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.

Na'aseh V'Nishma Meets Yes-And

This was my D'var Torah on Shabbat morning, Saturday, January 29, on Parashat Mishpatim.

When I was trying to decide whether to apply to rabbinical school, as a senior in college, I gave myself an ultimatum: I would not apply until I was putting on tefillin every day. Tefilllin are basically mezuzas but for the body -- leather boxes with small scrolls of Torah text inside, attached to straps, that we place and wrap around one arm and the forehead in the morning when it’s not Shabbat.

Tefillin is a practice that is distinctively Jewish, and distinct even among Jewish practices. If mezuzas are uniquely Jewish, tefillin is even beyond that. It’s unusual and not a lot of Jews do it outside of Orthodox environments. It just felt weird to me, and I was having trouble making it a regular personal practice. Even after a full year in Israel at the Seminary, going to minyan regularly in the morning for the first time in my life, putting on tefillin there -- still, doing it on my own, I couldn’t get there.

And I had made that my test for myself about my identity as a Jew obligated to halacha, to traditional Jewish law as a duty. I was already quite strict about Shabbat; for some reason that was no problem. But tefillin became for me a litmus test of my self-image and my right to present myself as a future Conservative rabbi. I wonder what your thing is, the Jewish practice or ritual or words that seems like you’re supposed to buy but it’s hard for you?

It’s not that I didn’t appreciate tefillin and the symbolism and ideas behind it -- still it remained at arm’s length, hard to wrap on my actual arm. But I really wanted to go to JTS (well, I really wanted to be finished going to JTS), so it was quite the cognitive and spiritual dissonance. I called the dean’s office to schedule my preliminary interview with one of the team, and something about just that interaction spooked me. I found some excuse to cancel so I could reschedule with the dean himself, Rabbi Gordon Tucker, whom I had met a few times. I thought if I talked to him and told him where I was, he’d respond in the right way, whatever that would be.

There is a phrase in the parasha this morning that comes to mind about this, and it’s a favorite when it comes to questions of Jewish observance. We quote: na’aseh v’nishma. We will do and we will hear. It’s usually explained as first you commit to a mitzvah, then you learn more about what you’re doing. You might think the other way makes more sense, study something before you commit to it -- but no, na’aseh v’nishma. Take a leap of faith first. The midrash praises B’nai Yisrael for taking that leap of faith at Mt. Sinai, saying na’aseh v’nishma knowing that compared to everything else they knew before, Torah would be weird to them a lot of the time. It would be like tefillin everywhere.

With a lot of other things in my Jewish path, like Shabbat and kashrut, I did a lot of na’aseh v’nishma that way. But it didn’t work for me with tefillin. I’ll pick up the tefillin story in Rabbi Tucker’s office -- but first we need to reexamine na’aseh v’nishma.

Here’s the context for the phrase. Before the Ten Commandments, Moshe brings God’s offer of a covenant in a general sense, and all the people say: What God has said so far about that, we will do. Na’aseh. Then they hear the Ten Commandments directly from God, and Moshe gets all of the mishpatim, the first big set of very detailed laws, and he tells them the law out loud, and the people say: All the words that Adonai has spoken we will do. Na’aseh.

Then after that Moshe sets up a big sacrificial meal and a ritual with blood, and Moshe reads the laws again to them out of the Book of the Covenant, as though to say: Do you really mean it? And they say: Everything that Adonai has spoken, we will do and we will hear -- na’aseh v’nishma. Then Moshe sprinkles blood over all of them, just to make sure, and says: All right, this is really a covenant now.

That’s where na’aseh v’nishma is in the Torah. So, a couple of things. First, tefillin seems a little less weird in comparison to sprinkling blood on absolutely everyone. Second, it’s clear that na’aseh v’nishma was not a right-off-the-bat leap of faith, like sure we’ll do this and we can talk about it more as we go along. It took three tries just to get to na’aseh v’nishma. A lot of repeating of the people’s commitment, and of course forty days later it didn’t matter anyway, because -- Golden Calf.

So I want to offer a slightly different way of looking at na’aseh v’nishma, we will do and then we will listen. I want to look at this through a lens from a modern rav named Tina Fey, master teacher of comedy improvisation. Na’aseh v’nishma: Meet the Rule of Yes-And.

In improv, you’ve got two or more people creating a scene together, and one person starts. Maybe that person -- call them Moshe if you want -- makes up a premise in their head or maybe it comes from the audience.

Tina Fey writes [in her book Bossypants]: The first rule of improvisation is AGREE. Always agree and SAY YES... This means you are required to agree with whatever your partner has created. So if we’re improvising and I say, “Freeze, I have a gun,” and you say, “That’s not a gun. It’s your finger. You’re pointing your finger at me,” our improvised scene has ground to a halt. But if I say, “Freeze, I have a gun!” and you say, “The gun I gave you for Christmas! You [insert word I can’t say in shul]!” then we have started a scene because we have AGREED that my finger is in fact a Christmas gun. 

Rabbi Jon’s commentary: This first back-and-forth agreement, preliminary and not completely formed, is Na’aseh. We’re going to be in this scene together and create from here together.

Back to Tina: The second rule of improvisation is YES, AND. You are supposed to agree and then add something of your own. If I start a scene with “I can’t believe it’s so hot in here,” and you just say, “Yeah...” we’re kind of at a standstill. But if I say, “I can’t believe it’s so hot in here,” and you say, “Yes, this can’t be good for the wax figures”, or “I told you we shouldn’t have crawled into this dog’s mouth,” now we’re getting somewhere.

[Still Tina:] To me YES, AND means don’t be afraid to contribute. It’s your responsibility to contribute... [and] MAKE STATEMENTS; Don’t ask questions all the time. ...Whatever the problem, be part of the solution. Don’t just sit around raising questions and pointing out obstacles. THERE ARE NO MISTAKES, only opportunities. If I start a scene as what I think is very clearly a cop riding a bicycle, but you think I am a hamster in a hamster wheel, guess what? Now I’m a hamster in a hamster wheel. I’m not going to stop everything to explain that it was really supposed to be a bike. Who knows? Maybe I’ll end up being a police hamster who’s been put on “hamster wheel” duty because I’m “too much of a loose cannon” in the field. In improv there are no mistakes, only beautiful happy accidents...I mean, look at the Reese’s Peanut Butter Cup...

Thanks Tina. I say that the ideas of YES-AND, and THERE ARE NO MISTAKES ONLY OPPORTUNITIES, that’s v’nishma. I’ll agree to what you start with, and then we will agree on a next thing, and we will each keep listening, accepting what the other person brings and then building on that.

The “Yes-and” dynamic is a covenant. It begins and deepens a bond between two people that generates and solidifies the obligations between them around something specific they both are invested in up to a point. Both parties are the do-er, the listener, the responder -- and hopefully the scene keeps going.

So let’s apply this back to me and my tefillin, and then to Beth Abraham.

I flew down to New York for my preliminary interview and told Rabbi Tucker the truth about me and tefillin. He didn’t say no, you can’t be a rabbi. He didn’t even do the first kind of na’aseh v’nishma -- Well, Jon, what about just putting on tefillin for a few weeks, seeing how it affects you, and call me back after that? Instead he did this other version of na’aseh v’nishma. Yes-and. He accepted where I was. He didn’t argue with me. I remember him saying: What about thinking about it this way. Have you thought about it that way. How about it’s not an external commandment. It’s not for God, it’s for you, because it helps you think about your day ahead or the actions from your arm or your head. He made a number of suggestions, and then he left the ball in my court, to continue to apply if I wanted to.

Obviously I did. My final interview was kind of improv-y in a crazy way; that’s a whole other story. But tefillin became part of a much longer and wider yes-and for me about prayer and spirituality,  and part of a process of finding a theology very different from the one I thought I needed. I gave up the idea of God and me divided by certain laws standing on two sides of an unbridgeable river. I became a rabbi who wasn’t putting on tefillin regularly, and maybe five years ago or so, only then, did I begin putting on tefillin nearly every day. Though it might well not have turned out that way. Part of that same story is that I’ve become part of Laura’s meditation groups, and believe me that was even more unlikely for me than putting on tefillin. Now I’m working on b’rachot over the food I eat; that’s a next part of this particular scene.

I’m grateful for Rabbi Tucker, who had no idea what our first yes-and would set in motion between the two of us and also beyond the Seminary. My own practice of laying tefillin is very much this other na’aseh v’nishma --  the way of yes-and, patient agreement, moving from deficiency in my own eyes to spiritual opportunity. 

And that is every bit a covenant. And I think for many, many things, Beth Abraham should strive for covenant among ourselves in that kind of na’aseh v’nishma spirit, the yes-and-spirit.

People might come to us with a Jewish statement – a desire, an idea, an act. A way to approach a ritual or Shabbat or a Bat or Bar Mitzvah that might strike us as out of left field at first. Because of not knowing Hebrew, or not accepting traditional God-language, or feeling out of place in a traditional service, or being steeped in something exciting and spiritual from the outside.  Our job would be to respond “Yes, and…” Acceptance -- but not just yes-full-stop, and the scene ends awkwardly. Out of yes comes yes-and. Out of acceptance and curiosity we would contribute the next idea, another step, an offer to explore together. I, we, the traditions we have, are part of the scene. Not whatever you say we can do, but let’s see what we can say together. Something to interpret, ask questions about, and respond to. We build a covenant, and then we enrich it and deepen it. 

Sometimes the traditional na’aseh v’nishma is the right approach-- try this and see where it leads. But for me, this new frame of na’aseh-v’nishma-meets-yes-and helps show the Jewish world here as a place full of opportunities, not a place of Jewish deficiency. I want to flesh this out with you and all our leadership as a fundamental approach and an attitude of positivity and curiosity toward everyone in our community.

No is a powerful thing to say. Yes can be surprisingly powerful, and welcoming. But yes-and is even more powerful -- it’s acceptance and trust, and curiosity. It’s eagerness to go into the unknown and create something Jewish together. That is the leap of faith we need these days. Not just one person’s leap toward something the shul has defined previously, but a leap together. A leap toward each other, and together toward something purposeful and joyful. Na’aseh v’nishma, let’s leap together to do something Jewish, and keep listening for what we can do together next.

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

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: 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).

 

Five Spiritual Imperatives on the 20th Anniversary of 9/11

These were my words at services on Shabbat morning.

I may have been the last adult in New York City to be aware that the attack on the World Trade Center towers had occurred. Laurie went to work in midtown, and I was home with two-and-a-half-year-old Alex getting ready for an upcoming trip to my parents, both to celebrate my father’s 65^th birthday and to lead Rosh Hashanah services at our family’s small congregation. Alex and I were sitting in his room going through his long sleeve shirts from the previous winter to find something warm enough to take. At some point we were going to go out to Forest Hills High School and vote in the primary for Mayor Giuliani’s successor. The phone rang a few times in the other room, more than usual for a morning, but we were busy and I ignored it.

Around 11 the phone rang again and so I picked it up. It was Laurie, calling from her office in Midtown, and she said something like, “Did you hear what happened? It’s the biggest terrorist attack ever.” I assumed she meant some horrible thing happened in Israel; that’s what terrorism meant to me. But she told me the World Trade Center towers were gone.

With the two-year-old I didn’t want to be watching this on TV, so I waited for a minute when Alex was out of the den so I could turn it on.  There was a view from a camera on top of the one of the TV stations, showing the smoke. Alex came into the room and said, “Helicopter” – and immediately I turned it off. My sister Ellen was also working in Manhattan, and after another call or two I knew they’d just have to walk home to Queens, for Laurie an eight-mile walk. I reached as much of our family as I could to tell them we were safe, and at some point it was hard to get a cell signal; the frequencies were taken over for security needs. Alex and I walked through the neighborhood to pass the time. It was a beautiful day, with F-16s flying across the sky.

A few days later we decided to fly to Minnesota – making the decision it was safe, very aware we were making a life-and-death decision for our toddler. At La Guardia, one of the military people at the security scanners confiscated the tiny nail clipper from our carry-on. We all knew the hijackers had gotten unlikely sharp weapons onto the plane and I felt a bit embarrassed for bringing one and tying up the soldier. Leaving New York seemed so strange – going away from what seemed like the only place anything was happening in the world, where God’s eyes even seemed to be riveted. It felt too like breaking faith. It was so quiet in St. Paul on a weekday afternoon. One of the first things I did when I got settled at my parents was to call the local mosque even though I didn’t know anyone there, to leave them a message of friendship on behalf of the Jewish community.

There are so many spiritual imperatives every 9/11 and especially on an anniversary of significance like this one twenty years later. First and foremost is to remember and honor those who were murdered.

The second to last name alphabetically on the 9/11 memorial is Andrew Steven Zucker. I didn’t realize I knew anyone in the towers until at some point the New York Times published their exhaustive list with photos. I saw his name and a familiar face. For one year Andrew was “Coach Zuck” at the Solomon Schechter school where I worked. He was in his late 20s, and he was the first young, big coach-y looking coach we had. Other than passing hellos, I think I only really talked to him when I had to tell him that one of my Jewish programs would be interfering with one of his practices. I learned since that he was a law associate at Harris Beach, on the 85^th floor of the South Tower, and that seven people said he helped them escape down the stairs and saved their lives. He davened every morning before work there. A Torah scroll was written in his memory at the Riverdale Jewish Center, and it was read for the first time on the fifth anniversary of 9/11 at Monday morning minyan. May Andrew’s memory, and the memory of all who were murdered that day or who died as a result of the day be a blessing.

The second spiritual imperative is to call this what it was: a mass murder and an act of pure evil. Evilhas to be part of our vocabulary. Enemies has to be part of our vocabulary. We have prayed this morning already that we overcome evil -- our own for sure, and that evil in the world be destroyed beyond even our own ability to destroy it. We pray for safety from our enemies. We don’t like to apply words like evil and enemy too specifically; we distance ourselves from these words even as we say them in Hebrew. Yet the terrorists who destroyed the Twin Towers and crashed into the Pentagon and who tried to fly Flight 93 into Washington were enemies of America, enemies of Jews, enemies of freedom and universal human dignity. Enemies of equality for women. They attacked and murdered innocent people, deliberately and with forethought and with satisfaction.

We should not be distracted from this by any reflection or regret we properly have over what followed, the wrongs of our own decisions and our own wars that went wrong and took many innocent lives.

The attackers chose deliberately not only to kill indiscriminately, but to attack centers of government, military, and finance. They attacked the things many Americans had come to lack confidence in, to make it harder for us to stand up for ourselves and see ourselves clearly. They dared us to look in the mirror. But our freedom, our strength, and our prosperity are so much more than any flaws in them. They are worth defending and strengthening and perfecting. They are a tremendous gift in the history of the world.

We have to look straight into the reality that small, disciplined groups can magnify evil and harm and death. There are parts of the human world beyond bargaining and incentives and change. We cannot strengthen what is good without acknowledging this.

The third spiritual imperative is awe at the goodness that sprang into action immediately. The Andrew Zuckers. The first responders who went back into buildings to look for more people to save, knowing very well they might not survive, as many did not. The people who retook Flight 93 and saved so many lives at the cost of their own. I remember the evening of 9/11 how the site of the Twin Towers had become a well-organized place for rescue and cleanup. In the face of the unthinkable, people did not miss a beat around their responsibilities, even as they improvised. There could have been chaos and pandemonium, or at the very least paralysis. Instead there was determined work to seek anyone who might still be alive.

We came to know stories like Gander, Newfoundland, where international flights back to the U.S. were diverted and a small town took care of strangers even in their homes – it’s the subject of the amazing musical “Come From Away.” President Bush came to the side of Muslims in our country to warn us against blaming the wrong people.

I had always been a reluctant New Yorker, living there because of rabbinical school and staying because of Laurie’s work and my own opportunities. The last five years we lived there, the rough city seemed transformed, toward a graciousness and helpfulness that hadn’t been there in the same measure. At least that was my experience.

We have to view this part of the story and the evil together, and think very hard about what it means. Margaret Mead said famously, “Never doubt that a small group of thoughtful, committed citizens can change the world; indeed, it's the only thing that ever has.” Nineteen hijackers committed mass murder. Twice a minyan, not even, that’s all. It is easier to destroy than to build. How many multiples of nineteen are there committed to good on an equal scale, on a lifesaving scale, a Gander, Newfoundland scale?

So the fourth spiritual imperative is to take responsibility for how we have responded as a nation and as Jews over the twenty years since. The instincts to bring democracy and freedom to the Middle East were good, even though motives are always mixed. We shouldn’t be hard on ourselves for not looking down on people in a part of the world so unfamiliar to most of us, to the vast majority of Americans and Jews. We believed and still should believe that people in Afghanistan and throughout the Middle East deserve democracy and are capable of freedom and prosperity. I supported both wars when they started, in Afghanistan and even Iraq. Yet it was clear even to me from very early on that we were not willing to be accountable. For caring about the people in those countries, for bothering to learn about them or build connections with them commensurate with our interference in their world. Some people have done incredible work – some of our military, some of our NGOs -- and they have brought education and health and fierce friendship. As we go forward, leaving behind what we have left behind, we need to consider who is left whom we still owe.

And we still have an obligation to learn more about the Muslim world and about Islam itself. I said this ten years ago on this anniversary, and while I have learned more, it’s certainly not ten years worth of more. We all, myself surely included, let our leaders and elected representatives let themselves off the hook in terms of oversight and engagement. But at least we can learn and connect here in our local community. In fits and starts, some of us have tried to connect to the local mosque from the shul and through the Interfaith Council. Yesterday, Jeff (our Board president) and I sent a message of friendship to the Islamic Society of Greater Nashua, for day when surely it is more difficult than usual to be a Muslim in America.

We have drawn some wrong lessons from the aftermath of the two wars, and the collateral effects in Syria and other places. It’s becoming easier in the past twenty years to give up on the societies of the Middle East and to see the Palestinians in particular as fundamentally interwoven with terror. Yes, American power cannot do everything, and the destiny of faraway lands is not up to us primarily. But we have many powers and things to offer. And again our conviction that all people deserve freedom, that women’s rights and girls’ education are not only for some in this world -- those convictions are still right and we cannot run away from them.

There are people standing up to the Taliban, and people still learning how to do good work in Afghanistan. We owe them. I think the people who were architects of our bad decisions and those who supported them like me have a special obligation. I read the reflections of nearly twenty key American government and military leaders from the post-9/11 period in Politico the other day on what we did wrong, and truthfully what sickened me more than the mistakes they acknowledged was how many of them are now making their living as lobbyists and in the 1% sector, and how few are in public service and academia. They have run away from debts they still owe.

And my fifth spiritual imperative is for any of us who identify as religious people of any faith, to be a Kiddush Hashem, to do honor publicly to the Divine Name in what we do and what we say. Rabbi Aryeh Klapper wrote about this in the days following 9/11. The hijackers are in a long line of mass murderers claiming divine sanction. They weaken the ability of any faith to be seen as a positive force and not a divisive one. To be religious and to identify publicly as religious after 9/11, we have to be far from even the first cousins, even the second cousins of the attackers and their ideology, in our own faiths. We need to publicly repudiate our own Kahanists – our Muslim-haters, our Arab-haters, our Ben Gvirs and Smotrichs.

So a lot of spiritual imperatives, not just one or two, on this anniversary. I remember that first Rosh Hashanah trying to find words in my small pulpit, thinking what a burden President Bush had taken on by declaring war on evil itself. How fortunate we were to have a place and a haven of time a week after the attacks -- to gather together, to take time out to think about good and evil, to humble ourselves about what we can do and briefly trust the work of fighting all evil back to God. Just for a couple days. So it’s fitting that we are remembering and reflecting now during the ten days of teshuvah. What will we learn, how will we change, how will we honor those who died on 9/11 and in everything that flowed from that day? The answers are not easy, but they will flow as everything does from love. Love of those whose memory is precious; love of the American ideals that made the attacks hurt even more; love of each other in this gathering today and in this country; love of those who responses over the past twenty years have uplifted and inspired us. May we find our way in teshuvah, through all of that love.

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" Revisited

#integratingamerica
Oops, I posted two items out of order!

 

Two months ago I posted an almost-vow, and in the Jewish year we're headed into the season when we think about our vows... In reflecting on my state's new law around teaching about controversial topics, I suggested in July I might go back this year and re-learn the American Studies curriculum Leslie Bazer and I created and taught for three years at the Solomon Schechter High School of Long Island from 1996-1999. We called it "Integrating America", to reflect that it was both an integrated literature and social studies curriculum, and that it was about how we integrate ourselves individually into the collective and how different groups integrated into the collective -- certainly American Jews but not only.

 

I didn't vow then, but I'm expressing a strong intent to follow through.

 

So I thought I'd post my intent and an invitation about how this will work, for anyone who wants along for the ride.

1. First, if anyone out there was part of the class I'd always welcome your comments or your own posts!

2. I'm going to track the curriculum as it was and post some kind of short reflection on that day's lesson or assignment.

3. The goals of the program included both learning about the past and learning how to be an engaged citizen. So if you want to comment on any of my posts, keep that in mind.

4. The curriculum had blind spots, reflective of me for sure and perhaps of the time. I won't sugarcoat that -- this is the point, what have I learned since or what did I overlook -- and I'll try to comment on that.

5. If you want to post yourself on your own page in relation, I'd love if you'd use #integratingamerica so I could try to keep up!

The first assignment was to bring in an artifact that represents America to you right now. I'll comment on mine in the next post (which is actually on the blog the previous post.)

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.