Educator's Column - Summer 2025

This past weekend (June 21-22), my flight to participate in the Jewish National Fund Educator’s Mission on July 13 was cancelled due to the airport in Tel Aviv being closed because of the war with Iran. While I am working to get the airfare refunded, I am still hopeful that the war will end in time for me to go. Of course, hope is not a strategy.

As I write, October 7th was 625 days ago; I know that many of us at TBT have been watching the events in Israel and Gaza with concern, hope and compassion that is now compounded with the war with Iran. These emotions intensify. We each bring our own perspective to our emotions. Your feelings are yours alone. We should have conversations about them – that is part of a healthy process.

The idea of the mission I was to attend was to learn alongside other synagogue educators and explore how we might do better at teaching about Israel than we already do. Israel has been a core Jewish value for my entire personal life and for my professional practice since I first worked in a classroom as a 9th grade aide.

I believe that we need to teach our children the dream of what Israel can be and what led to the creation of the modern state. Theodor Herzl saw it as a home for our people, who were seen as outsiders, despite being citizens of the countries in which they lived. Ahad Ha’am described the dream as a center and source of Jewish culture for all of us. Ze’ev Jabotinsky saw it as a place where the Jewish people can be strong and defend themselves against all who sought to destroy us, and A.D. Gordon described a place where we could get our hands dirty in the soil, bringing life to an arid place. These are just a few of the ideas.

I believe in a developmental approach to learning. We are ready to explore topics in different ways at different times in our lives. So, we should revisit them, applying our experiences and ideas that we have developed since we last talked about them. We might think about God, for example, differently at 39 than we did in third grade – which is when we do our first deep dive into theology at TBT.

In the younger grades, we are teaching our kids about the dream of Israel and introducing parts of Israeli life and culture that will help them to learn, to connect, and perhaps even love it. As they get older, and develop skills in pulling apart complex issues, we get into the ideas that keep some of us up at night or cause flights to be cancelled.

I invite you to take advantage of the opportunities TBT will be offering for adult conversations around Israel and current events. I ask you to have real conversations about it with one another and with your kids in a way that makes sense for you and them. I want to gently remind everyone that even if our opinions on how to approach Israel may vary widely, we are all a part of the same Jewish family. We need to remember we are talking about people in our family. Our children will learn from our example, both in what we say about Israel and how to say it to one another and to people outside the Jewish community.

L'shalom,

Ira Wise

Hebrew Matters: Temple Educator's Column

When Mishkan Tefilah – our current siddur was shared in prepublication in 2005, we were told it was going to include transliteration. That is to say that along with the English and the Hebrew, there would be Hebrew written phonetically with English letters. Apparently, a great deal of research had revealed that many adults, who had forgotten or never learned Hebrew, felt infantilized when attending services. This was meant to solve that.

I, and many of my colleagues (educators, rabbis and cantors) objected. We felt that if everyone could rely on the transliteration, no one – especially kids – would invest the effort and time in learning to actually read the Hebrew. The editorial committee of Mishkan Tefillah responded by offering an option that is NOT transliterated. That is the light blue version you see in the hands of our students.

Reform Judaism is about having personal autonomy over our Jewish practices. If, after careful study and reflection, we find that a particular practice is not meaningful, we can choose to set it aside. And if we find another practice particularly meaningful, we can embrace it. We have choices.

I believe that Hebrew is a very important part of our heritage. I remember learning with a rabbi who had been a frequent visitor to the Soviet Union in the 70s and 80s. He would smuggle in bibles and Hebrew books for Refuseniks who were trying to teach Judaism in spite of the laws against it. He was asked to travel to Siberia and check on the wellbeing of someone there. After a 21-hour train ride, he found a pay phone and called. The person on the other end did not speak English. The rabbi spoke no Russian. He tried Hebrew. The Refusenik asked in Hebrew “How did you find me?” And in Hebrew the rabbi answered, “There are people in Israel and the United States who were worried about you.”

Without Hebrew, that man might have been lost to us forever. He emigrated to Israel in 1987. Our current Hebrew language curriculum focuses on reading the prayers we regularly say or chant in Hebrew. Our kids learn a vocabulary of approximately 350 words over the course of five years. And they learn a lot about the meaning of those prayers – even if they cannot readily translate them word for word.

During the next several months, I and some of the members of the Curriculum Working Group would like to speak with you who are willing. We have some questions about what you think is important – or not important – about what Hebrew our kids will learn. Whether you have a child who is, or soon will be- in Religious School, or not, our school should reflect the values of the whole congregation. Please reach out to me at rsdirector@tbtshoreline.org or give me a call. We will have some group conversations as well as one-on-one meetings.

L’Shalom, Ira Wise, Temple Educator

Religious School Enrollment 2025-2026 Enrollment will begin May 19, 2025. If your child is currently enrolled in Religious School (and not graduating High School) , they will be automatically re-enrolled for the fall! You will be sent a link to a form that will ask about your child’s specific needs and your hopes and dreams. You will be billed for tuition through Shulcloud in the early Fall and you will be all set! If you have children who are of school age and have not yet enrolled, we will send you a form the week of the 19 th and will follow up with you then.

Temple Educator's Column - April 2025

AHA! You Can Make Pesach Amazing!

I once published a monthly pullout section in a printed temple bulletin. It would teach the basics of a holiday, a section of the prayerbook, segment of history or lifecycle ritual. The idea was to give people – especially parents – the tools to talk confidently. (If you would like us to do something like that, please let me know!)

One feature of each issue were the At Home Activities or the AHA section. With Pesach coming in less than two weeks, here are some AHAs and one ATA (At Temple Activity) to help bring more joy to your Pesach:

• AHA: Host a Seder. It is not as difficult as it sounds. And it is ok to ask guests to share in the cooking and/or planning the Seder. Make it a team activity! There are many different Haggadot available. More than 3,000 versions exist, and you can make your own as well. Recustom.com is a great resource. Or speak to me and I can help.

• AHA: Place a piece of paper and a pencil next to each plate at your Seder. Ask each person to write down a Passover-related question. Read the questions out loud, and as a group, try to answer each. You might end up creating your own Midrash!

• AHA Do spring cleaning in your home before Pesach.

• AHA: Conduct a ritual search for Hametz. Bimbam has a short video to get you started.

• AHA: Try converting a favorite recipe for Passover (matzo pizza, matzo lasagna) OR look online for the wonderful variety of recipes available! Tori Avey, Delish, and The New York Times are just a few ideas. Of course, there is no shortage of cookbooks to be had, including in the TBT Library!

• AHA: Make a Miriam’s Cup and include it in your Seder. Miriam’s Cup is a new ritual object that is placed on the seder table beside the Cup of Elijah. Miriam’s Cup is filled with water. It serves as a symbol of Miriam’s Well, which was the source of water for the Israelites in the desert.

• AHA: Create matzo covers out of cloth napkins or handkerchiefs with fabric paint and other craft items.

• ATA: Join us at TBT for the Temple Seder on Friday, April 18 and let’s celebrate together! I invite the kids to help me lead part of the Seder – more to follow in the Religious School blast.

Do you have some of your creative ways to celebrate? Please let me know and I will share them further! Chag Sameach! Happy Pesach!

L’shalom,
Ira J. Wise, DJRE, RJE
Temple Educator

Temple Educator's Column - March 2025

What’s in a name?

Most of us remember Juliet answering her own question: “That which we call a rose, by any other name would smell as sweet.” She was of course trying set aside the conflict of dating someone from a family house at war with her own.

Judaism actually says names are really important. They can tell us a lot about where we came from and who our parents hope we will be.

Often our first names are chosen to remember someone (living or dead, depending on your family background) about whom our parents felt strongly. Perhaps they hoped we would grow to develop similar positive traits as our namesakes. And of course a Hebrew name includes the names of our parents, declaring our connection to our families.

The world of marketing also says that names are very important and need to be chosen with some care. That a name is a central part of developing a brand identity and making sure people remember to buy YOUR product. In the 2016 film The Founder, Michael Keaton plays Ray Kroc, the founder of McDonald’s. He is explaining to Dick McDonald, one of the brothers from whom he bought the original company what he was paying for. “It’s the name. That glorious name, McDonald’s. It could be, anything you want it to be...it's limitless, it’s wide open... it sounds, uh... it sounds like... it sounds like America.”

When we change the name of something, we should be very certain about our reasons for doing so. In our religious school, we have referred to our classes in the same way as they are in most non-religious settings: Kindergarten, First Grade, Second Grade and so on. Nothing wrong with that. Kids know what grade they are whether they are at their five day a week school or at TBT.

What if we could change that in a way that sends the message that they are in a different place than their “regular” school? What if we could reinforce the values of TBT a little more just by how we name things?

Our Curriculum Working Group is moving into phase two of our work. Hebrew is at the top of our agenda. (If you would like to join us, please call or email me!) And our Education Committee has taken the first step.

Beginning this fall, we will use Hebrew names for our classes – although we will have a “soft-open” beginning now. Click here to see a chart of the new names!

It will teach a little more Hebrew, declare that we care about Hebrew as Jewish value AND it may make this place a feel even more distinct from “regular” school.

The picture on this page is the clock on the roof of the Jewish Community Building in Prague in the Czech Republic, which is across an alley from a synagogue built in the year 1200. The Hebrew letters on its face make it clear that this is a place operating in Jewish time. If you look closely at the letters, you will realize that it actually works in a counter-clockwise fashion, as Hebrew moves in the opposite direction as English. It sets a definite tone, as will the change in class names. I invite you to change how you refer to our grades at TBT. See if it feels different to you!

L’shalom,
Ira J. Wise, DJRE, RJE
Temple Educator

TEMPLE EDUCATOR'S COLUMN - FEBRUARY 2025

Which Truth Do You Mean?

There has been a lot of talk about the truth – or lack of it – in the news. People talk about “the big lie” and disagree about a variety of events of the day. Seen from various perspectives, it is hard for many to believe that so many can disagree on what seems to be the plain truth, based on what we can all see with our own eyes. These are troubling ideas that are dividing us one from the other. I encourage everyone to try and imagine perspectives different from our own and remember they are held by members of our community, even our own families. We have to figure out how to move forward together. I am not going to discuss that here though.

This is not just a current events story. I cannot remember a year when a learner – sometimes an adult, sometimes a youth – has not asked me or one of the rabbis “Are the stories in the Torah true?"

The answer to that question is another question: “What do you mean by true?” To be fair, my answer is different from the one you might get from an Orthodox teacher.

Until the mid-nineteenth century, nearly all Jewish thinkers and rabbis accepted that the Torah was written word for word, letter for letter by God – or at least dictated by God to Moses. So, the answer from the Orthodox perspective is “Yes. The Torah is true. It all happened.” There are of course many orthodoxies, not just one monolithic uniform movement. There is a fair amount of nuance that should be in that discussion. By and large, though, if the Torah is actually directly from God, then the Mitzvot are not just a good idea, they are the law.

From a Reform perspective, I suggest that there is truth and there is Truth. The first, with the lower case “t”, refers to historical accuracy. About 150 years ago, a number of biblical scholars – both Jewish and Christian – looked closely at the Hebrew text of the Torah. They noticed that in some sections, God was Elohim. In others, God was Adonai. There were several almost duplicated sections. In the midst of conversations between God and Moses, Aaron would simply appear and disappear. And the entire book of Deuteronomy seems to repeat much of Exodus, Leviticus and Numbers – although many of the commandments are stricter in the second version.

The scholars concluded that there must have been more than one – at least four – different authors involved in the writing of the five books of Moses. This was called the Documentary Hypothesis. And if humans – even if Divinely inspired – wrote the words, then the Mitzvot become more or less guidelines for behavior. And this is the core difference between Reform and Orthodoxy (although there are others). Based on this, I would suggest that the Torah is not a great source of historical accuracy. I see it as our people’s record of how we perceive our origin stories.

I will say that I believe that the Torah is filled with Truth with an upper-case “T.” It teaches us how to be Jewish. It teaches us how to embrace what we have come to call Jewish values like Kehilah (community), Kavod (respect, honor), Kedushah (holiness), Savlanut (patience) and Sovlanut (tolerance), to name five out of dozens. It teaches us that we are each created in God’s image, so we must treat one another with the same respect we have for God.

My friend and teacher Joel Lurie Grishaver once taught me that he believes that the Torah was written by humans. And they wrote exactly what God wanted them to write. So that leaves it in our hands. Coming from a human source, we each get to choose how to be Jewish, which values to embrace. Coming from God, filtered through humans, we must remember that we must not choose “none of the above” when it comes to values. We can handle the Truth.

L’shalom,

Ira J. Wise, RJE

Temple Educator

Temple Educator's Column - December 2024

The TRUE story of Chanukah

The difference between Jewish and secular calendars this year means that Religious School is not in session for Chanukah. We adapt. And that to me, is the lesson of Chanukah – and of the Jewish people for that matter. We survived nearly 2,000 years of exile and being kicked out of nearly every country and city state in Europe – not to mention the Roman empire, the Crusades, the Inquisition and the Holocaust – by adapting. We continually find ways to not simply survive, but to thrive and find new joys in living Jewishly.

I am going to share some historical accuracy with you now. Do not confuse that with Truth. Truth is what we believe in our hearts. Sometimes it is informed by historical events. Sometimes by our beliefs. If hearing something different about Chanukah will disturb you, I urge you to scroll to the next article. This is not something that you NEED to know.

Still with me? Judah and the rest of the Maccabees were real. We have lots of contemporary evidence. It is extremely unlikely, however, that any of them ever heard about a little jug of oil that burned for eight days. The first time we hear that part of the story is in the Babylonian Talmud, written 460-660 years after the actual events.

In the First Book of the Maccabees, written just four years after the war, the dedication is celebrated for eight days just as the original temple dedication under King Solomon and dedication of the tabernacle in the wilderness with Moses, Miriam and Aaron was held. And Judah declared all Jews everywhere should celebrate each year.

Forty years later, it seems that Jewish communities outside of the land of Israel were not celebrating Chanukah. So, a Second Book of Maccabees was written. “They celebrated it for eight days with rejoicing, in the manner of the Feast of Booths, remembering how not long before, during the Feast of Booths, they had been wandering in the mountains and caves like wild animals.” It seems the holiday soon gained traction in the diaspora communities after that. Still no oil though.

One hundred and ninety or so years after the original events, Flavius Josephus describes the first Chanukah. Josephus had been a Judean general in the war against Rome that resulted in the destruction of the second Temple in Jerusalem in 70 C.E. He went over to the Roman side and spent the rest of his life writing about Jewish history and customs. Historians believe that he was trying to create an image of the Jewish people in the minds of the Romans that would lead them to think we were not a threat and should leave us alone. He wrote: “Judah celebrated the festival of the restoration of the sacrifices of the temple for eight days, and omitted no form of pleasures…” A very Roman type of simcha.

Finally, Pesikta Rabbati is a collection of Midrashic tales written in the land of Israel in the 8th or 9th century CE. while the land was under Muslim rule. In it we read “When they entered the Temple, they found eight rods of iron (spears), which they hollowed out and then kindled wicks in oil which they had poured in the grooves.” This version reminds us of turning swords into plow shares – making weapons into tools of peace. A good metaphor while living under foreign rule.

So too, the Talmudic story of the oil teaches those around us that we are not looking for a fight. God made the miracle of the oil and the victory of the few over the many – not humans. We celebrate God and our faith not war.

In each case, we adapted. In each case we recast the story in a way that gives us reason to celebrate. I am not debunking the story of the oil and its miracle. I am saying we have four more facets to the jewel that is Chanukah. They are ALL our stories.

And I am sticking to them. I invite you to join me. No need to tell the young kids just yet.

L’shalom,
Ira Wise, Temple Educator

Temple Educator's Column - November 2024

From the Education Center

TBT's Religious School curriculum is built around Jewish values, beginning with those in our temple mission statement. That value is Kehilah – community. We have a wonderful faculty; a few being members of TBT. Half of them are undergraduates who bring a youthful energy that is contagious. We are lucky to have them all. Even so, I would like us to develop a new muscle in our Kehilah Kedoshah – our sacred community. I invite every adult in our congregation to give serious thought to the idea of becoming a teacher or a substitute in our Religious School. Maybe not right away, but soon.

 Throughout my career I have preferred to hire members of the congregation whenever possible. You bring a sense of ownership, of long-term commitment to this community. And you bring something to our kids that is unique. You serve as a special kind of Dugma – a personal example. And that – Dugma – is another one of our values. Dugma sometimes results in one kid saying to another, "Wow, Cooper! It is so cool that your dad is our teacher!"

I have been so grateful and proud that so many temple members joined the faculty. When members become teachers, the village really does raise our children. And it makes us all feel even MORE engaged. I invite you to become even more hands on, my fellow villagers. This is not solely - or even primarily - a request to our members who are educational professionals. Two of the best teachers I ever worked with were not professionally trained teachers.

 Sy Bierman was my Religious School classmate. He was a treasury agent by day, pursuing counterfeiters, among other financial crimes. He was our fifth-grade teacher and he was amazing. He was so amazing that parents began demanding he teach their kids. When I graduated college and joined the faculty, another teacher and I were each assigned one-third of the year with different groups of 8th graders, just so that every 8th grader would have part of the year with Sy. I was proud to call him my teacher and my colleague.

 Mort Wolin was one of the first teachers I worked with as a temple educator. He was in sales. He was a very soft-spoken gentleman whose grandsons were in our school. He was also the sole Jewish survivor of Baronovich, Poland. The leaders of the Jewish community were able to get a single visa from the Nazis in 1940. They chose to give it to him and send him to America because he was the valedictorian – their greatest hope for the future. His experiences in Poland, being a father and grandfather and his career in sales made him a great teacher. He loved

Judaism and transmitting it to the young, and as a good salesperson, he knew to listen as much or more than he spoke, giving his students agency and encouraging their curiosity.

Many years ago, Eric Yoffee, then the President of the Reform Movement (URJ), declared that the path to synagogue leadership should pass through the classroom. Moreover, he said that we all need to take a more direct role in the education of our congregation’s children. There are some synagogues even smaller than ours that require new members to take a turn as a teacher.

Please consider taking yours. And we are still looking for classroom support right now. Call me. Email me. Let’s help our youngest villagers grow and take their places among us.

L’shalom,
Ira Wise
Temple Educator

Temple Educator's Column - October 2024

From the Education Center

This month we will all spend a lot of time thinking about (and hopefully doing) T’shuvah - repentance. The High Holy liturgy and all of the practice surrounding the Days of Awe demands that we atone, we change our hurtful behaviors and seek to make restitution with those we have wronged. Remember this for a moment while I digress, please.

When I started working in the religious school as a ninth grader in Chicago, they called me an aide. By the time I became a teacher eight years later, we were calling teens doing this work Madrikhim. (A boy was a madrikh and a girl was a madrikhah.) It means “leader or one who shows the way.” It was a good name. And that was what we were calling them here at TBT through last May.

Hebrew, like French and Spanish, is a gendered language. It is simply how it developed from ancient times. And I am sure you are aware that the language surrounding gender in our society has become very fluid and somewhat complicated. When we get it wrong – in the eyes of the person about whom we are speaking – we may cause pain, harm, and even alienation. It does not matter that we did not intend to do so. The impact of our words matter.

This past spring the Education Committee had a discussion about this and came to the conclusion that we need to do a bit of T’shuvah. It is entirely possible that we have not had a single madrikh or madrikhah who identified as non-binary. It is also possible that we might have, but the titles we used for teens who just wanted to connect and help teach kept someone away who did not identify as male or female. We may be lucky and can fix the language before someone feels that their temple does not have a place for them in this role.

So, the committee has changed the name of the group to the Hadrakhah Team. Hadrakhah means “leadership,” so the basic intent is the same. These teens are still showing our younger learners the way to go forward. And we will call them Hadrakhahniks – a word that is a bit of mixed language salad, but a word pioneered by the Kibbutzniks! It will take time to wrap our tongues around this change, but it gives us the opportunity to be as welcoming as we have always tried to be.

L’shanah tova u’metukah and G’mar Chatimah Tovah,

Ira Wise
Temple Educator

Temple Educator's Column - September 2024

From the Education Center - Let’s Play Two…

The summer of 2016 was amazing for me. In our family we had new jobs, a high school graduation and the last child was off to college. Special for us, but most of you have those things happening as well. If not that summer, then another. Those of you that know me are aware that summer was amazing for me in particular for one other reason: The Chicago Cubs.

My Red Sox fan friends chortled “Now that we’ve had a few World Series, it might as well be your turn.” And I remind them that Red Sox have NEVER been the longest suffering team in baseball. They missed that honor by ten years. And in 1918, they beat…the Cubs. But I digress.

My beloved team was in first place the entire season. They last did that in 1969, and Mets fans know how that turned out. I digress again. I mention this here because I need to explain the baseball bat I have hung in my office. It is a metaphor for Jewish learning.

The bat is signed by Mr. Cub, Ernie Banks, one of the heroes of my childhood and was a gift to me from my previous congregation on the occasion of my 10th anniversary as educator. Whenever someone said “Hey Ernie! It’s a beautiful day for a ball game!” he would respond: “Let’s play two!”

I would tell this story whenever teaching about the Yotzer or Ma'ariv prayers. These are prayers we say as part of our regular worship service, praising God for creating the world in which we live. (We say Yotzer in the morning and Ma'ariv at night.) I would explain that Ernie believed that when it is a beautiful day, we need to show God our appreciation by doing the things we love best and by sharing it with others we love. For Ernie it was playing baseball and sharing it with all of Chicago. I was fortunate enough to meet him in the 80’s and confirm that is what he meant.

So what does the bat have to do with Jewish learning? Jewish learning – doing it myself or facilitating it for others – is the thing I love doing best. Ernie’s bat reminds me that no matter the weather outside, it is ALWAYS a beautiful day for Jewish learning.

Whatever your age it is a beautiful day for Jewish learning.

Our Preschool gets fully underway on September 3rd.

Religious School begins on Sunday the 8th.

The Curriculum Working Group and the Education Committee have been working through the summer to imagine what that will look and feel like.

Torah Study has been continuous, and the Program Committee just arranged for our wonderful Scholar-in Residence who will be coming the first weekend of December.

When it comes to Jewish learning, let’s play two!

L’shalom!
Ira Wise

Temple Educator's Column - Summer 2024

Our first day of classes will be Sunday, September 8!

Returning Students are enrolled for Religious School already!

We are doing enrollment for returning students a little differently this year. We are assuming they are all coming back, so we are saving you the hassle of filling out a lot of forms with information that is the same as it ever was.

You should have already received a personal email from me where I will explain this more fully. And I will ask for some information we may not already have, like your child’s Hebrew name, any new information about special learning needs, changes in the family, etc.

Billing happens later in the summer and will happen automatically. If for some reason your child is not coming back to us, that email will explain the process for making that happen as well. It is important to know how many students we will have in each grade as early as possible, so we can make sure to have the correct number of trained teachers!

For children who have not been enrolled in Religious School before…

We will need you to complete a basic form in addition to the one described above. If you have a child who is ready to enroll for the first time this fall, and have not gotten an email from me, I apologize. We are still getting some of the kinks out of our new data base. Please reach out to me at rsdirector@tbtshoreline.org

And we are still looking a for a few good people…

Each year, we find that a few of our wonderful teachers move on to other amazing things. We wish them well! At the same time, we have lots of amazing kids who need teachers to create wonderful learning experiences.

There are three requirements for all of our positions, and one additional requirement for some our positions. To teach in the TBT Religious School you MUST:

1. Love being Jewish and have or develop a passion for transmitting that love to others.

2. Know how to listen. Teaching is as much about listening to our kids and hearing what is on their minds and in their hearts. There is no need for lectures or speeches!

3. Like kids!

Some of our teaching roles require some level of Hebrew skill as well. The more the better.

If you are a professional educator, that is wonderful, but it is not required. We have a temple educator whose job is to help teachers develop a teaching repertoire. If you are very knowledgeable about Judaism and all of the topics that entails, that is wonderful, but it is not required. I can help you with that.

We have amazing teachers who come to TBT just for Religious School. We also have amazing teachers who are members of TBT and serve as living examples. Please contact me at rsdirector@tbtshoreline.org or on my cell 203-727-2831. Let’s talk about what being a teacher might be like for you. And if you are only interested in getting your feet wet by starting out as a substitute, that would also be amazing. Reach out, please.

L'shalom,
Ira Wise