This post continues our Chanukah series exploring the idea that: “Jews stand for light in the darkness, and every Jew can rekindle the flame of another.” We are pleased to feature a range of respondents discussing how this concept “illuminates” their perspectives and work. Visit here to read the introduction to this series – and share your favorite educational practice that lights Jewish “sparks” in the next generation!
By: Amy Ament
Chanukah is not one of my favorite holidays. It comes at a time of year where I find myself (as well as my family and colleagues) at levels of peak stress (in part because we never know how to spell the English version correctly) and low sunshine and vitamin D. Not a great combination. This year, unique in its coincidence with Thanksgiving, Jews across the United States joined together to celebrate both holidays. The juxtaposition of the holidays creates a natural segue between gratitude and… what, exactly? What does Chanukah represent? In my mind, the story of Chanukah is fundamentally tied to teaching.
Etymologically speaking, Chanukah and chinuch (education) share a common shoresh (root): chet, nun, chaf. Chanukah is defined as “dedication,” as in the re-dedication of the Beit HaMikdash after the Jews vanquished the Greeks. At its core, the battle was about the continuity of Jewish identity. Professionals in chinuch, the field of Jewish education, to which many of us “dedicate” our time, energy and resources, strive, like the Maccabees, to transmit the spark of Jewish identity to future generations in order to light their flames of Jewish identity, Hebrew language, textual and prayer skills, among other things. Formal Jewish education has been shown to correlate with high rates of Jewish identity as an adult (including ritual practice, synagogue membership, connections to Israel, and in-marriage) ( Steven M. Cohen and Laurence Kotler-Berkowitz, “The Impact of Childhood Jewish Education Upon Adults’ Jewish Identity: Schooling, Israel Travel, Camping and Youth Groups,” United Jewish Communities Report Series on the National Jewish Population Survey 2000-01, 2004). Ensuring that our children receive the best education possible means having the most effective, passionate, skilled teachers possible – which means providing teachers with support and professional growth opportunities to become the best they can be.
In addition to Chanukah and chinuch, the name of the Biblical figure Chanoch also shares the same root (chet, nun, chaf). Upon close examination, the story of Chanoch sheds light (appropriate, considering the holiday) on what we can learn about the connection between chinuch and Chanukah. In retelling the lineage of the generations between Adam and Noah, the narrative that describes Chanoch deviates from the formulaic recounting of the others in two ways. First, it twice mentions the phrase, “… And Chanoch walked with Hashem” (Bereishit 5:21-24). Second, his life span was significantly shorter than the others before and after him – in fact, it says “Hashem took him.” The Rabbis are troubled by this, as they equate lifespan with righteousness. Thus, how does the “walk[ing] with Hashem” part coexist with Hashem taking him early (presumably for being unrighteous)?
According to Rav Shimshon Refael Hirsch, Chanoch:
“…sought to refine himself to walk with the Lord; for this reason he distanced himself from the masses – either out of fear, or out of disdain. But seclusion and isolation are not the Jewish way…” (Commentary of Rav Shimshon Refael Hirsch, Bereishit 5)
We might infer from this explanation that there is an aspect of communal engagement and responsibility that Chanoch should have embodied, but did not.
I’d like to propose that tying these themes together, we get a vital formula:
Communal responsibility (Chanoch) + dedication of resources (Chanukah) = stronger teachers and a stronger field of Jewish education (Chinuch).
In other words, dedicating communal and philanthropic resources to supporting the professional growth of beginning teachers can translate into truly effective teachers who ignite continued Jewish engagement in the next generation. At the Jewish New Teacher Project (JNTP), we have seen over the last decade that investing in our teachers – both our newest teachers and our veteran teachers as mentors – does indeed have significant long-term results: for our teachers, our schools and, most importantly, our children.
The guiding principle found in Mishlei (Proverbs), chanoch l’na’ar al pi darko, reminds us of the need to educate each child according to his or her own way. A la Chanoch, let’s remind ourselves of the communal imperative to educate each TEACHER according to his or her needs.
On this Thanksgivukkuh, let’s give thanks to the dedicated and committed teachers among us, both those who help kindle our children’s Jewish pride and identities and those who teach them the skills to become successful, contributing members of the secular world. Next, let’s dedicate ourselves to working together as a community – parents, funders, schools and service providers – to ensure that all teachers get the support they need and deserve – early in their career, and beyond – so that our children can get the education they need and deserve.
Amy Ament is the Associate Director of The Jewish New Teacher Project (JNTP), which partners with schools to train mentors to support new teachers in their buildings. She is also an Adjunct Instructor in the Education Department at Stern College for Women. For more information about how the Jewish New Teacher Project supports novice and experienced teachers, please visit our website at www.jntp.org or contact Amy at aament@newteachercenter.org.
AVI CHAI concluded its general grant making on December 31, 2019.