Rabbi Jon's Website and Blog

My Testimony on "Divisive Concepts"

I testified at two committees of the New Hampshire legislature on bills to change or repeal our new "divisive concepts" law -- Senate Judiciary and House Education. I said essentially the same things at both hearings. Here it is, video and my written statement (they are the same).

 

Mr. Chairman and Honored Representatives: Thank you for your service and for this opportunity to address you. I am Rabbi Jonathan Spira-Savett. I live and work in Nashua, and I am the father of three children who are students and grads of our Nashua public schools. I myself have been a high school teacher of American history and literature, and I currently serve on our state’s Commission for Holocaust and Genocide Education. I come to speak to you in strong support of HB 1576.

This country saved the life of my family and my wife’s family, from the tyranny of the czar and the genocide of Hitler. I am a proud American and a religious person who says a blessing over freedom whenever I vote – and on voting days and occasions like today, I wear those commitments together on my body, above my head. I feel that my own group’s history obligates me in gratitude to be a civic leader in this country, and I carry responsibilities as a member of both a religious minority and the white majority.

Earlier in my career I had the opportunity to create from scratch a course for juniors about America in place of the usual AP history and literature out of that sense of obligation. I was working at a private Jewish high school, and together with a colleague, we set out to give our students interdisciplinary tools to look at American history and culture, and to look at themselves as critical citizens -- connected critics, to use the terminology of the political philosopher Michael Walzer. Perhaps this was natural for us as Jews, a group of whom so many have lived the “American Dream” and a group so often the targets of violence and discrimination even in this country. But what we did in that school was to prototype a concept with application far beyond our specific group and private school setting.

I am proud that the alums of that course have become those connected and critical citizens – doing work in everything from our national defense and intelligence, to representing the underrepresented before our Supreme Court. Facing all of our story as a nation, in an honest and questioning spirit, only fueled their engagement and their intense dedication to our country, their resilience to keep working on problems especially in times of crisis from 9/11 through now.

How will we motivate our public school students to locate themselves as creators of a more perfect union? How is it possible to draw lessons about the dynamics between one’s ideals and group pressure, if you don’t learn about three-fifths compromise and sit in shame and embarrassment, as well as understanding of political strategy? How is it possible for our students to learn about the inner challenges of actual leadership, what it’s like to sit where you sit where we hope they will one day -- unless they can probe Thomas Jefferson in both his idealism and his cowardice? Why bother reading Thoreau if we don’t allow students to take seriously his indictments of the nation and even of his own friends? How can we study Twain without asking whether he was lampooning the racism of his time or swept up in it?

Sometimes as teachers we have to make sure that a perspective that was or is in our history, that is so opposite of what a patriot teachr like me would ever want to entertain or say out loud, is made vivid and alive in class so students know what’s at stake – slaveholder, or Stalinist -- so it can be addressed in the safe and trusting container of our classrooms.

If the creators of divisive concepts laws such at the existing one are concerned about America lapsing into an unpatriotic socialism – well it is the hallmark of socialist dictatorships to write laws that hide their implications behind innocent sounding words, in order to sow doubt about whether you or someone else is breaking the law, and to create a situation where an official or another citizen can take legal action against you or just threaten to do so. Which is exactly what is happening in New Hampshire and elsewhere with such laws.

Members of my Jewish community have lived under such laws in our lifetimes in other lands, and that’s why they came here. I have had conversations with people running for school board or attending meetings – they are at my kid’s school, in my American neighborhood -- and there is never any actual incident of a teacher declaring that someone is “inherently racist” or that America is. There is only “I have heard of a few times”; “no, I can’t tell you the name of a school” and “I’m just trying to make sure it doesn’t happen here.” That is what the current law is, and it sure doesn’t sound like the American Constitution to me.

If that is not how you intended the current law, then consider my remarks to be teacher comments on an essay whose thesis was confusing and needs a rewrite. If you are serious about education for a proud and patriotic American citizenship, not just for diversity but for a difficult unity -- and I hope that you are, then show you are serious, by getting engaged with the fine work of our social studies leaders and our civic education thinkers. Pump more substantive standards into our system and invest in the resources and training for our educators around critical citizenship and a true patriotism. And in the meantime, get these words out of our current laws and pass HB 1576. Thank you for your time and I am happy to respond to any questions.

Rechavia, Sabba Moshe, and the Night Before Leaving Egypt: A Midrash

I wrote this midrash on the 5th of Sheva 5782 (January 8, 2022) as my Dvar Torah for Parashat Bo, and in particular chapters 11-12 of Exodus, which introduce and lead into and through the last of the ten plagues in Egypt. I was thinking about issues of collective accountability and responsibility, which are the ethical and spiritual dilemmas of the plague narrative. And I was thinking about how to tie this part of the Torah to everything going on right now, the pandemic and politics. This is what emerged. I could have written more and better, but was working on a deadline and also wanted to keep this particular version to less than 15 minutes (it's about 13m30s). It's a bit clunky in all kinds of ways, but it is certainly better than the expository Dvar Torah I had in mind. If anyone wants to take this and rework it, make it your own, you have my complete permission -- all I'd love is some reference to "from an idea by Rabbi Jon Spira-Savett."

Sabba and Savta are Hebrew/Aramaic for grandma and grandpa, which is a bit anachronistic. Rechavia is the name of one of Moshe's grandsons, reference once in the Torah as having many children. I had never known his name, much less thought about him, until I needed another character for this midrash.

Here's a video of me reading it (recorded not on Shabbat), and my text follows.

 

Sabba! Sabba!

Rechavia was standing in the doorway of his grandfather Moshe’s home. It was night time in Goshen, and quiet -- more quiet than usual for a night with a moon that was almost full. Even in the worst of slavery, bright spring nights were when children wandered the alleys of Goshen with their littlest lambs and sang songs -- Peh Peh, Hashem Ayeh? Poh, Poh, Hayom Yavo. Rechavia was forty when he had to learn these songs for the first time for his grandchildren, starting a year ago when Sabba Moshe announced that the whole family was leaving Midyan and going to Goshen to rescue their people. Peh Peh, Hashem Ayeh -- it was a kids’ song about Yosef’s bones and the secret code that would lead back to them, on the day Hashem would come out of hiding and lead them out of Egypt -- Poh Poh Yavo Hayom; here, here, it’s coming today.

But no singing tonight. Going out was not safe, not a day before everyone would be slaughtering the sheep or goat they were keeping, and every home would be in danger, Egyptian and Israelite, from the plague of death that Sabba had announced two weeks before. Rechavia was full of thoughts, but his house was full of kids, twelve of them! So he snuck out to go see the one person who was always willing to talk with him. Or, brood with him.

Sabba? Rechavia called out again, quietly on this quiet night, but in his firm voice. For a few seconds Rechavia stood by himself in the entrance, a hand on each doorpost. His right hand could feel a spot that was smoother than the rest, it was about a third of the way down from the lintel. He knew his Sabba had smoothed it, probably stood there for an hour each day since the new moon, contemplating this spot where the blood would be tomorrow, which later they would all remember by putting a scroll of Torah in such a place in their desert tents and their eventual homes.

Savta Tzippora saw him standing there. Rechavia, what are you doing here?

I’m looking for Sabba. I wanted to ta.... I think he wants to talk.

You think he wants to talk? No, Sabba is all talked out. To me, to you, to Pharaoh. He just wants to be out of here. He’s hardly said a word the past week. That’s not true, I heard him the other day muttering -- keep the lamb from the tenth day until the fourteenth day and then slaughter it, why five days’ waiting inside? Wouldn’t two or three have been enough? Oh well, once a shepherd, always a shepherd, your Sabba. And me too, I’m named for the birds after all. And you Rechavia -- your name means wide open space. Look at you, standing in that cramped doorway of all places, what kind of a place for a man with such a name?

Rechavia tapped his hand. I like the doorway. I like to look in, and out. It’s important what we do in here, what we say inside. It’s all perfectly clear when we can talk ,and ask all our questions, and address all points of view. Everything makes sense. Everyone knows what they’re accountable for. If only that were good enough, to get it right in here. But we’re connected to what’s going on out there. The other families in Goshen, the homes in the rest of Egypt. I wish I could be in all of their conversations and not have to wonder what they’re thinking and planning.... When I’m out I need to come in and when I’m in I need to go out. So, I like standing in the doorway.

Rechavia closed his lips and bobbed his head, down once and back. End of speech. Then he tilted his head, gave a little shrug. Tzippora smiled at him.

Ah, this is why you are such a blessing to us, Rechavia, she said. Sometimes I think your Sabba is still trapped in that little box his mother saved him in, even when we was roaming the hills in Midian with my father’s sheep for all those years.

I can see you need to talk and so does your Sabba. Go out and find him. He also couldn’t stay inside tonight. I’d have gone out with him, but someone had to watch this lamb, Hashem forbid she escapes! How would it look if this was the one house without blood on our doorpost and lintel tomorrow. I saw him go out and head left, just after sunset. Stay safe, Rechavia. See you when we’re free.

Rechavia blew her a kiss, turned around, held his hand one more second on the smooth of the doorpost -- then out and to the left. It wasn’t hard to find Sabba Moshe, at the end of their alley on a small hill looking out toward the Nile.

Sabba...

Oh, Rechavia! You shouldn’t be out. I shouldn’t be out. Ha -- of course we all should be out! I can’t wait until we are out, tomorrow night finally.

But something tells me Sabba you’re not quite ready.

.... No, I’m ready. But I just keep asking myself: Does it have to be like this? Is this how we get our freedom -- someone in every one of their homes dies? Someone in Goshen forgets and maybe one of us dies too?

I know Sabba. I’ve been thinking about that too. I don’t know many Egyptians -- we’ve only been here the year. I know the taskmasters but it’s hard to believe that’s all they are.

Moshe gestured toward the Nile -- the shimmer of the moon over the wide waters. See Rechavia, right below the hill here, that’s where my Imma put me in the water, in a basket. And just over there is where Pharaoh’s daughter found me, and it wasn’t just her but the girls with her. You’ve heard the story. They decided together to save me. They knew it was right. They knew it together.

And Rechavia, so many  hated us, or went along. I never knew until I turned thirteen. But from the start I always judged them one by one. You know this, I taught you about this when you were little.

That’s right Sabba. When you killed the Egyptian it was one man, threatening the life of another. You made me repeat it: No one shall die for the sins of his father, but only for his own sin.

Yes Rechavia. So why not that way tomorrow? Why can’t Hashem just punish the homes of the taskmasters, or the magicians advising Pharoah, and the king himself? I ask Hashem. I ask the one known to Avraham, and I get no answer.

Sabba, do you remember the day I turned thirteen? You said: Today you come out to the sheep with me, just like your father and uncle when they were your age. You said: I want you to watch carefully and understand. Sometimes a sheep runs away, and even if you can’t remember ever noticing a special streak of color in their wool, you know it is this one sheep, this particular sheep, whom you love and you do anything to bring it back. Then there are other times, when the sheep move together to water or pasture, it’s so miraculous-- how they change the shape  of the flock to grip the hills so no one falls, protecting and nurturing each other, and in those moments there is no such thing as a single sheep, there is only a flock. In those moments no one sheep would ever consider running away. And a shepherd learns to know ahead of time the moment just before a flock becomes sheep or sheep become a flock again.

That is what you taught me Sabba. I think this is why Hashem chose you. You always knew long before the moment a flock turns into sheep and long before the moment sheep become a flock. All I ever wanted was to know this as you do.

But Rechavia, tonight I am having trouble with the difference. I know the Egyptians are like a flock of evil sheep -- they lose themselves as they oppress us, they are responsible together. They won’t save each other’s lives let alone ours. We gave them so many chances to run away and I, I myself would have taken any of them in, even if I couldn’t have recognized a single streak in them from before. None of them did. They are responsible, every one of them. So why am I still troubled? Why do I sit like a shepherd on a hill under the moon and look at them still?

The other night, Rechavia, I dreamed of a day I am even older, and we are far along out of this place, and our people are thirsty and I help them find water. And all of a sudden I am sitting right here looking down at this Nile and I am seeing the girls lifting a baby up out of a basket -- and then I hear their cries at the death of their firstborn. In the dream it is too much for me, and I shriek and lash out with this staff and then everything disappears.

Rechavia looked out toward the Nile for a long moment. Then he gestured with his head back, toward the houses, and said: Come on. I have something to show you. They stood up and Rechavia led them back to Moshe’s home.

Rechavia stood in the door frame, felt the smooth part of the post on his right, then moved inside and said: Sabba, stand here. Stand here, and feel this right here.

Moshe took his spot, and Rechavia held his hand and placed it so it touched the part that Moshe had made smooth.

I like the doorway, Rechavia said. What happens inside is important. We talk in here about all the things you asked outside. Who is responsible, for their own actions and for the actions of their nation or their friends, when are you responsible for your own sins and when for the sins of your fathers, and we address all points of view. We decide in here how we will act if this is the truth or if that is the truth. In here, we figure out how to hold each other accountable.

Now Sabba, keep your hand where it is, and turn around. Moshe turned carefully, holding his hand against the doorpost and looking out.

We look outside, Rechavia said, and we hope that inside other doorways it’s the same as in here. But we know it’s not. Not in too many Egyptians homes, and not even in all Israelite homes. It’s all right to wish that other homes would be like ours. When they aren’t, people die. The wrong people are punished. 

If we only look out, all we will see is that the wrong people die, how they are all responsible and they are never accountable. We’ll think that is all there is. So each time we look out, we have to look back in here.  

Sabba, we have to stand right here, and look both ways. How did you tell it to me once -- when you are sitting in your home and when you are out on your way. A doorpost that shows blood, a doorpost with Hashem.

It was midnight now. Moshe held his arms against the posts. How did you know, Rechavia, that I have been standing here an hour every day since the new moon, feeling this spot over and over, trying to smooth what won’t ever be smooth enough.

He looked at Tzippora, with her hand on the lamb. Moshe thought: Today each of us is a precious lamb, and I do know the moment in twenty-four hours exactly when we will become a flock, losing ourselves as we protect each other on the way out of here.

You know, said Sabba Moshe, I still have my sources still down the Nile. There are Egyptians who today want to come with us, and I have heard that on their doorposts they put up a sign, in our own language as a code to find each other: V’erev rav alah itam. I sent them a message today -- take down the note and put up blood instead and meet us tomorrow after midnight.

Maybe it’s the grandchildren of the women who fished you out, Sabba.

Maybe so.

Do you think their homes will be spared from the plague?

I hope they will, Rechavia. When we talk of these things in the future, to your grandchildren -- that’s how we should want them to remember it. It was good to talk, Rechavia. I needed to talk before we left.

Not talk, said Rechavia. Teach. You just needed to teach. See you when we’re free.

Rechavia walked out, under the almost full moon. And without realizing it, he was humming a child’s song, peh peh Hashem ayeh, about the secret hiding place of Yosef’s bones and the day coming when Hashem would no longer hide but redeem them, and if not everyone in Egypt at least many more would be free tomorrow -- poh poh, yavo hayom.

 

 

One of My Best: How the Book of Exodus Changed Everything

I wrote and posted this a few years ago about this week's Torah reading -- one of my favorite things I've written. Hardly original, but still good!

https://www.rabbijon.net/rabbijon/2018/01/why-exodus-is-the-most-important-book-of-all-time.html

So What Exactly Is The Torah?

We start the annual cycle of reading and studying Torah once again this week! So, what is the Torah when you zoom out and think about it as a whole, and not just story by story or teaching by teaching?

 

Integrating America: What I Hope To Get From This Year

 

Assignment: Complete this thought -- "I am about to begin a year of study about America..."

 

This is the final bit of preliminaries, before delving into history and literature. I wanted to put down a few of my own goals in taking a sustained, hopefully deep survey of American history since colonial times.

 

I used to think of history, sort of, as a series of case studies where people faced social-ethics dilemmas like the ones we do, and we can see various approaches and arguments from the standpoint of completed episodes. In a certain sense, people in the past are like us, minus some technologies and mostly minus the idea that women and men are equal.

 

I guess that approach owes something to John Dewey's decidedly non-industrial, non-training-only view of education from the Progressive Era. Now I know that every period, even of the history I have lived in my own life, has a texture of its own and you can't easily analogize or extrapolate. If you want to, you have to make a case for the analogy.

 

I still hope to learn some in that analogy vein. But maybe more so, I want to understand better that we live in a different part of the American story, and I live in a different part of the story than when I had my formative American education. So I should look not just for parallels, but for things that my current experience would otherwise miss. Some of those things may have clues to what I miss about America today.

 

At the same time, I am looking for a thread of ideals and the story of challenges, stress-tests, and refinements of those ideals. The citizen as "connected critic" that I articulated already on this thread. I have always thought the challenges were about expanding who is included, and the blindnesses that impaired or prevented that. I'm looking to test that idea as well. I want to believe in American ideals -- freedom, equality, pluralism, diversity -- I have a rooting interest. I hope I'll look with a critical spirit and that people here will join me in learning and helping test my own reflections.

Integrating America: Lame Deer and the Native American Critic

 

Summer reading assignment:

Lame Deer, Seeker of Visions: by John (Fire) Lame Deer and Richard Erdoes

 

Before year 1 of the course, Leslie thought this book would pair well with my Michael Walzer, “connected critic” idea, since Lame Deer was a Native American, an outside observer. I was skeptical but now I’m glad we did it. It got me to thinking about what a “connected critic” does with criticism from the outside or from a group who you would think couldn’t possibly be made integrated into the main American narrative, the way I can. I’m a member of a group persecuted in other lands throughout history and intermittently discriminated against here, but clearly eligible to be an American partner. Much different from a Native American living here.

 

It’s easy for a connected critic to romanticize a Native American critic – to fantasize about being able to say things one can say without the responsibility of being part of the group. It’s easy to nod at Lame Deer’s anti-Horatio Alger diagnosis of our materialism, our destructive individualism, our superficial approach to learning, which is packaged in this particular book with a smile. But I realize as I write this that I’ve been constructing my own account of a Native American critic, to serve my own critical posture. To make it easier to defend myself to the critics-of-my-criticism by pointing to my own connection. At the same time, reading a Native American critic forces me to take responsibility for my involvement – I don’t have the right to hurl at others or deflect from myself critiques that I am implicated in.

 

I experienced something really thought-provoking a few months ago, at a community rally called in response to some local hate activities. The first people invited to the stage were Native Americans, and I expected to hear about ethnic cleansing and genocide, and a reminder not to forget about that part of the American story while standing up for Latinos, African-Americans, and Jews. But the representatives welcomed us and blessed us, and invited us to live well and peacefully and with integrity on this land, in the name of the people who were once entrusted with it and the spirits who are still present. It was incredibly gracious, it wasn’t at all cramped, and it did not force any of us to renounce our Americanness, our white-ness for those of us who are white, or our hope. I am still sitting with this.

 

Integrating America: The Original Horatio Alger Story

Assignment: Horatio Alger's novel Ragged Dick

 

What motivates Dick when he faces key decisions? Who are his mentors and role models? What kinds of characters come across as "bad guys" and bad influences? Is America a place that really works the way Alger presents?

---------

We started the course at least once with a look at a classic American myth, the self-made man, typified in the original Horatio Alger stories just after the end of the Civil War. Ragged Dick was originally written for children.

 

I reread the first and last pages of Ragged Dick today, so others correct me if I'm getting the basics wrong. What struck me as good is the appeal to hard work coupled with an acknowledgement that people who don't "rise" aren't to be looked down on unless they are deliberately, willfully thieving or working to keep others down. Ragged Dick himself does not crave high levels of weatlth except to the extent he might pay it forward.

 

What's not appealing is the entirely instrumental treatment of friends and mentors, and the people you have the good fortune to meet who help you launch economically. The only virtues are within, not between. There's no adult perspective, only a narrow childish view of "success." I'm struck by the move of Dick from shining others' shoes to the counting-house -- moving up means moving away from direct service.

 

Putting aside whether Alger originally had narrow goals -- to teach children about hard work -- the myth has of course spread way farther and taken on a life of its own. That's the problem, not really anything in Ragged Dick itself.

 

So does America work like Horatio Alger described? Even if social mobility were only a matter of will, which it certainly isn't, the picture of flourishing is very constricted. I'll be thinking more though about what a more complete philosophy of hard work would be, as we head ahead and back to Benjamin Franklin very soon (who decidedly wrote for adults).

 

Integrating America: The Connected Critic

Leslie and I experimented with the readings for a short opening unit on how to study America. I advocated the first year for excerpts from the political philosopher Michael Walzer's Interpretation and Social Criticism. Walzer articulated the idea of the "connected critic", someone who was inside a society enough to be committed to its people and its narrative and its articulated values, and able to criticize in the name of those values and out of shared commitment. It's when Rev. King said that his dream was "deeply rooted in the American dream", even as he called out America. For Walzer, the alternative is the disconnected critic who might not care enough about fellow citizens and/or who speaks a language entirely foreign to the society the critic hopes to change or improve. Another alternative of course is someone so identified with things as is that they cannot criticize at all.

I wanted our students to see themselves as connected critics of America. It was a bit easier to articulate for American Jewish students, for whom inside-outside is already set up.

"Connected critic" is always a position of built-in tension. It's a challenge to nurture your own connection and your critical outlook. Particularly when you are just learning about your own history, and the history of your own society.

In the past few years, the "connected critic" view of founding American ideals has been called into question, and I am hoping for a way to vindicate it nonetheless. Does Thomas Jefferson's slaveholding mean that "created equal.... life, liberty and the pursuit of happiness" are bankrupt? I accept the challenge of those who answer yes. I have to consider the alternative, and/or come up with an account of the citizen as connected critic that does not whitewash anything.

Integrating America: An Artifact That Represents America

#integratingamerica

Assignment: Choose an artifact that to you represents America, American society, or American culture. Feel free to share an image and/or explanation in the comments here or in your own post.

---------------

When I began co-teaching the course, the artifact I chose was the book and album “Free to Be You and Me.” It’s a 1972 project created by Marlo Thomas. For the younger people here, that’s Rachel’s mother from “Friends”, and this project is one reason why that casting is so amazing in a counter-to-type way (read on).

“Free to Be You and Me” was a series of songs and stories for kids aimed at breaking down gender stereotypes. What a boy and a girl has to be like, want to be when they grow up, etc.

I chose this as my artifact for three reasons.

1. The really interesting take on the ideas of freedom and equality and how they intertwine. Not being limited by preconceived gender roles is presented as freedom; this is the era of the ERA (Equal Rights Amendment)!
2. The interplay between self-expression and banding together. My favorite piece is called “Atalanta”, a princess who enters the footrace with all the male suitors who wants her hand. In the end, it’s tie between Atalanta and Young John, who wants to be her friend, and they spend a day together before going off on their own explorations of the world.
3. The money line in the title song: “There’s a land that I see where the children are free/and I say it ain’t far to that land from where we are.” The vision of freedom, the awareness the land of freedom isn’t completely here yet, but it’s not far and we could get there together.

This last point in particular is what I want to interrogate through the course of this year. That assumption, and whatever knowledge I need to gain and reflect on in order to assess how far it is.

This Week's Catastrophe in Afghanistan

I have specific memories from the newspapers of the Soviet withdrawal from Afghanistan, and of exactly where I was when the U.S. campaign against the Taliban began after 9/11, parking my car after dropping off the rest of the family as we met some friends for an outdoor festival in New York as things were just seeming to get back to a routine. I have less specific but still vivid recollection of the Today show too from farther back as the Vietnam War came to an end; I was 8 then.

 

Back in the early 2000s I was a supporter of the Afghan war and, I’m sure you’ll be surprised about this, the Iraq invasion as well, and I wasn’t quiet about it. I can’t imagine I thought that the U.S. would have any success in stabilizing these countries as democracies. We all knew we lacked the skill or frankly the respect for others to pull that off. My position was that the self-defense and humanitarian rationales for dramatic, extended but not time-unlimited interventions were solid, even knowing that the local democratic and civil society allies we wanted to help gain ground were weak. It wouldn’t be worse than not acting. That was my position, not identical for the two interventions but based on similar principles. I stuck to it even as the early attempts to constitute an Afghan regime after the Taliban’s defeat were not going great.

 

My touchstone on these issues since the mid-1980s has been Michael Walzer’s book Just and Unjust Wars, along with his subsequent published articles since 2001. His analyses are how I have framed the questions, and it’s worth Googling Walzer and Afghanistan together for articles other than this one (which is somewhat but not entirely moot today). I’m not saying he’s right on every point but he’s always worth engaging with.

 

One of the things that he writes about in the book, with reference to Vietnam, is democratic accountability, at least morally speaking even if none of us citizens will be held personally responsible anywhere for the death and suffering of people in the far-away places we sent our forces. For someone like me who does not reject American power overseas, the onus was on me and people like me not to let our elected representatives cede all decisions to the executive branch on this one. Looking back, the best you could say is, well we bought 20 years of extra breathing room in Afghanistan for women and girls, for the people whom Taliban rule will harm the most, and that counts for something even with the upcoming catastrophe. That seems like the best case I can think of for continuing to invest in a war that was clearly going to lead to what happened this week. There wasn’t any doubt that once we left the Taliban would take over again. We should have made our representatives better supervisors. We should have asked what it means to our soldiers and prospective soldiers to be sent to a war where they could lose life, limb, or wellbeing in service of at best a holding action, and what would we owe those who survived or who went again and again or the families of those who died or who lived. We should have asked long ago how we would make good on our obligations to those whose lives would be worse when we would leave, who didn’t have a say in our timing or our strategy.

 

So there’s more mulling to do – for me it’s knowing that our Jewish high holy days and season of reflection come around the 20th anniversary of 9/11. Would welcome thoughtful thoughts. There are concentric circles of people in Afghanistan we are still responsible for even as we are leaving.