy description. What I hope to do here is to consider several aspects of the matter from contemporary perspectives, and then to invoke a few potent rabbinical ideas that, I believe, may help us address the specific “perplexities” at issue.                            

               

 

 

Halakha and Moral/Ethical Sensitivity

   Let us proceed, in the conversational spirit of Conversations, by recalling two articles that appeared in the Spring 2010/5770 issue.

   In “Sounds of Silence,” Pinchas Landau deplored that (as he sees it) American Orthodox Jews, and most egregiously their rabbinical leaders, generally failed to express moral indignation at the ongoing financial corruptions and distortions of principle that harmed so many people during the recent, and continuing, economic crisis. In what he perceives as this dereliction, Landau finds evidence of a larger, more sinister problem: “Many people, including—or perhaps especially—rabbis and educators actually have no clear idea what ethical and moral issues are. More precisely, they have great difficulty distinguishing between legal/halakhic and moral/ethical treatments of issues, preferring to subsume the latter in theological, or even mystical, conceptual frameworks.” His conclusion is a severe indictment: “Orthodox Judaism, as currently conceived and practiced, is morally challenged.” Rabbi Eliezer Berkovits had put the matter even more provocatively: “Orthodoxy is, in a sense, halakha in a straitjacket” (Essential Essays on Judaism, p. 101).

  

  

Halakha and Autonomous Spiritual Experience

 

   In the same issue of Conversations, a daring and original article by Rabbi Nathan Lopes Cardozo addressed other dimensions of the problem (“On the Nature and

Future of Halakha in Relation to Autonomous Religiosity”). From his perspective as a

teacher of Jewish philosophy, R. Cardozo has encountered a frustrated craving for “spiritual satisfaction” among “countless young Jews who search for an authentic Jewish religious way of life, but are unable to find spiritual satisfaction in the prevalent halakhic system as practiced today in most Ultra- or Modern Orthodox communities.” These students seek “to experience the presence of God on a day-to-day basis. Beyond ‘observance,’ they look for holiness and meaning.”

   Concluding that “we need to find new paths to Jewish spirituality,” R. Cardozo

affirms provocatively a principle that, by logical necessity, one should expect to be axiomatic in Orthodoxy, but that appears to be often ignored: that “Judaism is an autonomous way of life” that expects us “to respond as an individual to the Torah’s demands.”

  

 Defectors from Judaism in Search of Spirituality

 

Contemplating Rabbi Cardozo’s Orthodox Israeli students and their failure to find “spiritual satisfaction” in the Judaism of their experience calls to mind the quite different, yet in a sense parallel, constituency of spiritually dissatisfied young American Jews of whom Professor Rodger Kamenetz had written over 15 years earlier in his notable and well-remembered The Jew in the Lotus (1994). Though few of them seem to have had an Orthodox background comparable to that which had probably nourished (but nevertheless dissatisfied) R. Cardozo’s students, they too—most significantly—used the word “spiritual” to denote what they missed in the Judaism they knew. Less committed to their formal Jewish identities by family and social bonds, they eventually sought “spiritual” satisfaction in the Asian religions of Hinduism and (especially) Buddhism.

   A few Jews are known to have embraced Buddhism more than a century ago, but it was in the 1950s and later—the period of the “beat generation” and its aftermath—that the Asian religions came to exert a strong attractive power on significant numbers of young Americans inclined to religious or cultural experiment, who happened to be, for a variety of reasons, disenchanted with their family’s Christianity or Judaism. In the latter half of the twentieth century, this became one of the conspicuous features of “hippie culture”; and the greatly disproportionate number of young Jews who adopted Buddhism (either in place of, or in addition to, their religion of birth) was widely noted.

It was also, of course, profoundly deplored in traditional Jewish circles, and the “cults,” as Buddhism and Hinduism were often derogatorily called, have been perceived by some as a major menace to the stability and continuity of Jewish life in America. The matter is complex, and has been much studied and discussed.  

    Writing in 1994, Kamenetz reveals (pp. 7–9) how important had been (and we may presume still is) the Jewish presence among recently fledged American Buddhists:

 

In the past twenty years, [Jewish Buddhists] have played a significant and disproportionate role in the development of this second form of American Buddhism. Various surveys show Jewish participation in such groups ranging from 6 percent to 30 percent. This is up to twelve times the Jewish proportion of the American population, which is 2 ½ percent. In these same twenty years, American Jews have founded Buddhist meditation centers and acted as administrators, publishers, translators, and interpreters. They have been particularly prominent teachers and publicizers. . . Today in American universities there is an impressive roster of Buddhist scholars with Jewish backgrounds, perhaps up to 30 percent of the total faculty in Buddhist Studies.

   

Kamenetz’s book provides copious examples of the Jewish experiences and perceptions that underlie these figures. He tells, for instance, of a friend of his, Marc, who described his religious position with metaphors Kamenetz found both eloquent and depressing: “I have Jewish roots and Buddhist wings.” He comments: “I knew what Marc meant by wings. Buddhism had gotten him somewhere spiritually in a way Judaism never had” (pp. 12–13). For some of the Buddhist-oriented Jews he met and talked with, their Buddhism complemented but did not wholly replace their Judaism. Others, like the poet Allen Ginsberg, seemed to have discovered, or retained, nothing of spiritual substance in their Jewish experience, which they rejected with scorn.

As a sophisticated, synagogue-bred Jew who, despite his spiritual dissatisfaction, always rejected categorically the notion of tampering with his Jewish identity and commitment, Kamenetz himself seems to embody in an accessible and understandable form the syndrome he discusses in others. Though writing from a quite different perspective with respect to education and commitment, his critical survey of Orthodoxy can be regarded as complementing those of Pinchas Landau (Orthodoxy is “morally challenged”) and Rabbi Cardozo (Orthodox students are “unable to find spiritual satisfaction in the prevalent halakhic system”):

 

I recall an evening in Jerusalem with a group of baalei teshuvah, Jews who had converted to Orthodoxy. To them it all boiled down to one proposition: either God had given Jews the Torah on Mt. Sinai or had not. And they asked me to choose. I felt like I was being grilled. The emotional undertone of today’s Orthodoxy, at least as I’d encountered it, seemed excessively self-righteous and self-isolating. It came down to little things, customs, such as the refusal of Orthodox men to shake a woman’s hand. I knew there were reasons for it: if she were menstruating they could not touch her, nor could they ask her point blank. But it seemed to symbolize a self-enclosure, another barrier or boundary between men and women, and also between Jews and contemporary life. I had imagined that someone obeying God’s law would feel more joy. I didn’t always feel that joy. There often seemed a neurotic quality to the obedience, a Judaism by the numbers that I couldn’t relate to. (p. 22)  

 

This two-level manifestation of spiritual dissatisfaction with their Jewish experience—with Orthodox experience, in the case of R. Cardozo’s students, with an experience more diverse (rarely Orthodox, often synagogue-based, sometimes secular), in the case of Professor Kamenetz and the Jewish Buddhists—strongly suggests that the problem is not exclusive to one level or another of Jewish religious life, but may be endemic. Those of us who are most particularly concerned with the challenge to Orthodoxy may be disposed to find R. Cardozo’s dissatisfied students more disturbing than Professor Kamenetz’s Jewish Buddhists. But we would be unwise to dismiss with a cynical shrug the religious frustrations of those other young Jews who, having found their own Jewish experience spiritually impoverished, have turned to Asian religion to try to acquire “wings.”

I think of a line of Chaucer’s that expresses what I should consider an enlightened Orthodox perspective on the matter: “If gold can rust, then what should iron do?” What seems evident is that both the “gold” and the “iron” are suffering today from the same “rust.” But it is precisely because of the unique role that Orthodoxy inevitably plays in the whole of Jewish religious life that the Orthodox problem that R. Cardozo has identified is by no means an exclusively Orthodox problem.

 

II

 

We like to hope that problems of this importance have solutions. I pray that this one does, and that such solutions can be speedily discovered and effected. However, I have no intention (nor authority or knowledge) to propose them. What I want to do in the remainder of this article is to touch upon a few of the relevant insights in rabbinic thought, as I understand them—chiefly those of Maimonides—which may help us toward understanding and solution.

 

 Maimonides and Halakha               

 

We have noted the broad rabbinical consensus that the Torah is as concerned with our religious experience (our understanding, feelings, perceptions, intentions) as with our behavior (our fulfillment of the mizvoth and halakhot). The discussions and citations above with respect to the perception of frustrated spirituality in contemporary Orthodoxy and in Judaism more generally have all implied that in contemporary Orthodoxy, there has come to be an imbalance (if indeed there was ever an authentic as distinct from a theoretical balance) between these two essential elements of our avodah—that the dominating focus upon behavior or halakha has tended to diminish the role of experience or spirituality (to oversimplify a complex subject).

By virtue of his range and penetration, Maimonides (better known in the Orthodox world as the Rambam) has long enjoyed a unique eminence as both rabbi and philosopher. This notwithstanding, he remains controversial as he was in his own day and after. I would like to recall some of his ideas here not to suggest that they should be regarded as sacrosanct, but rather to propose that they offer valuable points of departure for anyone who wishes to address the issue of spirituality vis-à-vis the contemporary halakhic dominance in Orthodoxy.

Maimonides, as befits an intellect of his stature, seems to embrace both “sides” of the issue—or, better, to acknowledge the danger of a simplistic commitment to either. His Mishneh Torah is, of course, our premier codification of biblical mitzvoth and rabbinical halakhotand yet, as we shall point out presently, he has harsh words in his other masterpiece, the Guide of the Perplexed (Moreh Nevukhim), for halakhic devotion that is unleavened by spiritual (his term is “intellectual”) “apprehension.”

  

 Sacrifice, Prayer, and Meditation

 

            A substantial portion of the Written Torah addresses the system of korbanot, or sacrifices, which is the Torah’s most conspicuous prescription of service (avodah) to God. In the Mishneh Torah, Maimonides organizes and elaborates the sacrificial laws in several extensive sections. In Jerusalem today, some rabbis and other devotees are even now preparing to resume the sacrifices when the Temple will be restored.

However, when Maimonides turns to this matter in the Guide (III.32), he implies unmistakably that the sacrificial system was not in fact God’s first “wish” for Israelite avodah, but rather a concession to human weakness, specifically the human reluctance to give up familiar ways. (Maimonides’ translator, Professor Shlomo Pines, renders the author’s Arabic for this divine accommodation with the arresting expression “wily graciousness.”) After citing examples of God’s accommodating the limitations of the human body, he addresses the subject of sacrifices:

 

Many things in our Law are due to something similar to this very governance. . . For a sudden transition from one opposite to another is impossible. And therefore man, according to his nature, is not capable of abandoning suddenly all to which he was accustomed. . . . and as at that time the way of life generally accepted and customary in the whole world and the universal service to which we were brought up consisted in offering various species of living beings in the temples in which images were set up. . . His wisdom did not require that he give us a Law prescribing the rejection, abandonment, and abolition of all these kinds of worship. For one could not then conceive the acceptance of [such a Law], considering the nature of man, which always likes that to which it is accustomed.

 

If this were not sufficiently jarring to conventional assumptions, Maimonides immediately follows it with an observation perhaps more startling:

 

At that time this would have been similar to the appearance of a prophet in these times [i.e., Maimonides’ own times] who, calling upon the people to worship God, would say, “God has given you a law forbidding you to pray to Him, to fast, to call upon Him for help in misfortune. Your worship should consist solely in meditation. . . .” Therefore He . . .  suffered the abovementioned kinds of worship to remain.

 

Professor Pines cites the eleventh-century Arab philosopher Avicenna as Maimonides’ probable source or influence with respect to meditation, and believes that Maimonides not only regarded prayer as superior to animal sacrifice, which seems likely enough, but that he indeed agreed with Avicenna that meditation was a superior form of worship to verbal prayer (p. cii). (Cf. Guide, III.51: “the worship peculiar to those who have apprehended the true realities” is “to set their thought to work on God alone, after they have achieved knowledge of Him.”) Maimonides’ text is subtle and is no doubt susceptible to multiple interpretations. What I suggest may be most relevant to us, if we address the matter cautiously, is this: in comparing kinds of avodah, of divine service or worship, Maimonides seems unmistakably to find least attractive—thus least “pleasing” to God— the kind of sacrifice that employs mainly human behavior, by contrast with those that invoke human understanding, intellect, mind, speech, and spirit, “that intellectual worship consisting in nearness to God and being in His presence.”

 

 Halakhic Observance and “Apprehending” God

 

We find the same principle, expanded to the scale of a human typology, at the beginning of that quartet of magisterial chapters which form the climax of the Guide. Maimonides calls this now-famous text a parable. It is a parable of man in search of God. In order to understand its relevance to our subject, we must recall all of it.

 

The ruler is in his palace, and all his subjects are partly within the city and partly outside the city. Of those who are within the city, some have turned their backs upon the ruler’s habitation, their faces being turned another way. Others seek to reach the ruler’s habitation, turn toward it, and desire to enter it and to stand before him, but up to now they have not yet seen the wall of the habitation. Some of those who seek to reach it have come up to the habitation and walk around it searching for its gate. Some of them have entered the gate and walk about in the antechambers. Some of them have entered the inner court of the habitation and have come to be with the king, in one and the same place with him, namely, in the ruler’s habitation. But their having come into the inner part of the habitation does not mean that they see the ruler or speak to him. For after their having come into the inner part of the habitation, it is indispensible that they should make another effort; then, they will be in the presence of the ruler, and see him from afar or nearby, or hear the ruler’s speech or speak to him. (III.51)

 

Part of this unforgettable parable is quite transparent. Those outside the city are barbarians “without the law,” who neither adhere to a religious tradition nor speculate for themselves. The city of God is not even a rumor to them. Lacking even a suspicion of the transcendent order, they lack authentic human identity—they are “lower than the rank of man but higher than the rank of the apes.” They are, we may suppose, akin in a way to the apikorsim of rabbinic typology. By contrast, all those within the city walls acknowledge and seek God, in one way or another, though some of these are fatally corrupted with error, and cannot even approach, let alone see, his habitation.

The final three classes of seekers are the ones who embody definitively Maimonides’ conceptions of avodah. First are those who are eager to encounter God but can’t even see the walls of his habitation. These are “the multitude of the adherents of the Law, I refer to the ignoramuses who observe the commandments.”

Next are those seekers who can indeed perceive the habitation but cannot find its gate, and so are condemned to walk around it. These are the masters of tradition who know what is considered to be correct but do not think for themselves. As Maimonides puts it: They “believe true opinions on the basis of traditional authority and study the law concerning the practices of divine service, but do not engage in speculation concerning the fundamental principles of religion and make no inquiry whatever regarding the rectification of belief.”

Those who succeed in gaining access to the ruler’s habitation, though they are lodged in rooms of varying nearness to the ruler himself, are Maimonides’ ideal of the autonomous seekers, who alone can approach the ruler though with an intimacy commensurate with the acuteness of their “apprehension.” Maimonides has encapsulated their search at the beginning of this chapter, where he promises that the chapter will explain

 

the worship as practiced by one who has apprehended the true realities peculiar only to Him after he has obtained an apprehension of what He is; and [this chapter] also guides him toward achieving this worship, which is the end of man, and makes known to him how providence watches over him in this habitation until he is brought over to the bundle of life.

 

If Maimonides had earlier been relatively circumspect in depreciating sacrifice by comparison with prayer and meditation as expressions of avodah (III.32), here he is startlingly forthright with respect to “observance” without intellectual-spiritual content, and declares categorically that these “ignoramuses who observe the commandments” but will never even glimpse God’s “habitation” constitute the mass of those who adhere to the Law. And the conformists who are content to think the approved thoughts get off only little better.

   

 “Intellectual Apprehension” of God, and “Knowledge” of His Existence

 

That which both classes of earnest but defective worshippers lack—the robotic observers of the Law and the merely conforming traditionalists—is what Maimonides often, in many places in the Guide, speaks of as our necessary, unending attempt at “intellectual apprehension” of God. We must not, I think, mistake what he means by “intellectual.” Maimonides is often called a “rationalist,” at times somewhat dismissively. But there is certainly nothing merely ratiocinative about his use of this word and the concept behind it. They appear throughout the Guide, from beginning to end. Thus in the first chapter, we learn that the human capacity for “intellectual apprehension” is nothing less than that “divine image” in which man was created. It is not a faculty simply for reasoning, in a narrow sense, but for perceiving, grasping, or apprehending, in a comprehensive sense. Maimonides’ own intellectual or spiritual “apprehensions” throughout the Guide—certainly not least in these final chapters—are dense, subtle, often mystical (however one understands that term), and they unfold at a very high level of intellectual and spiritual sophistication.

His peerless final chapter (III.54), in which the idea receives its apotheosis, gives us what are perhaps his ripest reflections on “spirituality” as autonomous seeking for apprehension of the Transcendent. The chapter is a kind of peroration, and at its climax is a celebrated text from Jeremiah (9:22–23):

 

Thus saith the Lord: Let not the wise man glory in his wisdom, neither let the mighty man glory in his might, let not the rich man glory in his riches; but let him that glories glory in this, that he understands and knows Me.

 

As Maimonides paraphrases this verse, even the wisdom of the moral virtues in which the wise man glories—along, of course, with lesser goods—stands below the highest and only unqualified hokhmah, which is “apprehension of Him.” But the same is true, he contends, of the mizvoth and halakhot themselves—thus ringing a significant variation on what we have found him affirming in his parable of the seekers, regarding the “multitude of the adherents of the Law”:

 

[A]ll the actions prescribed by the Law—I refer to the various species of worship and also the moral habits that are useful to all people in their mutual dealings—. . . all this is not to be compared with this ultimate end and does not equal it, being but preparations made for sake of this end.

 

 This Maimonidean bombshell is bound to dismay at least as many as it thrills. But coming from so authentic a “halakhic man” as Rambam, who was also Maimonides the philosopher, it may help to illuminate the link between spirituality and halakha. In the last sentence of his book, Maimonides (alluding to the text from Jeremiah that he has just quoted) points the direction:

 

It is clear that the perfection of man that may truly be gloried in is the one acquired by him who has achieved, in a measure corresponding to his capacity, apprehension of Him. . . . The way of life of such an individual, after he has achieved this apprehension [italics mine], will always have in view loving-kindness, righteousness, and judgment, through assimilation to His actions, may He be exalted. . . .

 

But according to Maimonides, I take it, we cannot “apprehend” that of whose existence we are not convinced. If the avodah of “apprehension” of God is the way to our own perfection, and in fact (as he implies elsewhere) to that intersection with the Eternal we call olam haBa, then a prior “knowledge” of the necessity of God’s existence or being is its cognitive sine qua non, the cornerstone of our understanding, the foundation of our hokhmah. (Maimonides, like Rav Abraham Isaac Kook centuries later, is reluctant even to ascribe so abstract but, in his view, mundane an attribute as existence to God.) In his articulation of the 613 mizvoth, Maimonides starts by affirming: “The first of the positive commandments is to know that there is a God.” We must know that there is a God before we can apprehend the God.

The first page of the Mishneh Torah addresses our relation to God with a philosophically austere expression of this same cognitive formula: “The foundation of all foundations and the pillar of wisdom is to know (leida’) that there is a Primary Reality (Matsui Rishon) who brought into being all existence”(Yesodei haTorah I.1).

How to try to fulfill this primary Torah mitzvah to know of God’s being, and then the corollary obligation (in Maimonides’ terms) to apprehend God, is not self-evident. We look to the Torah as God’s revealed Truth; but like our ancestors of the twelfth century, when we do this we cannot be sure of either comprehension or agreement.

 I suggest that Maimonides’ insights into these vitally important matters have not lost their usefulness.

    

 Maimonides on Man, God, and Torah

 

Three of these insights in particular seem to me immensely relevant to the challenges, both moral and spiritual, that we have seen imputed to contemporary Orthodoxy. First, there are the individual, autonomous “intellectual” ways we should, according to Maimonides, try to relate to God. The unquestioned importance of observing the formal halakhic requirements of the Law notwithstanding, fulfillment of our lives as humans and Jews requires that we personally know the existence of (not only believe in), and then apprehend (not only obey), God. Without this our devotion to halakha is fatally incomplete. No idea in the Guide of the Perplexed is more central or more pervasive. It is, I think, at the core of what we now mean by spirituality. In this context, Maimonides’ evident preference for prayer and meditation as expressions of avodah is altogether comprehensible.   

            Then, too, there is Maimonides’ very conception (or conceptions) of God. Some of his most provocative and demanding chapters are about the divine nature. For his own reasons, he himself almost invariably uses the Torah’s imagery and language of super-monarchical personification, although he explains at length that God’s nature and attributes are altogether beyond human comprehension. He reminds us many times that the Torah’s personifications of God are instances of its “speaking in the language of men,” for the benefit of those whose thinking cannot rise above this language. He himself quite decisively (and possibly a little ironically) puts aside the conventional imagery in that extraordinarily interesting opening of the Mishneh Torah, which we have already quoted, where he invokes the “Primary Reality (Matsui Rishon) that brought into being all existence.” He thus seems to distance himself at a critical moment from the familiar encrustation of personifications, images, and metaphors, numinous and venerated and usually conceived literally, which in his day, for at least a few, had evidently already become encumbrances (and have certainly, in our own day, become so for many more, as Rav Kook acknowledges in some of his most luminous pages). Perhaps it is not too much to say that Maimonides thus assists—even authorizes—our individual cognitive capability, our “intellectual apprehension,” our meditative faculty, to lead our individual sensibilities toward those personal intimations of Transcendent Reality in which he believes our fullest humanity and our most authentic Torah devotion lies.

Finally, there is Torah itself, the ordained source—more precisely, the register—of God’s mizvoth and halakhot, and thus at the core of historic Judaism, most assuredly of Orthodox Judaism. Maimonides devotes over a third of the Guide to explaining that the Torah’s innumerable ascriptions to God of “corporeality,” of a formal constitution parallel to the human, are not to be understood literally, that they are concessions, in “the language of men,” to the needs of those who cannot otherwise conceive of “Primary Reality.” Although the traditional divine personification remains for many a stumbling block and a perplexity, Maimonides and like-minded thinkers did eventually win their battle against divine corporeality.

       For contemporary seekers of spirituality, however, Torah perplexities are at least as likely to be related to crime and punishment—to the range of approved human behavior and prescribed penalties for infraction. What are we to do when the Written Torah authorizes or forbids behavior in ways that our moral apprehension—our “inner voice”—rejects? Especially when the Written Torah prescribes the punishment of death in contexts which may seem to us morally unacceptable—when, in short, halakha seems at odds with morality?

      We have already encountered Maimonides’ original, if somewhat equivocal, attitude toward animal sacrifice: that its authorization may have been from the start a divine concession to our human weakness for the familiar, and thus in itself “less pleasing” to God than prayer and meditation. But never, I believe, in either the Guide or the Mishneh Torah, does Maimonides hint that he deplores its original institution, whether for reasons of spiritual or aesthetic fitness, cruelty, or any other, nor that he would deplore its eventual restoration. Though the sacrifices may be a concession, they are also a mitzvaha law. (Nevertheless, most contemporary Jews, including I suspect large numbers of Modern Orthodox, would be unenthusiastic for their return.) But still, Maimonides’ unmistakable preference for prayer and meditation—a preference that he in effect also ascribes to God—seems to me evidence of a critical attitude toward the Written Law, founded, one may surmise, upon his own moral and aesthetic perceptions, his personal “intellectual apprehension.”    

      If there is no unequivocally moral component in Maimonides’ apparent misgivings about korbanot, this may not be the case with respect to his rejection of the Torah’s unqualified command that when they are able, the Israelites must exterminate without exception, and irrespective of age, all the Canaanites (Deut. 7:1-2, 7:16, 20:15–18) and all the Amalekites (Deut. 25:19). Though hedged with a multitude of qualifications, his contrary conclusion is clear enough: if these arch-enemies should accept “a peaceful settlement” (however ungentle), even the Amalekites and Canaanites may live. (Cf. Hilkhot Melakhim 6:4–6.)

In thus nullifying the Written Torah’s demand for total proscription of these peoples, on account of their exceptionally destructive offenses and presumed mortal dangers, Maimonides is following in part a certain few midrashic and talmudic texts. “Sifrei and other halakhic sources reason that since the express purpose of the law is to prevent the Canaanites from influencing the Israelites. . .if they abandoned their paganism and accepted the moral standards of the Noahide laws they were to be spared” (Jeffrey Tigay, JPS Torah Commentary: Deuteronomy, 472). Like Maimonides’ apparent discomfort with animal sacrifice, the Oral Torah’s finding such a way to save Canaanite lives seems to suggest a critique (to which Maimonides adheres) of the Written text’s plain sense. “[I]t is clear. . . that Deuteronomy’s demand for proscription of the Canaanites is indeed unconditional.. The rabbis’ rejection of this view is a reflection of their own sensibilities” (Ibid., 472).

Tigay’s explanation appears to contradict the usual rabbinical principle that the Oral Torah’s role vis-à-vis the Written is to amplify and clarify. What of the Amalekites? I know of no text in the Oral Torah which extends to them the option to save their lives by accepting a “peaceful settlement,” with all that is thus entailed. Among the later rabbis, Maimonides seems unique in so extending it. I suggest that to have done so, to have once again revealed (and this time without a midrashic source) a critical attitude toward the Written Law, Maimonides has given us another reflection of his own moral sensibility.

     

  Dynamic Halakha and Ethical Insights

 

When, a number of years ago, I first encountered Rabbi Robert Gordis’ well-known article “A Dynamic Halakhah: Principles and Procedures of Jewish Law” (Judaism, Summer 1979), I was excited by what it suggested about the complex relation between Written Torah and Oral Torah. (“Dynamic” seems to me an excellent epithet.) Some years later, I found Rabbi Eliezer Berkovits equally suggestive, and for the same reason. (In particular, see his article, “The Nature and Function of Jewish Law,” reprinted in his Essential Essays on Judaism.). Other writers in these 30 years have developed the same theme, which is precisely relevant to the imputed confrontation of the Written Law with spirituality. The theme is this: Despite assertions that it is “unchanging,” rabbinical interpretation of Torah Law has always been dynamic and responsive to rabbinical moral sensibilities.

      

[There is] clear evidence of growth and development in the Halakha because of new ethical insights and attitudes that represent movement beyond earlier positions. In these instances the Halakha did not hesitate to establish new legal norms, not local or temporary in character, but universally and permanently binding. (Gordis, 270; italics in the original)

 

Rabbi Gordis writes of “the dynamic character of the ethical consciousness of the Sages and . . . their unremitting effort to interpret the Torah in the light of their ethical insights” (Idem.). Rabbis Gordis and Berkovits, as well as others, have presented evidence that the sages of the Oral Torah regularly interpreted the Written Law so as to diminish judicial execution. Everyone knows about their institution of the requirement for witnesses and warnings. The reluctance of Rabbi Akiva to countenance any executions at all is well known. Equally familiar are the halakhic stratagems that in effect nullified the biblical mizvoth to execute the “stubborn and rebellious son” and to exterminate the “city led astray to idol worship.” There was, says Rabbi Berkovits, among the rabbis of the halakha a prevailing “tension between the written law and the living conscience” (73). “Obviously,” notes Rabbi Gordis, “the Law of God could not be inferior to the conscience of men” (272).

      If we accept this reasoning, it would seem to follow, then, that when the rabbis of the Mishna find ways to void (in effect) the unqualified Scriptural proscription of the Canaanites, and when Maimonides does the same with regard to the Amalekites, they are invoking their own consciences, and implying thereby that these “inner voices” too are in their own way miSinai.

                 

 The Semantic Model

 

       There may seem to be a contradiction between this concept of a progressively unfolding halakha and the axiomatic rabbinical principle, enshrined in the Torah itself, that the Torah is definitive and unchanging. We read in Maimonides’ own Principles of Faith:

 

The Ninth Fundamental Principle is the authenticity of the Torah, i.e., that this Torah was precisely transcribed from God and no one else. To the Torah, Oral and Written, nothing must be added nor anything taken from it, as it is said, “You must neither add nor detract” (Deut. 13:1).

 

What role in such a Torah is there for personal sensibilities, consciences, and inner voices? Extrapolating a little, what place is there for “spirituality” in a religion founded upon Law? Fortunately, the rabbinical concept of the Oral Law is wondrously flexible and sensitive to disagreement among qualified disputants. (Cf. Isadore Twersky, A Maimonides Reader, 13–14.) The functions of rabbinical amplification and clarification embrace a wider range of possibilities than we might expect from Maimonides’ categorical Ninth Principle—but for which his own practice, as we have seen, might well have prepared us. And we have observed that among Maimonides’ dominating themes is his insistence that our individual understanding and apprehension of Transcendent Truth takes precedence for us over halakhic observance per se, and indeed over halakha itself, though these remain altogether essential. In this way he may have provided us with tools for helping resolve the conflicts in Modern Orthodox life between Law and spirituality.

And in the same spirit, I suggest a conceptual analogy for helping clarify how we can reconcile our “unchanging” Law with the autonomy and spontaneity of our experiences and apprehensions.

One of the basic principles of semantics is semantic contamination. According to this principle, a “message” sent by A to B is almost always vulnerable to errors of one kind or another between leaving A and arriving at B. There might, for instance, be static in a radio transmission; a paper message might be damaged by the elements; an email message might be distorted by a computer glitch; and so forth. More germane would be a situation in which the recipient failed to understand the message correctly because of intellectual or cultural limitations, and was obliged therefore to guess at some of its content. (We may also imagine a situation, less likely perhaps, where the recipient, for reasons of intellect, culture, or even perceived self-interest, willfully distorted the message.) And if the transmission of the message occurs not only in space but in time, we can easily imagine another range of potential dangers to accuracy of reception and comprehension. These matters are well-known to the historian, and especially to the philologist; such sciences as textual criticism are founded upon them.  

Without being drawn too near the quicksand of divisive theological speculation, let us think of the truths of Torah as messages, in this semantic sense—in the language of Torah itself, messages from God, through Moses, to us. An essential corollary of any such conception is, of course, as Maimonides registers in his Ninth Principle, that “messages” coming from Transcendent Reality are true and definitive. Yet by the time, so to say, that they have reached us (for the reasons I’ve sketched out, and for others that will readily come to mind) many or most of them may have been “contaminated,” or may have reached us incomplete. It may even be that no one’s “hearing,” even that of the most eminent prophets, is ever quite up to comprehending the Transcendent message. Thus the Written Torah required, and requires, to be supplemented by the Oral, and the Oral by the most eminent sages of the generations. Emphasizing one aspect of this requirement, Rabbi Eliezer Berkovits addresses the matter with exceptional eloquence:

 

Thus, the Oral Torah as halakha redeems the Written Torah from the prison of its generality and “humanizes” it. The written law longs for this, its redemption, by the Oral Torah. That is why God rejoices when he is defeated by his children. Such defeat is his victory. (p. 97)                  

 

May we imagine, extending Rabbi Berkovits’ celebrated talmudic allusion, that God also rejoices whenever his children use their unique faculties of spirit and perception, of instinct and conviction, to reach beyond halakha, beyond even our only partially understood Torah, to that direct and personal “intellectual apprehension” of Matsui Rishon in which Maimonides finds our human fulfillment?

 

 

Bibliodrama: A Form of Interpretative Play

The Educational Challenge in Torah Study[1]

 

The progress of my Torah study can be summed up as follows: From no-brain to left-brain to whole-brain.[2]

I learned a lot of useful information in my ultra-Orthodox high school, and my mind did develop there to some extent. However, when it came to Torah learning I was short-changed. We studied Torah with bits of Rashi and Ramban, accompanied by unsophisticated explanations that changed little from when I entered at age 12 to when I exited at age 18. Hence I feel somewhat justified in terming it, for my purposes, “no-brain.”

The next stage of my religious education, my post-high-school Torah study, brought a marked improvement. I was finally able to have the satisfying left-brain experience that my 18-year-old self craved. In my intellectually oriented women’s yeshiva, we studied Talmud and Rambam, commentary and philosophy; we absorbed information, grasped concepts, compared perspectives, and analyzed texts. Nonetheless, I always sensed that something was missing—but I could not quite put my finger on what. It is difficult to pinpoint the absence of something when you have never experienced it or even seen anything remotely like it. One event from that period stands out—the occasion when Ilan Nov, a resident of Bat Ayin, visited our yeshiva and read to us a section from a book he was writing.[3] Although I could not fully grasp his meaning, I was intrigued and delighted: how refreshing to meet someone creating art from within his personal Jewish experience.

Moving on to undertake advanced Jewish studies at university and other institutions, I found myself increasingly dehydrating in various classes, many of them frontal lectures. Even those that involved discussion and debate did not satisfy me. I yearned inchoately for something different, but I still knew not what. In 1999, I abandoned a high-level Jewish studies program for women halfway through the year, having comprehended that high-level Talmud learning in the yeshiva/academic style was not what I needed for my growth. The wish for something else had grown urgent by now, but I still did not have a precise notion of what that should be. I had noticed a tremendous level of excitement and yearning arising within me after I stumbled across an article concerning a fringe Jewish spirituality movement, but was not ready to relocate to the desert and live in a yeshiva-ashram with people lacking all normative boundaries.[4] I began to despair of lectures and shiurim, none of which were engaging me with the Torah to the level I desired: that is to say, fully and passionately, as a whole person. Entering a crisis of Torah, I found even my own teaching lackluster; and even the study of Hasidut and Kabbalah, which I love, did not suffice to fill the vacuum.

 With hindsight, I now understand that for all those years, an entire hemisphere of my brain was being overlooked. I now know that for me, creativity and emotional awareness line up firmly alongside my intellectual and analytical modes as the channels for my experience of the world. Small wonder my Torah learning felt half-baked. Although I was blessed to study with many brilliant teachers in Israel who introduced intellectual creativity, emotional insight, and depth to the study of Jewish sources, this still ultimately represented a concession to right-brain energy within left-brain territory. Moreover it always took place within the strongly left-brain format of lectures (and, on a good day, discussion). Creativity remained in the realm of the teacher, with very little on the part of the student. When the student did offer some creative idea, in the best case scenario this would be briefly acknowledged with a word of praise; at worst, it would be misunderstood or squashed.[5]

 

Bibliodrama: An Introduction

I was fortunate enough to have my prayers answered. In the early 2000s, I encountered the technique of Bibliodrama, and was finally able to integrate all that pent-up right-brain energy into my Torah study and teaching. Over a decade has passed and I have never looked back. I enjoy Bibliodrama tremendously and have, to date, run over 170 workshops on many different stories. Indeed, today I sometimes find it hard to sit through a regular Torah lesson, so powerfully do I feel the vitality and immediacy of the Bibliodramatic mode bubbling up in me.

The following is my own understanding of the method’s potential, based on extensive experience with it. It is something I believe extremely important to share. All of us possess right-brains. True, not all of us feel an existential need to use them; some people are happy with purely intellectual stimulation. But to force that preference wholesale onto the people whose spirituality and education are in our charge; to deny the use of one hemisphere to an entire class of students, at least some of whom would thrive with their imaginations set free, is simply wrong.

Bibliodrama was invented by Dr Peter Pitzele of the United States. Pitzele, a Jewish intellectual who has taught English literature at Harvard, is clinically trained in psychodrama, a type of group therapy utilizing dramatic tools for healing. Invited in 1984 to teach a class at the Jewish Theological Seminary, he decided to draw on his psychodramatic training by asking the students to take the part of Moses, answering his questions as if they were in Moses’ shoes. Thus the technique of Bibliodrama was born. It continued with a success that astonished Pitzele.  He has since run Bibliodrama sessions all over the world, trained others in the art of Bibliodrama, and written a book instructing toward its practice, Scripture Windows.

So what exactly is it? First let me explain what it is not. Despite its name, it is not theater. The group spends most of the time seated. There is no audience—the group serves as an audience for itself. The “script” is created spontaneously on an ongoing basis throughout the session and is not preserved for posterity. Another difference is that in theater, each part is played by one actor only, while in Bibliodrama, any given part is often played by the entire group, making for a much richer experience. Thus, Bibliodrama might best be described as a form of psychodynamic group role-play. It has been called by some “contemporary Midrash” or “spontaneous Midrash.” While Midrash is more complex and far-ranging, to anyone experiencing the technique the comparison becomes quite obvious. Pitzele was not intentionally aiming at the midrashic form, but he explains that through his work he discovered

 

…an immensely long tradition of commentary, storytelling, and imaginative interpretation of the Bible…that sought to fill in the gaps in the narrative… Without knowing it I had stumbled into a conversation with the Bible that had been going on for thousands of years….[6]

 

The texts are most often stories from Tanakh, but the technique is applicable to any story, and also to historical events and even non-narratives (I once did a Bibliodrama on the Hanukkah candles with adults).

 

The Practice of Bibliodrama

 

What occurs in practice? A series of questions are put to the participants as characters in the biblical story, questions that often lack any obvious or unequivocal answer and that arise from gaps in the text. For example, “Eve, why did you immediately give the fruit to Adam?” or “Adam, we understand that Eve was enticed by the serpent—but what brought you to eat from the forbidden fruit?”

Participants must respond in first-person language, speaking as major characters, minor characters (named, implied or invisible), or even as objects (for example, the Tree of Knowledge). The simple transition from third- to first-person language makes all the difference; it removes the distance we naturally place between ourselves and a story that is not about us, and compels us to get straight into the heart of the story. In the absence of clear answers, the students must draw upon their emotions, experiences and textual intuitions, often astonishing themselves with the powerful insights arising from their reading of the narrative. Indeed, I have frequently presented Bibliodrama as the encounter, unique to this very moment, between the divine in the text and the divine in ourselves. As the Hasidic rebbe Menachem Nachum Twerski of Chernobyl writes in his book Me’or Enayim (weekly portion of Vayeshev):

 

It is known that the Torah is eternal and preceded time, but has been encased (lit: clothed itself) in time-bound narratives… the Torah must be (relevant) for every person and at every time.

 

By opening up the text to a myriad possible directions, Bibliodrama achieves the goal of propelling us beyond the obscure “clothing”/barrier of ancient language and context directly into the profound core of the story’s mystery.

Even those with very weak backgrounds in Tanakh are found to contribute many excellent ideas, for all that is necessary is a basic understanding of the text and a heart and mind willing to lend themselves to a new context and new thoughts. In fact, the people least skilled at Bibliodrama, aside from those with an academic personality, are those who arrive already full to the brim with commentaries and the “correct” way to read the Tanakh, and without the flexibility to put that aside in order to read the text with a fresh pair of eyes. Clinging to what is already known obstructs the possibility of the Bibliodramatic flow, which is what makes the experience truly enjoyable—the sudden insight, the startling hiddush, the ability to listen to the others in the room and build from what they say. I emphasize that it is not the prior education that is the obstruction so much as the inflexibility. I have run Bibliodramas with Jewish educators extremely familiar with the story under the lens, having taught it numerous times themselves. This population nonetheless, through approaching the text playfully and with curiosity while bringing their personal and emotional lives to the text, have managed to arrive at tremendous new insights for themselves and others.

Per the Chernobler rebbe’s call for the Torah to be relevant not only for every person but also at every time, no two Bibliodramas are the same, for no two groups are the same. A participant repeating a Bibliodrama will inevitably play it slightly differently, for people do not stand still and new thoughts arise. This ever-changing nature of Bibliodrama also makes it highly enjoyable for the facilitator, who will hear new interpretations each time and learn from them.The group experience is also vital to the Bibliodramatic process and to its dynamic character. It is the group that reflects upon and plays the story as a collective, and it is very susceptible to patterns that emerge. One individual comment (for example, Esther noting that she is an adopted child and never knew her parents) can cause the group to strongly move in a particular direction for the rest of the session. Bibliodrama could be done, theoretically, with just one or two people; but it is marvellous to hear the variety of responses to one question. A group Bibliodrama is truly an experience of shivim panim, the 70 facets of the Torah. It can also serve to make a group more cohesive, especially when done over time.[7]

I have seen Bibliodrama transform ignorant students into sensitive Bible commentators, assiduously searching the text for clues to solve puzzles and difficulties, after their curiosity has been aroused by questions such as “Joseph, why do you insist on telling your dreams even after you see that it enrages your brothers?” or “Esther, what was it like growing up in Mordecai’s house?” As the participants get comfortable with the technique and each other, they speak out powerful emotions that bring the text vividly to life and fill in the gaps. For many the previously impenetrable text becomes something to identify with: truly a tree of life. The experience changes the participants’ relationship to the text. One 18 year old, a product of the religious Jewish education system, announced, “Before today I never thought of Abraham as someone I could actually identify with!” Another told me: “When we started, I could not even remember what was in chapter 1 of Ruth, even though I studied it just last week. Now there is no chance I would forget.”

Students who do not shine in the regular left-brain classroom atmosphere, deprived of the opportunity to display their creative imaginations, suddenly come into their own in Bibliodrama. Teachers witnessing a classroom Bibliodrama have been astonished by the sudden vocal participation of a pupil who ordinarily remains silent. The method works well with both children and adults, both populations bringing different strengths and weaknesses to the technique. While teenagers sometimes do not connect as well, due to their increased self-consciousness, most children and adults enjoy the group experience of building up the inner life of a story. They relish the opportunity to be playful and also to express deep personal feelings through the safe mask of the biblical characters. Bibliodrama verges on the therapeutic, and participants may be encouraged to share any personal revelations, depending on how comfortable the facilitator is with such activity. Pitzele, a trained psychotherapist, is competent to take the session in very personal directions, whereas I feel less comfortable doing so—though I do place a high value on the sharing at the end and the personal take-away.

Lying between improvisational theater, psychodrama, and text-study, Bibliodrama may perhaps most accurately be entitled an improvisational performance of a studied text. It is highly flexible and quite unique. It is a “performance” that is never repeated, that requires no rehearsals, is based upon text study, and can take place anywhere a circle of people may sit—from synagogue to salon to classroom. It does not conform to our usual picture of “religious activity,” and yet participants often emerge profoundly moved and uplifted. It is unusual in that it deals with sacred text, yet contains playful elements not usually associated with the sacred. As a form of “serious play,” it bears all the characteristics and paradoxes of play, whereby on one level what occurs feels very real, on another it is clear that we are all conspiring to pretend. Indeed, some adults take a short while to get into the method for fear of sounding ridiculous, but luckily there are generally a few brave souls willing to take the leap and create the suspension of disbelief necessary to start; after which the others follow. Even people who do not speak throughout the entire workshop have reported having a meaningful experience. They are grateful for the permission I give at the start that “if you are feeling shy, you do not need to speak at all.” Most intriguing though is the common phenomenon of individuals who enter the room convinced they are not going to say a word, and then find themselves talking non-stop. This, if nothing else, is a great testimony to the power of Bibliodrama.

           

Example

The following is an example of a Bibliodramatic “thread” (question by facilitator followed by various answers.)

 

The facilitator asks the group: So Cain, why did you decide to bring an offering to God? As far as we know neither your mother nor your father ever brought offerings. Where did this idea come from?

After a moment of thought, one participant answers: I had heard my parents talking about God. I wanted to speak to God too. This was my way of communicating.

Another participant says: I wanted to give a gift to someone to say thank you for all the abundance I’ve received.

A third person suggests: I want to see if I can get us back into the Garden of Eden—it sounds like it was such an amazing place and I am really sad that I missed being there. Maybe I can change God’s mind with a bribe.

A fourth adds: My parents wrongfully took fruit, so I am repenting by giving back the fruit!         

 

Pitzele suggests that the facilitator echo (or “double”) what participants say, repeating it in other words—thus both validating and also amplifying its content. He also recommends echoing in first person language. Thus, for example, after the second participant’s comment, the facilitator might echo: “In my work as a farmer, I’ve received so much good, and the need to give thanks arises from deep within me. Who can I thank if not this God that my parents have spoken about, who seems to run the world?” The facilitator glances at the participant to make sure that this was what was meant. On rare occasions, the participant will reply: “No, what I mean is…”

            The facilitator can also encourage deepening of ideas; for example, after a remark such as that by the fourth participant above there is room to prompt:

And in doing so I feel…

 “I seedo you think it’s going to be accepted?

Very interesting—so you’ve not only invented the notion of offerings but also of repentance! You’re very creative, Cain.

The key in Bibliodrama is the questions—asking questions that stem from a curiosity about the text, and that will lead participants quickly to the most compelling textual puzzles and emotional textures.

            It is also important to choose a story containing some interesting tension, conflict, dilemma and personal growth. Fortunately the Tanakh is full of these. Do not begin the Bibliodrama at the height of the drama (for example, the murder of Abel); it is crucial to build up to the climactic moment so that the characters and their motivations are sufficiently fleshed out beforehand.

             

Embodied Knowledge

 

In Bibliodrama, a transition is effected from studying the texts from the outside (analytical/academic activity) to studying them from the inside and getting under their skin (creative/imaginative activity). The expression of emotions in character affects one’s actual emotional state; that is to say, they reach beyond a purely intellectual knowledge into the realm of the viscera. Participants bring to bear, for dramatic support to their words, inflections and volume of voice, the use of hands when speaking, and emphatic movements of the entire body which are not just “acting” but real manifestations of emotion. These physical motions in turn further deepen and embody their experience.

Other activities borrowing from forms of family therapy inspired by the plastic arts can be used at times, to “sculpt” the biblical scene. Here, the facilitator transforms into a director, and participants are asked to pose in ways that indicate the dynamics between the characters in the story—who stands next to whom? How do their bodies indicate their relationships? Pitzele notes:

 

Once group members are on their feet, as opposed to voicing their roles from their seats, your task as director begins in earnest, for when people stand and move they begin to create a space for play, and you have in effect a stage… The whole body becomes an expressive element; any movement may take on meaning… All such sculptings are interpretative because in fact every arrangement of bodies in space… becomes a way of seeing the story.”[8]

 

In the Classroom and Alongside Commentaries

 

Two more points are pertinent to educators. Firstly, Bibliodrama may be conveniently and easily integrated into a regular class. Although a full Bibliodrama is ideally carried out in a circle, and can last for an hour or even two, a teacher may also, in the course of a class, suddenly switch into Bibliodrama mode for a brief moment, casually saying, “Now, everyone, I want to imagine that you are Moses standing in front of the burning bush. What are you thinking?” Five or 15 or 50 minutes later, after gathering first person reflections, the teacher returns to usual classroom mode, the story having been enriched and enlivened by having the students import it into their own experience.

The challenge for classroom educators—and to an extent for all who wish to run a Bibliodrama—is that as a technique it opens up boundaries in a manner that might feel threatening or frightening compared with regular teaching. The invitation to answer freely might lead to irreverence or subversive interpretations. This will be particularly challenging to Orthodox educators, though not solely to them.

My answer to this issue is that firstly, it is an issue, and each teacher will have to decide where he or she is comfortable setting the boundaries.[9] In my introduction to Bibliodrama I ask the participants to stay with the peshat, with what is written in the text itself, and not to offer interpretations that overturn the text’s meaning. I invite them to avoid answering flippantly and randomly but rather to answer intuitively and with respect, in a manner aligned with the text and aimed at “what might have been going on.”

If an interpretation is nonetheless offered that contradicts the text or wider context, I would simply point that out to the group. For example, when a participant speaks as Abel, defending his profession as a shepherd with the words “We need the sheep for their meat,” I note that humans were not yet eating meat at that point. Then there are the answers which are needlessly irreverent or silly. While occasional jokes are great for making Bibliodrama fun, in such a case I would apply Pavlovian conditioning, paying less attention to this answer while continuing to maintain my serious tone in asking questions and giving attention to the answers that are more interesting and profound. I do not like to “squash” answers or make a face. I believe—I hope, not naively—that children and adult participants alike value the permission to speak freely and even push boundaries without the facilitator becoming unduly upset; it gives them space to truly explore and own the text. If the main thrust of the group activity is a serious and respectful unpacking of the multiple layers of the text, maverick participants will often step into line, or at least not serve to ruin the experience for others while playing the text in their own unique way. For this to work, it is important for the teacher-facilitator to feel confident, open and relaxed; in short, to trust the process.

The second point pertinent to educators refers to one of the great benefits of Bibliodrama for Tanakh teachers, namely that after playing out textual and narrative difficulties Bibliodramatically, students possess far greater clarity regarding the matters with which the commentators deal. Thus for example, a Bibliodrama on Genesis chapter 4 involves the difficult question of why God rejects Cain’s sacrifice and prefers Abel’s. The question is posed to God, as a “character” in the story, which provides a platform also for students to air their theology and thoughts as to how God works within the world, itself a potentially significant discussion. After struggling with this question and hearing several answers, the student understands better why the Midrash decides to read “from the fruit of the ground” as referring to the inferior fruit, while other commentators do not choose to read it this way. In fact, God’s “motivation” is unclear from the peshat. True, this point might emerge from an ordinary reading of the story, but might well remain in the realm of a theoretical theological-moral discussion. But when students are forced to answer as God, or experience how Cain feels after the rejection, it becomes existential and immediate, plugging them into their own questions regarding theodicy, and so forth.

A famous textual difficulty that arises from the same chapter lies in verse 8, where Cain speaks to his brother in the field, but what he actually said is missing. A gap like this one is a classic for Bibliodrama, as the question can be easily posed to Cain: “What did you say to Abel?” and to Abel “How did you feel when Cain said that?” Or, in another example from the same story, Rashi’s comment on Genesis 4:1 suggesting Cain had already been born back in the Garden of Eden, and not, as the simple sequence of the text seems to imply, after the exile from there, will take on extra significance after playing out the story. Participants will be asked “How does this change the story, compared to how we played it?”  For example, the third participant quoted above might respond: “Well now I really want to get back—this was my birthplace and it’s my birthright to be there!”

In brief, any study of commentaries after a Bibliodrama will certainly be more easily grasped than before it. As all teachers of commentary know, sometimes it is not at all clear where the commentator is coming from or what is troubling him. Indeed, teachers skilled in understanding commentators and the textual difficulties to which they are responding can in fact build their Bibliodramas from the outset based on the commentators.

Thus for example, in Genesis 24, where Abraham sends his servant to find a wife for his son, verse 2 says: And Abraham said to the oldest servant of his household, who ruled over all that he had. On the words the oldest servant of his household, Naftali Zvi Yehudah Berlin (HaAmek Davar) writes: “This is a sign of wisdom,” and on the words “who ruled over all that he had” adds “He oversaw everything that Abraham owned, and was given a free hand to command… He controlled his evil inclination…” Another commentator, Hezekiah ben Manoah (Hizkuni), writes “Abraham would not have cause to suspect him of sexual impropriety.”

When training teachers, I challenge them to locate the difficulty, and the consequent Bibliodramatic question, nestling in these commentators’ remarks. I am searching for a Bibliodramatic question addressed to a specific character. The teachers do not always guess immediately, sometimes suggesting that the question should be posed to the servant, but eventually someone realizes that the most obvious question is to Abraham: “Abraham—you need someone to go on a long arduous trip across the desert. Why then do you send your oldest servant, who will probably die on the way of a heart attack, rather than some robust young man?”

Asked such a question, any group speaking as Abraham will in all likelihood come up with responses relating to issues of wisdom and trust, and perhaps also of decreased libido. The attentive teacher studying the commentators before building the Bibliodrama will notice this point, introduce it in the course of the session as a question, and then at the end cite HaAmek Davar and Hizkuni. The students will see that they thought of the same answers, and will feel close to the HaAmek Davar and Hizkuni, as if they too were sitting in the room during the Bibliodrama.[10]  

In introducing analysis, debate and study of secondary sources following a Bibliodrama, we are re-introducing left-brain activity, thus achieving the “whole-brain” experience to which I referred in my opening line. Other right-brain techniques can also be appended to Bibliodrama, for example putting on a play from within what was said during the session, or doing creative writing, art, or dance following the Bibliodrama.

 

Conclusion

 

I would love for Bibliodrama to become part of Jewish school curricula, both in Israel and in the Diaspora, alongside regular types of learning. It could do much to increase students’ love for Tanakh. Teachers in several continents have responded enthusiastically to being trained in Bibliodrama, and have sometimes gone on to implement it immediately. I am aware that this method is unusual and might take many of us out of our comfort zone at first; but I believe that it meets some important needs of the twenty-first-century student. Hence I have no doubt that progress will be made, slowly but surely, like drops of water eroding a rock.

 

 

NOTES

 

[1] Here I pick up where I left off at the end of my last article for Conversations, “The Limits of the Orthodox Classroom” (Vol. 4, Spring 2009), pp. 86–93. See also my article, “If You Seek Him with All Your Heart: Nurturing Total Individual Growth in Yeshivah,” in Wisdom from All My Teachers: Challenges and Initiatives in Contemporary Torah Education, ed. Prof. Susan Handelman and Rabbi Jeffrey Saks (Jerusalem: Urim, 2003), pp. 159–178.

[2] The terms left-brain and right-brain are used here in their popular sense, as referring to the logical-analytical mode versus the creative-imaginative mode. The actual differences between the hemispheres are more subtle and complex, but the point I am making does not require accurate neuroscience.

[3] Subsequently published as “Shivrei Ofek: Keta me-ha-Seret ha-Gadol” (“Fragments of Horizon: Section from the Great Movie”).

[4] The article was by Ohad Ezrahi, who was at the time launching Hamakom, his radical group for new-age Jewish spirituality.

[5] In my article in Conversations 4, I indicated that Professor Nehama Leibowitz, though highly creative herself, emphasized in her classroom and in her expectations from her students the use of rigorous analytical tools and the desire for correct answers. Though valuable as a structured method of reading Tanakh texts, this approach was liable to cause more free-spirited students looking for innovation or personal meaning to feel cramped.

[6] Peter Pitzele, Scripture Windows: Towards a Practice of Bibliodrama (San Francisco: Alef Design Group, 1998), p. 15. In addition to that book, see Pitzele’s book, Our Fathers’ Wells—Personal Encounters with the Myths of Genesis (San Francisco: Harper Collins, 1995).

[7] I am currently involved in a two-year EU-funded project examining the use of Bibliodrama in multi-cultural and interfaith settings. It appears that it is indeed an excellent method for such groups.

[8] Ibid., pp. 79–80.

[9] Here again the reader is referred to my Conversations 4 article, cited above, which discusses in greater detail the subject of boundary-setting in the classroom.

[10] In this, the work of Nehama Leibowitz, in helping the student feel as if he or she is sitting “around the table” with rabbis and sages of centuries past is continued (see Yael Unterman, Nehama Leibowitz: Teacher and Bible Scholar [Jerusalem: Urim, 2009], p. 369). Leibowitz’s approach differed from Bibliodrama, but there were times when she approached it in her flair for the dramatic and the relevant (see ibid., pp. 570–572).

Breaking the Silence

On the Sunday before Rosh Hashanah in 2009, an audience of 225 individuals attended a Jewish community-wide Healing Service in Baltimore, Maryland. The Healing Service was convened as a gathering for survivors of domestic, sexual, physical, verbal, and all forms of abuse; family members and friends of survivors; mental health and physical health professionals; clergy; educators; and all who wanted to learn how to “break the silence” that surrounds and permeates abuse and trauma in a community. The Healing Service was designed and sponsored by the Shofar Coalition, a program of CHANA and the ASSOCIATED Jewish Community Federation of Baltimore.

Representatives from Shofar, CHANA, the Baltimore Board of Rabbis, and the Baltimore Jewish Times joined with eight courageous survivors who agreed to share their experiences of trauma endured as children, adolescents, or adults. Together, they delivered a message—in words, in chants, in prayer. In doing so, they challenged the audience to cultivate a Healing Community, one that actively listens to the truths spoken by those among us who have been victimized; one that believes and accepts that these traumatic experiences affect not only the victims but all of us; and a community that responds with compassion and action rather than with silence and denial.

 

Why a Healing Service?

Allow me to quote from a statement publically issued several weeks before the event by Rabbi Amy Scheinerman, President of the Baltimore Board of Rabbis:

 

As Jews, we understand viscerally from our historical experience what it is to be victims of persecution. Time and again, we have demanded that the voices of victims be heard, that their pain be acknowledged, and that justice prevail. Yet in our own midst, many have suffered silently for far too long, as victims of abuse and trauma whose pain and suffering have gone unacknowledged, whose stories have not been believed, and whose perpetrators have been shielded from suffering the appropriate consequences their behavior warrants. Silence and inaction have re-victimized those traumatized by abuse by inflicting fear, shame, and guilt. As a community, we have participated in a conspiracy of silence: denial of the truth of abuse in our midst, the silencing of victims, and our own individual choice of silence when fear or disbelief take precedence over informed response. The silence must end.

 

The ethical issues and the moral imperatives raised in Rabbi Scheinerman’s statement apply to communities of all faiths, not just Jewish, and in societies across the country and the world. There is no place for denial, silence, or inaction in any community—certainly not in any Jewish community.  In a Healing Community, of any faith, all of its members share a responsibility to acknowledge the pain and to help ease the suffering of victims. Pursuing justice by holding those responsible for abuse accountable, and thus preventing other innocent individuals from being victimized, is also an integral obligation for a faith community. There is no place in a Healing Community for bystanders.

In any discussion of the ethical issues related to abuse, it is important to understand certain facts. The majority of perpetrators are not strangers to the victims. It is difficult to secure an accurate number of abuse victims in general due to the consequences of the shame, fear, and silence that typically paralyze victims and communities. If an individual feels guilt and shame over the abuse, as is often the case, he or she will not admit that the abuse occurred. If a community denies that abuse happens—and worse, blames the victim or anyone who speaks about abuse and accused abusers—then the resulting fear often gives rise to victims being forced into silence. Where there is fear and silence, suspected abuse of children or adults remains unreported to the authorities, thus allowing perpetrators to continue to victimize others, sometimes for many years. Failure to report suspected abuse means a failure to bring the perpetrators of abuse to justice.

I know of a woman in her mid-30s who was molested when she was a teenager by a well-known and greatly revered congregational rabbi in Baltimore. Shortly after the abuse occurred, her mother and two other rabbis whom she turned to for guidance told her to keep quiet so as not to destroy this much-loved rabbi’s reputation. Besides, she was told, no one would believe her anyway. All these years later, this woman continues receiving professional therapy to help her deal with intense guilt over the number of women who were molested by this same rabbi long after she was. She believed that her imposed silence had resulted in the suffering of other women. Similarly, hundreds of men who had been sexually abused when they were young boys by the same rabbi over a period of more than 20 years finally came forward to speak of their suffering only after several of this particular rabbi’s victims broke their silence, thus giving voice to so many who were re-traumatized by remaining silent for so long.

Knowing that the actual number of incidences of abuse is higher than reported, it is shocking to note that studies indicate that one in four women report that they have been victimized by domestic violence as an adult. Likewise, one in four women and one in six men report that they have been sexually abused in their lifetime. In the United States, 4 million children are reported to have been abused every year. There is no indication that these numbers are any different among Jewish individuals, nor is there any known difference in numbers among the various denominations within Judaism. A groundbreaking study published in November, 2007 entitled “History of Past Sexual Abuse in Married Observant Jewish Women” states that “Twenty-six percent of respondents in a study about the sexual lives and attitudes of married Orthodox Jewish women— 55% identifying as Modern Orthodox and about 45% as right-wing Orthodox—indicated that they had at some point suffered sexual abuse.” (American Journal of Psychiatry 164: 1700–06).

 

The Ethical Imperative in Judaism to Help Trauma Survivors

 

Rabbi Mark Dratch, Founder and President of JSafe: The Jewish Institute Supporting an Abuse-Free Environment, wrote in a 2007 article entitled “Few Are Guilty, but All Are Responsible: The Obligations to Help Survivors of Abuse”:

 

The Torah expresses the obligation to help those under assault or subject to abuse through both positive and negative precepts: ‘Thou shalt not stand by the blood of thy neighbor’ (Lev. 19:16) and ‘And you shall restore him to himself’ (Deut. 22:2). The Talmud (Sanhedrin 73a) teaches that while the latter verse teaches that one must intervene personally, the former expands that responsibility; a person may not just stand around idly while someone is being hurt.

 

All too often, the obligation to help victims of trauma and abuse is trumped by a fear of speaking out and getting involved—and a denial that the abuse even occurred. The resulting silence takes the place of bringing relief to the suffering of the victims and securing the safety of the community by bringing the perpetrators to justice. Both abuse victims and observers of the abuse are scared that no one will believe them if they speak up. They are afraid that exposing the abuse and the abuser will destroy their families or the families of the perpetrators.

By exploring the ways that victims are harmed by silence and inaction, whether self-imposed or imposed by others, we can best understand the importance of the Torah-based obligation stated above. The silence often sentences a victim to years upon years of isolation and feeling alone. Many of the people who come to the Shofar Coalition for help do so after years of telling no one what happened to them. Some come forward for the first time when they are in their 40s, 50s, or even 60s. An individual who attended our Healing Service last September submitted a note that stated: “I have been suffering from mental, emotional, and physical abuse for so many years. Can someone help me? I don’t feel safe.”

The prevailing silence contributes to feelings of intense shame, guilt, and low self-worth on the part of victims of trauma. People may wonder why the victim would feel guilty or ashamed about something that was done to them, not by them. As one survivor of incest explained to me, until the abuser is named, the victim carries and owns the shame and guilt. Once others know about the abuser, the shame is shifted from the victim to the abuser where it belongs. Excerpts from the testimonies of three of the eight survivors who spoke at the Shofar Healing Service gives us a window into the feelings of shame, fear, and isolation born out of silence.

 

A 45-year-old woman: I was a college graduate. I was a nice, Jewish girl from Pikesville [Baltimore] who married her best friend’s brother, also from Pikesville. So how in the world could I be lying in the hospital emergency room with a broken arm, caused by my own husband? This kind of thing wasn’t supposed to happen to people like me. I was scared and embarrassed, humiliated, and so ashamed. I felt so alone, I just wanted to disappear. The physical pain didn’t even hold a candle to the mental pain I was holding inside. It was easier to keep that secret.

 

A 32-year-old man: I was first molested at the mikva when I was 4 years old….I was afraid to tell my father, so he never knew about it. It was like I had a Scarlet Letter on my forehead that said “easy target, molest me!” As a child, I was also molested by a female neighbor, my bar-mitzvah teacher, and while I was in yeshiva. Most of the molestations took place in a religious environment. [I was brought up to believe] that you should always have respect for your elders, that the Rabbi/teacher/parent/adult is always right. This led me to believe that I was the problem—It was my fault; I was bad.

 

A 65- year-old man: I didn't think that I was affected at all by these encounters with the rabbi and his friend, however 52 years later I realize that shame, embarrassment, and fear kept me from revealing the revered rabbi's insidious behavior. In fact, I could not speak out loud the name of the rabbi who molested me until I was 60 years old.

 

So many trauma survivors have expressed to me that perhaps even more painful than the original abuse that they have endured is the feeling that they were betrayed by the reaction of trusted individuals (parents, friends, rabbis, teachers) who were sought out for comfort, compassion, validation, support and guidance. The denial, silence and inaction on the part of trusted individuals give rise to profound feelings of being “re-victimized.” The emotional scars left by such re-victimization are often long lasting and more difficult to heal. A woman who was molested by her uncle over the course of two years beginning when she was ten, and who came to Shofar for services when she was in her mid 40s says:

 

For many years, I only told my closest friends about what had happened to me. The first time I told someone in a position of authority in confidence was to my rabbi when I was in my late 20s and already a mother. I went to my rabbi, whom I very much respected as a man of terrific judgment and integrity, and asked for help. He did not ask about me or my mental health, he didn’t pursue a line of questioning that might have led to accountability for my uncle, he didn’t even want me to upset my father by telling him the truth if there were some way that it could be avoided. I went back into the closet of my shame and closed the door.

 

Rabbi Dratch, in a 2006 article entitled “The Shame of It All: The Real Shonda in Revealing Abuse,” points out yet another way that victims and the entire Jewish community are harmed by silence, inaction, and feelings of betrayal by family and respected members of the community. He states:

 

Many [Jewish] victims of abuse are exploited first by their Jewish perpetrators and then are betrayed by the reaction of the family and community they thought would help them, nurture them, and find them justice. In many cases, these victims lose faith in themselves, in the community, and in God. Those who do not reject their Judaism find strength in their faith, despite all that has been done to them. But in many cases victims are disillusioned by the institutions and leaders they thought they could trust. Too many of them abandon mitzvah observance and their connections to the Jewish community are weakened. This is a real hilul hashem!

 

 

Perceived Barriers, Unique to Jewish Communities, to Revealing Abuse and Acting to Help Abuse Survivors

 

Concerns of Hilul Hashem

 

Rabbi Dratch addresses these concerns in “The Shame of It All” when he states: “this concern about protecting the reputation of God and the Jewish people by repressing public discussion of behaviors and actions that may be deemed a ‘shonda,’ scandalous and disreputable, may in fact itself be a hilul hashem. It is the abuser and not the abused that has committed hilul hashem, and it is those who cover up and silence victims, not those who seek justice and the protection of innocent victims that desecrate God’s Name.”

 

The Shonda Factor

 

 Individuals are often afraid to discuss abuse or to expose an accused abuser because of the potential harm to the perpetrator’s reputation. They fear that they and their families will be shunned or ostracized by the community. Sadly, this is often the case. Victims, and their advocates who do speak out, have become the target of verbal, written, and physical attacks. They are viewed as having brought shame to the entire community. The shonda factor is further intensified in some Jewish communities by the fear that speaking out about abuse may damage the possibilities of young people in a given family finding suitable marriage partners. All in all, these fears not only give rise to the silencing of victims but to the organized cover-up of dangerous situations and enabling of potentially harmful abusers.

 

Lashon haRa (Libel or Slander) and Mesirah (Informing Civil Authorities)

 

Some Jewish people attribute their silence and inaction in the face of abuse to their adherence to and understanding of Jewish laws prohibiting lashon haRa and mesirah. In his “Few Are Guilty” article, Rabbi Mark Dratch states that: “These principles, and others, are valid, essential principles of Jewish life and law and should be carefully observed by committed Jews. But all too often misplaced priorities and misconceived interpretations of Jewish law have trumped equally valid halakhic concerns for the safety and security of Jewish bodies and souls.”

In the same article, Rabbi Dratch eloquently expresses the ethical responsibilities of the Jewish people when those among us are suffering from the horrors of abuse. In expounding on a quotation by Abraham Joshua Heschel having to do with a Jewish response to evil (“Few are guilty, but all are responsible”), Rabbi Dratch states: “So, while a small minority of the Jewish community is actually guilty of perpetrating abuse and violence, the entire community is responsible to come to the aid of victims, to pursue justice, to demand accountability, and to protect the innocents of our community and the integrity of our faith.”

Many years ago, on a visit to the United States Holocaust Memorial Museum in Washington, D.C., I saw the following line: “Thou shall not be a perpetrator; thou shall not be a victim; and thou shall never be a bystander.”  The Museum’s website attributes the quotation to Yehuda Bauer, professor of Holocaust studies at the Avraham Harman Institute of Contemporary Jewry at the Hebrew University of Jerusalem. I do not in any way mean to equate the evils and horrors of the Holocaust with the evils of child abuse and domestic violence.  I do, however, mean to say that we as Jews cannot and must not stand idly by while some of our fellow Jews are suffering due to no fault of their own, but rather due to the fault of abusive people and silent bystanders. Historically we as Jewish people know all too well the consequences of silence in the face of human suffering. And abuse thrives in silence.

I challenge all Jewish communities to rebuild themselves as Healing Communities. Healing Communities say to those who are hurting among us that they need not suffer in silence alone any longer. We need to replace fear, denial, and silence with compassion and truth, and inaction will be replaced with action. We as Jewish communities will attend to the healing of all those who wish to recover from the long-term effects of abuse. We will commit to bringing the perpetrators of abuse to justice and to preventing them from hurting others. We can do this! We must do this!

 

For information about Healing Services and other Shofar or CHANA sponsored activities, contact Elaine Witman at [email protected] or 410-843-7582.

 

 

 

Campus Fellows Report: February 2018

To our members and friends, 

Our Campus Fellows throughout North America and Canada continue to develop meaningful programming that brings together a wide variety of Jewish students to discuss issues of relevance under the banner of our Institute. Please read about the many and diverse programs they are running and leading!

Rabbi Hayyim Angel

National Scholar, Institute for Jewish Ideas and Ideals

 

Marc Generowicz and Sarah Pincus, Binghamton

We hosted a discussion of the blessing, “SheLo Asani Isha” after reading Rabbi Avi Weiss’s piece on it.

 

Yael Jaffe, Brandeis

The Joy of Text LIVE went extremely well! It was a successful co-sponsorship between the Brandeis Orthodox Organization (BOO) and the Jewish Feminist Association of Brandeis (JFAB), which affirmed BOO's willingness to collaborate on and invest in compelling feminist content. 

 

In addition, I have continued coordinating Senior Mishmars, which has involved a great deal of helping individual seniors think through and prepare their shiur/speech. It has been extremely rewarding to see these students empowered to speak before an audience of their peers, imparting words of Torah and personal advice in the environment of the beit midrash.

 

Finally, I worked with the BOO education coordinator, Shira Levie, to organize a shiur from Rabbi Daniel Reifman from Drisha. I have also assisted with the planning of the YCT/Maharat Meorot Fellowship occurring at Brandeis as well. 

 

Albert Kohn, Columbia University

I am organizing an event with Professors Yonatan Brafman and Suzanne Stone about how we use traditional Jewish texts to discuss modern political questions. In a few weeks, I am hoping to recreate an event I did last year before my Purim Seudah in which we discuss the place of drinking in a religious context. 

 

Rebecca Jackson, Cornell

I am planning a women’s Purim experience with a women’s tefillah and Megillah reading, divrei Torah from women in the community and a matanot la-evyonim project for the local women’s shelter. Beyond this, I plan to continue to run Shabbat afternoon learning events (philosophy shiur on Levinas) and help facilitate participation in a new JLIC women’s learning and current events weekly event. 

 

Corey Gold, Harvard

Much of the funding this semester went toward funding an off-campus Shabbaton for Orthodox undergrads we just had this weekend. This was a unique opportunity for just the Orthodox undergraduates to spend quality time together. There were many opportunities for communal reflection and the sharing of divrei Torah, and Rav Dani led a text study on Shabbat afternoon.

We’re planning more programming for the rest of the semester, of course - continuing learning programs that we began last semester like “Lunch with Rav Moshe” (lunch and learns as Rav Dani give shiurim on Rav Moshe Feinstein tshuvot), semi-weekly mishmars, onegs, etc.

 

Ezra Newman, Harvard Law School

We’re running a similar slate of programming as last semester - 6 “lunch and learn” style learning discussions given by students at the law school. We’ve already had 1 this semester, given by Jesse Lempel, titled “The Ten Commandments and #MeToo”. The next one will be this coming Thursday - topic TBD (though presumably something related to Purim).

 

Eitan Zecher and Tova Rosenthal, University of Maryland

Our next program this semester is going to be a University of Maryland Sermon Slam. This is an art and slam poetry event with a Judaic theme. We have had this program the last two years and experienced great success with around 120 people showing up each time! We are still working on choosing a theme and date and when we do I will make sure to e-mail that information over to you. 

 

Zachary Tankel, McGill University

We have continued our Thursday Night Torah program, and this coming Thursday, we'll be holding it in a new community for the first time. Additionally, we're planning a few Shabbatons this semester, the first of which is happening this Shabbat. Atop of all that, we're also planning to start holding some lunch n learns. I'll keep you updated on everything that happens!

 

Sigal Spitzer, University of Pennsylvania

One program I am planning is with Rav Itamar Rosensweig. Lunch shiurim worked very well last semester so we are planning to cater a lunch and have 10-15 students come and learn. He wants to do it before Pesach so I will keep you posted!
 

Devora Chait, Queens College

We have held our third Pop-Up Mishmar, where we have two students each give a ten-minute mini-shiur followed by a discussion. Usually we discuss an article, but this time our conversation centered around Torah learning at Queens College: what we have now, what more we are looking for, and what we hope to build. In light of that discussion, we are preparing to launch a weekly Thursday Parsha chabura at a different student apartment each week, where students learn the parsha in advance and gather to discuss their questions and thoughts. The idea is to create a Torah-learning community, not necessarily one with polished answers or messages but rather one where students can be invested in their own Torah learning with each other. We are also set to run at least one more Pop-Up Mishmar this semester, but potentially we will run two or three more.

Raffi Levi and Benjamin Nechmad, Rutgers

We ran an event with Rutgers poetry professor Yehoshua November on Tuesday February 13th. Professor November read selections from his two volumes of poetry, God’s Optimism (a finalist for the L.A. Times Book Prize) and Two Worlds Exist (a finalist for the National Jewish Book Award and the Paterson Poetry Prize). November also shared some of the experiences and teachings that inspired him to choose a life rooted in the unlikely combination of contemporary poetry and Orthodox Judaism.

 

Asher Naghi, UCLA

We hosted Rabbi Menachem Leibtag for our mishmar program and hope to bring Rabbi Yitzchak Etshalom to speak about the Megillah in the next couple of weeks. We also hope to soon host a number of student taught mishmars in the near future.

 

Rachel Rolnick, Yale Law School

We have been running a Shabbat dinner & dialogue series, where Professors host students for Shabbat dinner, and we discuss Judaism and Jewish life at the law school. We will be hosting a Lunch & Learn seminar on law and Judaism later in the semester, as well as a lecture on the Bill of Rights and Religious practices.