What Judaism is?

Judaism as a religion: what a Jew believes?
Principios Fe How is Jewish religion practiced?
Mitzvot, ejemplos diarias, weekly, holidays, life
Role of the land of Israel
Other components of the Jewish identity: culture.
Ethnicity Ashkenazi and sefaradim…
Denominations, examples of differences women,

a) Religion (God, Ethical Monotheism, Covenant
of Sinai, Revelation, Torah and
b)But: How is a Jew? A) Ethnic Group – People –
Race B) Conversion. Is faith and observance
c) Traditions and Customs. Sefaradim,
Ashkenazik Jews, etc.
d)Land and political autonomy
e) “Culture” (Ideas, values, etc).
f) Language

incorporeal. no new Torah. Role of women Prayer. Israel Retention. 2)Prophets and prophecy. Shabbat. indivisible. Evolution – Rabbinical Judaism . Eternal. no ) 1)God: Creator. Stopped  Rabbis 3)Moses greatest prophet 4)Torah is from heaven. compilation Maimonides. 5)God is omníscient and divide providence (God cares) 6)Punishment and Reward 7)Messiah will come 8)Resurrection of the dead Elohim. kashrut What Jews believe Practice – What we do (code of law. commandments 613. tradition. Torah (revelation). views. voice of God. no intermediaries. evolution (Oral Law). no creed. Judaism as a Civilization (all the above + evolution). mitzvah Denominations.  Family Some principles of faith (discussion. more important than faith).

synagogue.  Tzedaka (10-20%. fire. some animals (Mamals (chew their cud. doesn’t rely on love or feelings).  Talmud Torah 2) The week:  Shabbat – Sabbath: Different day. minyan  Blessings  Kashrut: Not health (myth) but holiness.Torah – 5 Books of Moses Talmud – 2nd to 5th Century Codification until today. fish (fins and scales)). Hebrew. Commandment vs Tradition 1) The day of a Jew:  Prayer: 3 times a day. self-judgment. Shechita. candles. buying. not work (not a personal definition. sanctifying the act of eating (mundane). cloven hoof). manual work. law. finishing. day of rest. kavana/keva. Shabbat dinner) and thinks which are prohibited (writing. Controlling your impulses. birds (list). not mixing meat and milk (“do not cook a kid in its mother’s milk). guests. etc). 3) Year: . national project). thinks to do (Shabbat.

commandments consoling the mourners.  Death and mourning: Jewish cemeteries. 30 days: Work but not shaving. fast  Later biblical holidays: Purim (Book of Esther) – Hanukkah (Macabees. DOESN’T MAKE THE CHILD JEWISH. Program of emotional recovery. welcoming and name. Mohel. Shiva: 7 days at home.  Conversion: Study.  Marriage: No intermarriage. Teshuva. 4) Life:  Brith Milah: Covenant of Abraham. father’s responsibility. It happens… not ideal. Stages: Aninut (Isolation – No commandments). life after death. no celebrations. RH and YK: 1) RH: New Year. Sukkot – Tabernacles). busy. 3 holidays from the Pentateuch (Passover – Exodus. no work. Celebration. Girls 12. Menorah).  Modern: Holocaust Day. Boys 13. Shavuot – Pentecost. day of Judgment. no embalming.  High Holidays. Huppah (canopy).  Divorce: Since the times of the Pentateuch (Deuteronomy). participation and practice. visits.  Bar/Bat Miztzvah: Entering in Jewish adulthood. Independence and Memorial day. abortion. reconciliation with God. assisted suicide. Shofar 3) YK: Day of atonement. no haircuts. Other “hot topics”: Organ donation. only last resource. Celebration of a Jewish family. not exhibition of the body. . rebellion. 1 year: No celebrations.

100 families + 30 Shir Chadash. Hebrew School – Adult classes – Hebrew lessons – Summer day camp – Retreat Services Hillel Religious services BBYO Chevrah Kadisha – Jewish cemetery Sisterhood Bulletin B’nai Brith Hadasah Holocaust committee (Raoul Wallenber. unaffiliated. Holocaust memorial).CAI: Small but active Jewish community. Shlichim program Young Adults Social Justice Committee .

d) Weak supporting community (of practice)  Would like to reflect on what is education?? Preguntar qué es education or teaching? We tend to think only in the rational education. but not for values or practices. c) Hebrew lessons: 1 ½ hour a week. 2) Are we successful in “making good Jews”  Yes in a short term but not in a long term (“less jewish”). Very basic. e) Non-formal activities: Retreats. . Hebrew: Reading skills (prayer book). transferring content. b) Minority (less “value” in the general community) c) Emphasis in “transferring content” rather than practicing values. some words. talking in front of students. 1 ½ hours x 2:  Teachers and 2 Israeli emissaries. Learning is learning from a role model. a) Lack of time (competition with many activities). d) Sermon: Invitation to think and reflect on.1) How education is done here a) Hebrew school: Teachers. summer day camp. That may work for mathematic of physics. Copying… After all adults learn the same as young kids. 2) How do we teach values? In a classroom? That’s a discussion about values… you cannot learn how to be a good person if you don’t copy it. Not enough time. Traditions and customs Jewish history Prayer Celebrations b) Adult classes: Different topics.

symbol of a cemetery. Leadership. Informal settings. Being sited is not normal! Learning with the brain only is not normal! 3) Keys for a successful religious education (or teaching values): 1) Allow as much informal time as possible (not sitting in a classroom) and make them to practice the values you want to teach. choices. but they don’t know and don’t study Hebrew. older kids. Not being aware of this is damaging. 2) Allow personal autonomy (decisions). Reward them. but you practice differently. free time… you have a group of people who are showing kids what is important. Didn’t think . they forget! I like to think on education as a process of participation in a community of practice. adults who DO what you want them to do). It’s a collective process… you learn from others and others learn from you. not just speaking about them. 4) Force kids to interact with other 5) Show possibilities of growing in practice. Conversation with principal: It’s just a cross. Encourage criticism. You will teach the kids to speak about the values but not to do it.How to teach religious values? Hebrew school is not necessarily the best setting. What is the message the kid gets? This is not important. and they get it! Consider the following situation: Parents send their kids to Hebrewschool to learn Hebrew. Sitting in a classroom is not a natural process of learning (consider how babies learn). Why I have to do it? Don’t know. If they ask their parents  Because I did the same! Result: They don’t know very much. Example on how you teach with practice and not talking. 3) Create a community of practice (peers. Most successful education (values)  Summer camps! 4) What is the purpose of a school? Is it to transfer information? For what? Is it just a preparation for High-School or University? Do schools really prepare kids for being better human beings?  How can you teach values  Practicing them. Remembrance day:  You teach pluralism.

The community of the school was giving importance to one religion more than other. without being aware of that. Actually this is much more important than what you teach. .about the educational implication of a symbol.