Rich+Text+Protocol

Rich Text Protocol 1. Read and __Notice:__ Interest, surprise, puzzle, question, resonate, affirm 2. Sharing: What did you notice, without commentary (2 from each reading) 3. Check the observations: do they need context? 4. Interpret: decide together on 2 or 3 sections. Discuss them in depth 5. Perspective: Write individually about a big idea inspired by the selection and its conversation. 6. Share and challenge

Pekarsky/Reimer Notes: Pekarsky, chap 5,9,13 Reimer - 60-66, 77-81, 151-157

finding teachers. 125 "it would be much better if we had a pool of educators to choose from who ... came to us with a lot of educational sophistication and viewed teaching as their career rather than as an interesting interlude." "the school's weak financial base makes having a guiding vision that articulates its key educational aspirations all the more important." 126 "if ... suddenly you had all the money in the world, there would be a greater danger of losing focus, since even things periphereal to the central vision would be affordable."

128 "the range of kids that you're interested in is, in respect of ability, on the upper end of the spectrum.' 'yes.'"

letter 5 - pluralism. 53 "'the case of the teacher who personal pattern of beliefs and practice differs from that of his/her institution is an interesting one for people like me who believe that vision-guided institutions are important and that, at their best, their are staffed by educators who identify strongly with the institution's vision." 55 D is saying "there are many ways to interpret Torah, and there are therefore many authentic ways to live as a Jew within a Torah framework."

pluralism vs. "nondenominational" 55

58 "at the heart of our community is the idea that the religious life involves choices that are grounded in honest inquiry informed by study ... that how we understand ourselves and act as Jews should be of a piece with, with than set apart from, our lives as reflective people. People who engage in study and reflection may well come to different conclusions and make very different choices. And that's fine."

[ pluralism is a PROCESS ]

Pekarsky (Letter 5) Pluralism: · Torah study in a serious meaningful way means being open to the expanses of possibilities o Torah study as the ends, not just a tool o Studying torah vs. studying for Judaism · Approach to difficult texts that would respond to differences in attitudes and practices o Don’t patronize students o Thoughtful self examination

Reimer A Philosophy Choice: · Theology impacting pedagogy and teaching philosophy · No explicit judgment on religious behavior · “make Jews” not fight assimilation o locate oneself within the culture · Maximalist commitment to serious Jewish education (Jewish knowledge and practice) o Hebrew o Traditional Judaism o Link with spiritual tradition · Lack of a clear identity present problems o Not preaching to converted o Not filling informational gaps · Serious informed choice as emphasis “Mandatory Hebrew” as Social Drama: · Breach in general culture of congregation o Concern over “mandatory” nature § Way change was made § Intrusion of mandatory requirement in culture of choice § Insistence on knowing Hebrew as essential to being educated Jew § Construction of atmosphere of welcome and inclusion · Responses o Rearrangement of social relations § Establishing dialogue o Address the why bother questions § Resolution depends on people working through their feelings o Traditional approach to Judaism simultaneous to open approach to Jewish living 79 "at Temple Akiba a minimal disctinction is drawn between people who were born into or formally converted to Judaism and those who are part of a Jewish family and have chosen to be active in the synagogue even though they have never converted to Judaism."

in his [rabbi davidman] view, the educational task of the synagogue is not to fight assimilation, but "to make Jews" - to posivitely contribute to people's self-identification as Jews." 80" the educational approach is fully integrationst: the ideal is to live as a fully commited American Jew, who draws as much sustenance and guidance in secular life from ongoing practice and study of the traditions of Judaism. ... Alongside this minimalist approach stands a maximilast commitement to serious Jewish education."

maximalist/mimimalist tension

"presenting Judaism to a population that is not always certain about its own identity." 81

157 "Hebrew has become a core value of the curriculum. tested by the fire of protest, the RSC made accomodations to the protesting parents, but affiremd through dramatic action their and the board's commitment to this core value."