Tempe Educator's Column - October 2025

Teaching About Israel

My graduate thesis was all about how we need to bring our teaching about Israel in line with present realities, rather than merely teaching a dream of what we hope Israel could and one day will be. I wrote it having experienced the First Intifada firsthand, as my wife and I lived in Israel for the first year of grad school. I wrote having taught in schools where the lessons about the Zionist dream and the seeming miracles of Independence, and the Six-Day War and the mighty heroes of the State of Israel seemed to contradict what students were seeing on the nightly news. I wanted to teach our kids that we love Israel because it is our home. Its people are our family. No matter what, you stand by family, and you do that even while letting your family know you expect more and better.

In July I participated in a Jewish National Fund (JNF) Educators Mission to Israel. My goal was to learn with colleagues and figure out how we might improve how we teach about Israel in light of the events of the last two years. Same thesis, new reality. The object of the exercise to teach our kids to love Israel enough to engage in constructive dialogue about current events – and still love it after the conversation.

The trip was fascinating. I met a lot of people and heard a lot of their stories, some of which I shared at services a few weeks ago. I established a new network of colleagues who are wrestling with the same challenge: making a compelling case for Israel to our students in light of current reality. I did not come back with the golden ticket that will reveal all of the secrets of meeting this goal. I did come back with some ideas and some new friends to help develop them. I did come back more convinced than ever that the State of Israel is essential to the well-being and the basic Jewish identity of all Jews everywhere.

When Audrey and I lived in Jerusalem during the Intifada, we spent a fair amount of time in the Old City of Jerusalem and got to know a lot of shopkeepers in the Muslim and Christian Quarters. These were Arabs, Palestinians. It was during the first Intifada with its strikes, occasional terrorist acts and kids throwing stones. Nearly every shopkeeper we knew said the same thing. “We want our children to have a better life than we have, as we have a better life than our parents.”

I am certain that for all Israelis and for all Palestinians who are not a part of Hamas they want the same thing. And in their heart of hearts – removed from the immediacy of war – I believe they want that for each other.

A week after this issue of the Shofar is published will be the second yahrzeit of those who were killed during the Terrorist attacks from Gaza. Even more sadly, it may also be the second anniversary of the captivity of the remaining hostages from that day. I pray that they are able to observe that date from their homes in Israel. And I hope that all can soon be removed from the immediacy of war and return to making a better life for themselves and their children.

L’Shalom,
Ira J. Wise, Temple Educator

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 - 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 - 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 - April 2024

Full disclosure: I am a comic book fan boy. Always have been. I once had a subscription to the Legion of Super-Heroes. The new issue arrived by mail! (I am also one of those fan boys whose mother gave away the collection while he was in college. Sigh.) I still enjoy comics now and then, and I love all the superhero movies.

I have not given up my love of superheroes. As I have matured, I have learned that there are REAL superheroes. They rarely wear a cape, although occasionally they wear tights – even if they are not going to a yoga class. And while they cannot fly or stop bullets with their bracelets, they can make imaginations soar and help us feel stronger than ever.

I am talking about teachers of course. And because of who I am and where you are reading this, I am particularly talking about Jewish teachers. Our teachers do amazing things. If you have a child in our religious school, I don’t need to tell you about them. You know. If your kids are out of the house, or not yet old enough to join us on Sundays or Wednesdays, you have not had the pleasure of hearing kids running up to their parents in the lobby to tell them about what happened in their classroom or somewhere else in the building.

I have only been here since August, but I would be happy to sit down over a cup of coffee and tell you some great stories about Miriam Heyman (K), Karen Rabinovici (1st), Jack Brown and Lia Solomon (2nd), Lizzie Sharp (3rd ), Eli Buchdahl (4th ), Noah Tirschwell (5 th ), Danya DubrowCompaine (6th), Shelley Capozzi (7th) or Rabbi Moss (10th - 12th ) and the amazing experiences they have created for their learners. (I teach 8th and 9th , but I don’t like to blow my own horn.)

One of the things that helps make some of these heroes most effective is that they are members of the congregation. I have yet to hear something like “Hey Lauren! It is so cool that your mom is our teacher!” at TBT, but I have heard it often throughout my career, as I love to hire our members to teach.

Why am I telling you all of this? First of all, join me in shepping naches (being really proud) from all of the amazing things our fellow congregants are doing. Next, and just as importantly, please think about becoming a member of our team. Start by reaching out to me and we can talk about what being a teacher means, and what it can do for you. (All of our teachers do it because they love it – even though we do pay them!) We can dream a little bit together and I can help you develop some skills.

We do not look specifically for professionally trained teachers – although some of our teachers also teach in general education. We are looking for people who love kids and being Jewish, who are not overly shy and who are really good at listening. We are creating experiences where our learners can decide what being Jewish will mean to them, not just filling them with information.

Call me at 203-245-7028. Email me at rsdirector@tbtshoreline.org. Or just drop in. Teaching will be great for you and awesome for our learners. Capes and tights are optional. If you want a mask, we can talk.

L’shalom,
Ira Wise