וַיָּבֹאוּ בְנֵי-יִשְׂרָאֵל בְּתוֹךְ הַיָּם בַּיַּבָּשָׁה וְהַמַּיִם לָהֶם חוֹמָה מִימִינָם וּמִשְּׂמֹאלָם. - And the Jewish people went into the sea in dry land. (14:22)
This week’s parashah depicts the continuation of the 10 plagues and the actual Yetziat Mitzrayim (leaving of Egypt). The emotional richness of the story always strikes me, but as I was reading throughout the parasha this year two major ideas stuck out to me. The first comes in 13:8, commanding the people to tell their children of the work of Hashem. Here we have a clear indication of the importance of education and how essential history is to the Jewish people.
Limmud 2.0 - PJA's Adult and Family Education Project has gotten off to a nice start. Two programs that are in full swing now are Café Limmud and the Limmud 2.0 Book Group. These two programs are good examples of the wide range of programs we hope to offer throughout the year.
“I want the children to pray from their hearts, but I have a feeling I'm not able to bring them to true prayer. I know I'm doing something wrong, but I don’t know what else to do.” These are the words spoken by a primary school teacher in the joint education system for religious and secular children, and describes the frustration experienced by the teacher in prayers for the religious children.
From modern-day Maccabees to a competition for recycled menorahs, see what other schools are doing to make Chanukkah different and special at their schools.
Etan Weiss, Charles E. Smith Jewish Day School, Rockville, Maryland:
Blog #2: Finding the Right God Talk Speaker
A core part of our 9th and 12th grade theology program is to expose our students to speakers with a wide variety of answers to standard theology questions. As a coordinator of this program, the first natural step is to search broadly for and invite different types of Jews who span the denominational spectrum. But at some point, the students may want more than just a Jewish perspective. The questions that I want to raise this month are: