The Binding of Isaac

Rosh HaShanah is a complicated holiday that mixes themes of teshuvah (repentance), justice, creating new beginnings, and celebrating God’s creation. It seems fitting that on the second day of the holiday, we sit down to read an equally complicated text during the Torah reading.  The Binding of Isaac, or Akedat Yitzchak, has a simple connection to Rosh HaShanah. Abraham, in the end after encouragement from an angel, sacrifices a ram instead of his son, and it is from this animal that we most frequently use the horns for a shofar.  The text, however, is so much more than just this simple connection.

If we were to gather together a group of Schechter middle school students and ask them to help us understand the text, the conversation might go something like this.

“Gee, I wonder what Isaac was thinking on his way there. Abraham has all the tools for a sacrifice, but no animal. What could he have been asking his father?”

“I’m sure that it was awkward. I remember in Lower School learning that God was testing Abraham. Did he pass the test?”

“I’m thinking that Abraham was also testing God by going forward with sacrificing Isaac. Didn’t he spend a lot of time arguing with God about the fate of Sodom and Gomorrah? Why didn’t he do that this time?”

Their teacher might point them towards the second sentence of Genesis 22 and ask them what seems unusual. Their response might be:

“Why doesn't it just say take Isaac? The text is missing details in so many places. Why does it have them here?”

Obviously, the conversation in class continues. Students may be challenged to write their ownmidrashim (stories of interpretation) to help fill in the gaps or explore the words of a modern or traditional commentator to see what additional insight can be gained.

This kind of active dialogue with text emphasizes the critical thinking skills that are reinforced throughout the Schechter curriculum. It blends a respect for our traditions and our sacred texts with our students’ natural curiosity and encourages them to ask questions that dig deeper.

When you sit down in shul next week, see if you can call upon your inner Schechter student (or the student sitting next to you) and begin your dialogue.

Shabbat Shalom v’Shanah Tovah u’Metukah,

Dr. Ari Yares
Head of School

Better Together

Schechter students like to ask questions. Sometimes, the questions are factual, like “who signed the Declaration of Independence?” Sometimes, the questions involve the synthesis of ideas, like “what would happen if I mix these two chemicals together?” Sometimes, the questions are evaluative, like “what did you think of this project?”  And sometimes, the questions are the beginning of a relationship.

These kinds of questions were brought to the Stone Gardens Assisted Living Facility by our seventh graders. Each of them paired up with a resident and started asking questions about careers, family, and personal likes and dislikes. And, of course, the residents started asking questions back. There were smiles on the faces of the residents and pride coming from our students as they confidently interacted, even in the face of residents’ complications like hearing and memory loss. They treated each resident with incredible kindness and compassion.

Eventually, the pairs took turns introducing each other to the larger group based upon the conversation. It truly was a magical moment made possible by the power of our students’ inquisitive and empathetic minds. Our students demonstrated great interest in the residents and vice versa creating joy for both groups.

This year, thanks to a special two-year grant from the Legacy Heritage Foundation, we have expanded our partnership with Menorah Park and are deepening our commitment to Tikun Olam (repairing the world). Teaching the value and importance of Tikun Olam is an integral part of the curriculum at Gross Schechter Day School. We stress the importance of giving back to our community, both as Jews and citizens. Throughout the year, we will be visiting Stone Gardens and residents will be traveling to Schechter for special programs like eating in the sukkah and marking Veteran’s Day. Our classrooms will feature discussions on aging and text study of the mitzvot that encourage us to make the world a better place, as well as opportunities for reflection on their interactions with the residents. Our students are learning the importance of honoring the elderly and bikur cholim through action and study.

Sometimes things truly are better together.

Shabbat Shalom,

Dr. Ari Yares
Head of School

Solving the Dunk Tank

The dunk tank works using basic physics; hit the target with enough force and Dr. Yares goes for a swim.  A few of our students at the Rib Burn Off had the skill and power to hit the target and dunk me into the tank. Most, however, tried but missed the target all three times. One enterprising 1st grader decided that there had to be a better way to get me wet and walked up to the target, pushed on it and I plunged in to the cold water.

She may not have had the most orthodox approach to the dunk tank, but she certainly still managed to get me wet (a point which she proceeded to share with everyone at the Rib Burn Off)!  She saw a problem and, realizing that she could not achieve her goal through traditional means, determined an alternative path to success.

Problem-solving involves a combination of creativity and critical thinking, and often collaboration and communication, since most problems require working with others.  These are skills that we want Schechter students to use as they approach each problem in their lives, much like this particular 1st grader did.

It doesn’t matter if the problem is understanding a tefillah (prayer) or a complicated word problem, the same skills come into play time and time again. We want our education program and each child’s experience at school to promote these skills, so that when they are faced with a challenge, like "how do I get Dr. Yares wet?", that they are able to look beyond the surface solution to a path that gets them where they want to be.

Shabbat Shalom,

Dr. Ari Yares