Friday, February 1, 2013

The Ten Commandments: A Revolutionary Concept


What has been so compelling about the Ten Commandments? Why are they the cornerstone of Western civilization and American life? Are they anymore?

First, we contemplated the idea of natural morality and wondered whether it exists. We used these excerpts from "The Moral Life of Babies" to do so:
Source A:
Psychologist Paul Bloom on Baby Morality
Like many scientists and humanists, I have long been fascinated by the capacities and inclinations of babies and children. The mental life of young humans not only is an interesting topic in its own right; it also raises — and can help answer — fundamental questions of philosophy and psychology, including how biological evolution and cultural experience conspire to shape human nature. . . .

A growing body of evidence . . . suggests that humans do have a rudimentary moral sense from the very start of life. With the help of well-designed experiments, you can see glimmers of moral thought, moral judgment and moral feeling even in the first year of life. Some sense of good and evil seems to be bred in the bone. Which is not to say that parents are wrong to concern themselves with moral development or that their interactions with their children are a waste of time. Socialization is critically important. But this is not because babies and young children lack a sense of right and wrong; it’s because the sense of right and wrong that they naturally possess diverges in important ways from what we adults would want it to be.

Baby morality experiments
Our experiments involved having children watch animated movies of geometrical characters with faces. In one, a red ball would try to go up a hill. On some attempts, a yellow square got behind the ball and gently nudged it upward; in others, a green triangle got in front of it and pushed it down. We were interested in babies’ expectations about the ball’s attitudes — what would the baby expect the ball to make of the character who helped it and the one who hindered it? To find out, we then showed the babies additional movies in which the ball either approached the square or the triangle. When the ball approached the triangle (the hinderer), both 9- and 12-month-olds looked longer than they did when the ball approached the square (the helper). This was consistent with the interpretation that the former action surprised them; they expected the ball to approach the helper. A later study, using somewhat different stimuli, replicated the finding with 10-month-olds, but found that 6-month-olds seem to have no expectations at all. (This effect is robust only when the animated characters have faces; when they are simple faceless figures, it is apparently harder for babies to interpret what they are seeing as a social interaction.)

This experiment was designed to explore babies’ expectations about social interactions, not their moral capacities per se. But if you look at the movies, it’s clear that, at least to adult eyes, there is some latent moral content to the situation: the triangle is kind of a jerk; the square is a sweetheart. So we set out to investigate whether babies make the same judgments about the characters that adults do. Forget about how babies expect the ball to act toward the other characters; what do babies themselves think about the square and the triangle? Do they prefer the good guy and dislike the bad guy?

In one of our first studies of moral evaluation, we decided not to use two-dimensional animated movies but rather a three-dimensional display in which real geometrical objects, manipulated like puppets, acted out the helping/hindering situations: a yellow square would help the circle up the hill; a red triangle would push it down. After showing the babies the scene, the experimenter placed the helper and the hinderer on a tray and brought them to the child. In this instance, we opted to record not the babies’ looking time but rather which character they reached for, on the theory that what a baby reaches for is a reliable indicator of what a baby wants. In the end, we found that 6- and 10-month-old infants overwhelmingly preferred the helpful individual to the hindering individual. This wasn’t a subtle statistical trend; just about all the babies reached for the good guy.

Does our research show that babies believe that the helpful character is good and the hindering character is bad? Not necessarily. All that we can safely infer from what the babies reached for is that babies prefer the good guy and show an aversion to the bad guy. But what’s exciting here is that these preferences are based on how one individual treated another, on whether one individual was helping another individual achieve its goals or hindering it. This is preference of a very special sort; babies were responding to behaviors that adults would describe as nice or mean. When we showed these scenes to much older kids — 18-month-olds — and asked them, “Who was nice? Who was good?” and “Who was mean? Who was bad?” they responded as adults would, identifying the helper as nice and the hinderer as mean.

So are babies moral?
A fully developed morality is the product of cultural development, of the accumulation of rational insight and hard-earned innovations. The morality we start off with is primitive, not merely in the obvious sense that it’s incomplete, but in the deeper sense that when individuals and societies aspire toward an enlightened morality — one in which all beings capable of reason and suffering are on an equal footing, where all people are equal — they are fighting with what children have from the get-go. The biologist Richard Dawkins was right, then, when he said at the start of his book “The Selfish Gene,” “Be warned that if you wish, as I do, to build a society in which individuals cooperate generously and unselfishly toward a common good, you can expect little help from biological nature.” Or as a character in the Kingsley Amis novel “One Fat Englishman” puts it, “It was no wonder that people were so horrible when they started life as children.”

Morality, then, is a synthesis of the biological and the cultural, of the unlearned, the discovered and the invented. Babies possess certain moral foundations — the capacity and willingness to judge the actions of others, some sense of justice, gut responses to altruism and nastiness. Regardless of how smart we are, if we didn’t start with this basic apparatus, we would be nothing more than amoral agents, ruthlessly driven to pursue our self-interest. But our capacities as babies are sharply limited. It is the insights of rational individuals that make a truly universal and unselfish morality something that our species can aspire to.

Bloom, Paul. “The Moral Life of Babies.” New York Times Magazine. 5 May 2010. Web. http://www.nytimes.com/2010/05/09/magazine/09babies-t.html?pagewanted=all&_r=0 31 January 2013.

Then we looked at possible Biblical sources for natural morality:
Source B: Is there natural morality? Genesis 4:4-11
ד  וְהֶבֶל הֵבִיא גַם-הוּא מִבְּכֹרוֹת צֹאנוֹ, וּמֵחֶלְבֵהֶן; וַיִּשַׁע יְהוָה, אֶל-הֶבֶל וְאֶל-מִנְחָתוֹ.
4 And Abel, he also brought of the firstlings of his flock and of the fat thereof. And the LORD had respect unto Abel and to his offering;
ה  וְאֶל-קַיִן וְאֶל-מִנְחָתוֹ, לֹא שָׁעָה; וַיִּחַר לְקַיִן מְאֹד, וַיִּפְּלוּ פָּנָיו.
5 but unto Cain and to his offering He had not respect. And Cain was very wroth, and his countenance fell.
ו  וַיֹּאמֶר יְהוָה, אֶל-קָיִן:  לָמָּה חָרָה לָךְ, וְלָמָּה נָפְלוּ פָנֶיךָ.
6 And the LORD said unto Cain: 'Why art thou wroth? and why is thy countenance fallen?
ז  הֲלוֹא אִם-תֵּיטִיב, שְׂאֵת, וְאִם לֹא תֵיטִיב, לַפֶּתַח חַטָּאת רֹבֵץ; וְאֵלֶיךָ, תְּשׁוּקָתוֹ, וְאַתָּה, תִּמְשָׁל-בּוֹ.
7 If thou doest well, shall it not be lifted up? and if thou doest not well, sin coucheth at the door; and unto thee is its desire, but thou mayest rule over it.'
ח  וַיֹּאמֶר קַיִן, אֶל-הֶבֶל אָחִיו; וַיְהִי בִּהְיוֹתָם בַּשָּׂדֶה, וַיָּקָם קַיִן אֶל-הֶבֶל אָחִיו וַיַּהַרְגֵהוּ.
8 And Cain spoke unto Abel his brother. And it came to pass, when they were in the field, that Cain rose up against Abel his brother, and slew him.
ט  וַיֹּאמֶר יְהוָה אֶל-קַיִן, אֵי הֶבֶל אָחִיךָ; וַיֹּאמֶר לֹא יָדַעְתִּי, הֲשֹׁמֵר אָחִי אָנֹכִי.
9 And the LORD said unto Cain: 'Where is Abel thy brother?' And he said: 'I know not; am I my brother's keeper?'
י  וַיֹּאמֶר, מֶה עָשִׂיתָ; קוֹל דְּמֵי אָחִיךָ, צֹעֲקִים אֵלַי מִן-הָאֲדָמָה.
10 And He said: 'What hast thou done? the voice of thy brother's blood crieth unto Me from the ground.
יא  וְעַתָּה, אָרוּר אָתָּה, מִן-הָאֲדָמָה אֲשֶׁר פָּצְתָה אֶת-פִּיהָ, לָקַחַת אֶת-דְּמֵי אָחִיךָ מִיָּדֶךָ.
11 And now cursed art thou from the ground, which hath opened her mouth to receive thy brother's blood from thy hand.

Source C: Genesis 6:5
ה  וַיַּרְא יְהוָה, כִּי רַבָּה רָעַת הָאָדָם בָּאָרֶץ, וְכָל-יֵצֶר מַחְשְׁבֹת לִבּוֹ, רַק רַע כָּל-הַיּוֹם.
5 And the LORD saw that the wickedness of man was great in the earth, and that every imagination of the thoughts of his heart was only evil continually.

Putting the Bible into its historical, political and social context helped us then see the differences between the law codes in the ancient world and in the Bible.
Source D: Social Justice in the Ancient World
Mesopotamia was very interested in kittum, truth and right, and mesarum, equity and justice.
Fun fact: Hammurabi’s laws are not categorized in ways that would be familiar to modern man. Many rules were grouped together because they contained the same words and therefore created phonetic flow when being recited.
Stele of the Code of Hammurabi:


ca. 1780. Basalt, approx. 7’4” high, from Susa, Iran, now in Louvre Museum.
The law code of Hammurabi contains almost 300 laws written in over 3500 cuneiform characters. Hammurabi’s is one law code that survives from the ancient world, and its most famous one. Other law codes include the laws of Ur Nammu, the laws of Eshnunna, the laws of Lipit-Ishtar, Hittite laws, and Middle Assyrian laws. It wasn’t until Solon in Greece over 1000 years later that a ruler really codifies a list of written laws for his people.
A major contrast between ancient Near Eastern thought and Israelite conception of law is that Mesopotamians felt there was a law beyond the gods. Just as Hammurabi was given laws and just ways from Shamash, at some time Shamash had received them from some higher source. This is not so in Israel. God makes laws, laws are derived from Him and there is nothing beyond Him.



















We also noted that in the pagan world there is no unity in heaven. There is chaos, war, love, betrayal of love and friendship, just as there is on earth. The gods don’t provide a model of justice and morality for humanity.
Source E: Mischievousness of the Gods


Anzu, the bird-man god, steals the tablet of fates from Ea, the water god, who can be identified by the streams of water running out of his shoulders. In other words, the gods can create mischief for each other.

Furthermore, in the pagan world the gods are in charge of all manner of areas God in the Bible does not concern himself with.
Source F: Genesis 4:20-22: God is Not an Arts and Crafts Teacher
כ  וַתֵּלֶד עָדָה, אֶת-יָבָל:  הוּא הָיָה--אֲבִי, יֹשֵׁב אֹהֶל וּמִקְנֶה.
20 And Adah bore Jabal; he was the father of such as dwell in tents and have cattle.
כא  וְשֵׁם אָחִיו, יוּבָל:  הוּא הָיָה--אֲבִי, כָּל-תֹּפֵשׂ כִּנּוֹר וְעוּגָב.
21 And his brother's name was Jubal; he was the father of all such as handle the harp and pipe.
כב  וְצִלָּה גַם-הִוא, יָלְדָה אֶת-תּוּבַל קַיִן--לֹטֵשׁ, כָּל-חֹרֵשׁ נְחֹשֶׁת וּבַרְזֶל; וַאֲחוֹת תּוּבַל-קַיִן, נַעֲמָה.
22 And Zillah, she also bore Tubal-cain, the forger of every cutting instrument of brass and iron; and the sister of Tubal-cain was Naamah.

Laws from the Code of Hammurabi have been accused of being primitive, barbaric. However, the "eye for an eye" law actually shows that the Babylonians conceived of a world where monetary payment could not replace certain types of damages. In other words, Hammurabi's laws are the precursor to the high value Western civilization places on human life.

Despite that advancement, Hammurabi's laws fall short in extending this value to all humans. Hammurabi and the civilizations of the ancient world were hierarchical. A commoner's or slave's eye was not the same as the eye of an aristocrat.
Source G: Laws from the Code of Hammurabi
These are the famous “eye for an eye” laws in Hammurabi. What kind of society do the laws reveal?


Of course, in Egypt, the land from which God rescued the Israelites, slavery and mistreatment of slaves and foreigners was commonplace. 
Source H: All men are not created equal:


Ramses II Smiting Enemies, painted limestone, New Kingdom (ca. 1550-1070 BCE), 19th Dynasty
Here Ramses II is shown smiting captured slaves: a Libyan, a Nubian and a Syrian.

Now we can appreciate just how revolutionary the Ten Commandments were: God is One, and the Source of Law is unified, consistent and clear. There is none of the confusion and chaos of competing and conflicting Gods. Moreover, God frees the Israelites -- which He mentions in the Ten Commandments in Deutoronomy -- not to enslave them once again as His people, but to offer them a covenant which they have the freedom to accept or reject. The law of the Sabbath in particular shows the democratic nature of the new social contract God wants to enact with the Israelites. Everyone -- man, woman, child, slave, even beast -- enjoys the rest of the Sabbath. Compare the language of the Ten Commandments with the facts we've learned about the pagan world, and then see what Chief Rabbi Lord Jonathan Sacks says about this week's Torah portion, Yitro:  
Source I: The Ten Commandments: Exodus 20:1-13
א  וַיְדַבֵּר אֱלֹהִים, אֵת כָּל-הַדְּבָרִים הָאֵלֶּה לֵאמֹר.  {ס}
1 And God spoke all these words, saying: {S}
ב  אָנֹכִי יְהוָה אֱלֹהֶיךָ, אֲשֶׁר הוֹצֵאתִיךָ מֵאֶרֶץ מִצְרַיִם מִבֵּית עֲבָדִים:  לֹא-יִהְיֶה לְךָ אֱלֹהִים אֲחֵרִים, עַל-פָּנָי.
2 I am the LORD thy God, who brought thee out of the land of Egypt, out of the house of bondage. Thou shalt have no other gods before Me.
ג  לֹא-תַעֲשֶׂה לְךָ פֶסֶל, וְכָל-תְּמוּנָה, אֲשֶׁר בַּשָּׁמַיִם מִמַּעַל, וַאֲשֶׁר בָּאָרֶץ מִתָּחַת--וַאֲשֶׁר בַּמַּיִם, מִתַּחַת לָאָרֶץ.
3 Thou shalt not make unto thee a graven image, nor any manner of likeness, of any thing that is in heaven above, or that is in the earth beneath, or that is in the water under the earth;
ד  לֹא-תִשְׁתַּחֲוֶה לָהֶם, וְלֹא תָעָבְדֵם:  כִּי אָנֹכִי יְהוָה אֱלֹהֶיךָ, אֵל קַנָּא--פֹּקֵד עֲוֹן אָבֹת עַל-בָּנִים עַל-שִׁלֵּשִׁים וְעַל-רִבֵּעִים, לְשֹׂנְאָי.
4 thou shalt not bow down unto them, nor serve them; for I the LORD thy God am a jealous God, visiting the iniquity of the fathers upon the children unto the third and fourth generation of them that hate Me;
ה  וְעֹשֶׂה חֶסֶד, לַאֲלָפִים--לְאֹהֲבַי, וּלְשֹׁמְרֵי מִצְוֹתָי.  {ס}
5 and showing mercy unto the thousandth generation of them that love Me and keep My commandments. {S}
ו  לֹא תִשָּׂא אֶת-שֵׁם-יְהוָה אֱלֹהֶיךָ, לַשָּׁוְא:  כִּי לֹא יְנַקֶּה יְהוָה, אֵת אֲשֶׁר-יִשָּׂא אֶת-שְׁמוֹ לַשָּׁוְא.  {פ}
6 Thou shalt not take the name of the LORD thy God in vain; for the LORD will not hold him guiltless that taketh His name in vain. {P}
ז  זָכוֹר אֶת-יוֹם הַשַּׁבָּת, לְקַדְּשׁוֹ.
7 Remember the sabbath day, to keep it holy.
ח  שֵׁשֶׁת יָמִים תַּעֲבֹד, וְעָשִׂיתָ כָּל-מְלַאכְתֶּךָ.
8 Six days shalt thou labour, and do all thy work;
ט  וְיוֹם, הַשְּׁבִיעִי--שַׁבָּת, לַיהוָה אֱלֹהֶיךָ:  לֹא-תַעֲשֶׂה כָל-מְלָאכָה אַתָּה וּבִנְךָ וּבִתֶּךָ, עַבְדְּךָ וַאֲמָתְךָ וּבְהֶמְתֶּךָ, וְגֵרְךָ, אֲשֶׁר בִּשְׁעָרֶיךָ.
9 but the seventh day is a sabbath unto the LORD thy God, in it thou shalt not do any manner of work, thou, nor thy son, nor thy daughter, nor thy man-servant, nor thy maid-servant, nor thy cattle, nor thy stranger that is within thy gates;
י  כִּי שֵׁשֶׁת-יָמִים עָשָׂה יְהוָה אֶת-הַשָּׁמַיִם וְאֶת-הָאָרֶץ, אֶת-הַיָּם וְאֶת-כָּל-אֲשֶׁר-בָּם, וַיָּנַח, בַּיּוֹם הַשְּׁבִיעִי; עַל-כֵּן, בֵּרַךְ יְהוָה אֶת-יוֹם הַשַּׁבָּת--וַיְקַדְּשֵׁהוּ.  {ס}
10 for in six days the LORD made heaven and earth, the sea, and all that in them is, and rested on the seventh day; wherefore the LORD blessed the sabbath day, and hallowed it. {S}
יא  כַּבֵּד אֶת-אָבִיךָ, וְאֶת-אִמֶּךָ--לְמַעַן, יַאֲרִכוּן יָמֶיךָ, עַל הָאֲדָמָה, אֲשֶׁר-יְהוָה אֱלֹהֶיךָ נֹתֵן לָךְ.  {ס}
11 Honour thy father and thy mother, that thy days may be long upon the land which the LORD thy God giveth thee. {S}
יב  לֹא תִרְצָח,  {ס}  לֹא תִנְאָף;  {ס}  לֹא תִגְנֹב,  {ס}  לֹא-תַעֲנֶה בְרֵעֲךָ עֵד שָׁקֶר.  {ס}
12 Thou shalt not murder. {S} Thou shalt not commit adultery. {S} Thou shalt not steal. {S} Thou shalt not bear false witness against thy neighbour.{S}
יג  לֹא תַחְמֹד, בֵּית רֵעֶךָ;  {ס}  לֹא-תַחְמֹד אֵשֶׁת רֵעֶךָ, וְעַבְדּוֹ וַאֲמָתוֹ וְשׁוֹרוֹ וַחֲמֹרוֹ, וְכֹל, אֲשֶׁר לְרֵעֶךָ.  {פ}
13 Thou shalt not covet thy neighbour's house; {S} thou shalt not covet thy neighbour's wife, nor his man-servant, nor his maid-servant, nor his ox, nor his ass, nor any thing that is thy neighbour's. {P}

 Source J: The Ten Commandments in Deuteronomy 5:6-17:
 אָנֹכִי יְהוָה אֱלֹהֶיךָ, אֲשֶׁר הוֹצֵאתִיךָ מֵאֶרֶץ מִצְרַיִם מִבֵּית עֲבָדִים:  לֹא-יִהְיֶה לְךָ אֱלֹהִים אֲחֵרִים, עַל-פָּנָי.
6 I am the LORD thy God, who brought thee out of the land of Egypt, out of the house of bondage. Thou shalt have no other gods before Me.
ז  לֹא-תַעֲשֶׂה לְךָ פֶסֶל, כָּל-תְּמוּנָה, אֲשֶׁר בַּשָּׁמַיִם מִמַּעַל, וַאֲשֶׁר בָּאָרֶץ מִתָּחַת--וַאֲשֶׁר בַּמַּיִם, מִתַּחַת לָאָרֶץ.
7 Thou shalt not make unto thee a graven image, even any manner of likeness, of any thing that is in heaven above, or that is in the earth beneath, or that is in the water under the earth.
ח  לֹא-תִשְׁתַּחֲוֶה לָהֶם, וְלֹא תָעָבְדֵם:  כִּי אָנֹכִי יְהוָה אֱלֹהֶיךָ, אֵל קַנָּא--פֹּקֵד עֲוֹן אָבוֹת עַל-בָּנִים וְעַל-שִׁלֵּשִׁים וְעַל-רִבֵּעִים, לְשֹׂנְאָי.
8 Thou shalt not bow down unto them, nor serve them; for I the LORD thy God am a jealous God, visiting the iniquity of the fathers upon the children, and upon the third and upon the fourth generation of them that hate Me,
ט  וְעֹשֶׂה חֶסֶד, לַאֲלָפִים--לְאֹהֲבַי, וּלְשֹׁמְרֵי מצותו (מִצְוֹתָי).  {ס}
9 and showing mercy unto the thousandth generation of them that love Me and keep My commandments. {S}
י  לֹא תִשָּׂא אֶת-שֵׁם-יְהוָה אֱלֹהֶיךָ, לַשָּׁוְא:  כִּי לֹא יְנַקֶּה יְהוָה, אֵת אֲשֶׁר-יִשָּׂא אֶת-שְׁמוֹ לַשָּׁוְא.  {ס}
10 Thou shalt not take the name of the LORD thy God in vain; for the LORD will not hold him guiltless that taketh His name in vain. {S}
יא  שָׁמוֹר אֶת-יוֹם הַשַּׁבָּת, לְקַדְּשׁוֹ, כַּאֲשֶׁר צִוְּךָ, יְהוָה אֱלֹהֶיךָ.
11 Observe the sabbath day, to keep it holy, as the LORD thy God commanded thee.
יב  שֵׁשֶׁת יָמִים תַּעֲבֹד, וְעָשִׂיתָ כָּל-מְלַאכְתֶּךָ.
12 Six days shalt thou labour, and do all thy work;
יג  וְיוֹם, הַשְּׁבִיעִי--שַׁבָּת, לַיהוָה אֱלֹהֶיךָ:  לֹא תַעֲשֶׂה כָל-מְלָאכָה אַתָּה וּבִנְךָ-וּבִתֶּךָ וְעַבְדְּךָ-וַאֲמָתֶךָ וְשׁוֹרְךָ וַחֲמֹרְךָ וְכָל-בְּהֶמְתֶּךָ, וְגֵרְךָ אֲשֶׁר בִּשְׁעָרֶיךָ--לְמַעַן יָנוּחַ עַבְדְּךָ וַאֲמָתְךָ, כָּמוֹךָ.
13 but the seventh day is a sabbath unto the LORD thy God, in it thou shalt not do any manner of work, thou, nor thy son, nor thy daughter, nor thy man-servant, nor thy maid-servant, nor thine ox, nor thine ass, nor any of thy cattle, nor thy stranger that is within thy gates; that thy man-servant and thy maid-servant may rest as well as thou.
יד  וְזָכַרְתָּ, כִּי עֶבֶד הָיִיתָ בְּאֶרֶץ מִצְרַיִם, וַיֹּצִאֲךָ יְהוָה אֱלֹהֶיךָ מִשָּׁם, בְּיָד חֲזָקָה וּבִזְרֹעַ נְטוּיָה; עַל-כֵּן, צִוְּךָ יְהוָה אֱלֹהֶיךָ, לַעֲשׂוֹת, אֶת-יוֹם הַשַּׁבָּת.  {ס}
14 And thou shalt remember that thou was a servant in the land of Egypt, and the LORD thy God brought thee out thence by a mighty hand and by an outstretched arm; therefore the LORD thy God commanded thee to keep the sabbath day. {S}
טו  כַּבֵּד אֶת-אָבִיךָ וְאֶת-אִמֶּךָ, כַּאֲשֶׁר צִוְּךָ יְהוָה אֱלֹהֶיךָ--לְמַעַן יַאֲרִיכֻן יָמֶיךָ, וּלְמַעַן יִיטַב לָךְ, עַל הָאֲדָמָה, אֲשֶׁר-יְהוָה אֱלֹהֶיךָ נֹתֵן לָךְ.  {ס}
15 Honour thy father and thy mother, as the LORD thy God commanded thee; that thy days may be long, and that it may go well with thee, upon the land which the LORD thy God giveth thee. {S}
טז  לֹא תִרְצָח,  {ס}  וְלֹא תִנְאָף;  {ס}  וְלֹא תִגְנֹב,  {ס}  וְלֹא-תַעֲנֶה בְרֵעֲךָ עֵד שָׁוְא.  {ס}
16 Thou shalt not murder. {S} Neither shalt thou commit adultery. {S}Neither shalt thou steal. {S} Neither shalt thou bear false witness against thy neighbour. {S}
יז  וְלֹא תַחְמֹד, אֵשֶׁת רֵעֶךָ;  {ס}  וְלֹא תִתְאַוֶּה בֵּית רֵעֶךָ, שָׂדֵהוּ וְעַבְדּוֹ וַאֲמָתוֹ שׁוֹרוֹ וַחֲמֹרוֹ, וְכֹל, אֲשֶׁר לְרֵעֶךָ.  {ס}
17 Neither shalt thou covet thy neighbour's wife; {S} neither shalt thou desire thy neighbour's house, his field, or his man-servant, or his maid-servant, his ox, or his ass, or any thing that is thy neighbour's. {S}

Note the difference in the Shabbat commandment between the two versions of the Ten Commandments. The one in Deuteronomy reminds us that God took the Israelites out of Egypt in order to establish a new type of society.

Source K: Of course, I never miss an opportunity to quote Chief Rabbi Lord Jonathan Sacks:
At Sinai a new kind of nation was being formed and a new kind of society – one that would be an antithesis of Egypt in which the few had power and the many were enslaved. At Sinai, the children of Israel ceased to be a group of individuals and became, for the first time, a body politic: a nation of citizens under the sovereignty of G-d whose written constitution was the Torah and whose mission was to be “a kingdom of priests and a holy nation.”

Even today, standard works on the history of political thought trace it back, through Marx, Rousseau and Hobbes to Plato’s Republic, Aristotle’s Politics and the Greek city state (Athens in particular) of the fourth century BCE. This is a serious error. To be sure, words like “democracy” (rule by the people) are Greek in origin. The Greeks were gifted at abstract nouns and systematic thought. However, if we look at the “birth of the modern” – at figures like Milton, Hobbes and Locke in England, and the founding fathers of America – the book with which they were in dialogue was not Plato or Aristotle but the Hebrew Bible. Hobbes quotes it 657 times in The Leviathan alone. Long before the Greek philosophers, and far more profoundly, at Mount Sinai the concept of a free society was born.

Three things about that moment were to prove crucial. The first is that long before Israel entered the land and acquired their own system of government (first by judges, later by kings), they had entered into an overarching covenant with G-d. That covenant (brit Sinai) set moral limits to the exercise of power. The code we call Torah established for the first time the primacy of right over might. Any king who behaved contrarily to Torah was acting ultra vires, and could be challenged. This is the single most important fact about biblical politics.

Democracy on the Greek model always had one fatal weakness. Alexis de Tocqueville and John Stuart Mill called it “the tyranny of the majority”. J. L. Talmon called it “totalitarian democracy.” The rule of the majority contains no guarantee of the rights of minorities. As Lord Acton rightly noted, it was this that led to the downfall of Athens: “There was no law superior to that of the state. The lawgiver was above the law.” In Judaism, by contrast, prophets were mandated to challenge the authority of the king if he acted against the terms of the Torah. Individuals were empowered to disobey illegal or immoral orders. For this alone, the covenant at Sinai deserves to be seen as the single greatest step in the long road to a free society.

The second key element lies in the prologue to the covenant. G-d tells Moses: “This is what you are to say to the house of Jacob and tell the people of Israel. ‘You yourselves have seen what I did to Egypt and how I carried you on eagles’ wings and brought you to Me. Now, if you obey Me fully and keep My covenant, you will be My treasured possession, for the whole earth is Mine. You will be for Me a kingdom of priests and a holy nation . . .’” Moses tells this to the people, who reply: “We will do everything the Lord has said.”

What is the significance of this exchange? It means that until the people had signified their consent, the revelation could not proceed. There is no legitimate government without the consent of the governed, even if the governor is Creator of heaven and earth. I know of few more radical ideas anywhere. To be sure, there were sages in the Talmudic period who questioned whether the acceptance of the covenant at Sinai was completely free. However, at the heart of Judaism is the idea – way ahead of its time, and not always fully realised – that the free G-d desires the free worship of free human beings. G-d, said the rabbis, does not act tyrannically with His creatures.

The third, equally ahead of its time, was that the partners to the covenant were to be “all the people” – men, women and children. This fact is emphasised later on in the Torah in the mitzvah of Hakhel, the septennial covenant renewal ceremony. The Torah states specifically that the entire people is to be gathered together for this ceremony, “men, women and children.” A thousand years later, when Athens experimented with democracy, only a limited section of society had political rights. Women, children, slaves and foreigners were excluded. In Britain, women did not get the vote until the twentieth century. According to the sages, when G-d was about to give the Torah at Sinai, He told Moses to consult first with the women and only then with the men (“thus shall you say to the house of Jacob” – this means, the women ). The Torah, Israel’s “constitution of liberty”, includes everyone. It is the first moment, by thousands of years, that citizenship is conceived as being universal.

There is much else to be said about the political theory of the Torah (see my The Politics of Hope, The Dignity of Difference, and The Chief Rabbi’s Haggadah as well as the important works by Daniel Elazar and Michael Walzer). But one thing is clear. With the revelation at Sinai something unprecedented entered the human horizon. It would take centuries, millennia, before its full implications were understood. Abraham Lincoln said it best when he spoke of “a new nation, conceived in liberty, and dedicated to the proposition that all men are created equal.” At Sinai, the politics of freedom was born.


To return to our original source:
The biologist Richard Dawkins was right, then, when he said at the start of his book “The Selfish Gene,” “Be warned that if you wish, as I do, to build a society in which individuals cooperate generously and unselfishly toward a common good, you can expect little help from biological nature.” 

If that is so, then we need to turn to other codes to establish for us a just and right society. In studying closely the text of the Torah, we can see why it captured the attention of the Founding Fathers as they sought to create a new type of government and why it offers us as Jews a way to conceive of a democratic world that cares for its citizens and offers them, not a bleak, Hobbesian existence, but a noble and dignified one where morality, not selfishness, are developed and admired. Shabbat shalom.

Wednesday, January 23, 2013

Frisch LEADs Continues to Inspire



The student-designed learning taking place for the Frisch LEADs project this year continues to inspire me. To become familiar with what Mrs. Ruth Wang-Birnbaum, Rabbi Dan Rosen and I are asking our AP English Literature seniors at The Frisch School to do, click on the following links:

Welcome to Frisch LEADs

Introduction to Format of Frisch LEADs

A Set of Blog Prompts and Blog Requirements

I've blogged before about stellar examples of the student projects, and I continue to be impressed with the students' work. Here are some highlights from Frisch LEADs:

1) Of Fathers and the Godfathers
R. Freilich is writing about mafia families, combining her and her family's, particularly her and her father's, love of watching mafia movies. It's so appropriate that R. Freilich has chosen to do a project on the mafia because of a bond she shares with her father. All irony aside, I love the fact that R. Freilich's project is based on good times she has shared with her own family, so that school can be a place not only to deepen learning about a topic the family has introduced into a student's life, but also a space to validate and grow an emotional bond a student feels with her parents and siblings.

R. Freilich's Blog

For the latest blog post assignments, I had students use their new knowledge of poetic techniques, learned while we studied Hamlet, to write a poem on their Frisch LEADs topic. R. Freilich distinguished herself as a poet by using imagery and allusion to great effect in her poem, Creation. Check out her blog post, Mafia Poetry, a genre I don't think is explored enough in the canon. All that may soon change; check this out:

Mafia Poetry

2) Interdisciplinary Project on Charity
E. Levine is another student doing a great job on her Frisch LEADs assignment, particularly because of her interdisciplinary analysis of charity. I especially liked how E. Levine was able to use a work she had read in her sophomore year, The Canterbury Tales, in order to create a literary tie to charity. I didn't suggest the connection to Chaucer; all I asked the student to do was include a work of literature in the project. It was E. Levine who drew on her own knowledge, came up with The Canterbury Tales, and then applied it in a sophisticated way to her project. Check out E. Levine's layered look at doing good:

A Multi-Disciplinary Look at Charity

3) From Beauty to Anti-Bullying

Reading about how A. Rubin's project evolved from the beginning of the year until now is fascinating, as you can find out how her idea develops from being about myth in different cultures to perspectives on beauty. A. Rubin's project is also notable for the way she wants to make what she has learned relevant and meaningful for The Frisch School community by planning an event for the freshmen that the seniors run. Creating purpose to deepen the learning experience is one of the goals of Frisch LEADs. Check out A. Rubin's thoughtful blog here:

A. Rubin's Blog on Beauty

4) Jaws Year

I wanted to share C. Zucker's blog in order to show you the range of the Frisch LEADs' projects. So far, you've seen projects on mafia families, charity and differing ideals of beauty. Let's now add sharks to that list, and let me share C. Zucker's engaging and visually exciting blog, which makes great use of the medium and its ability to hold text, images and film easily. What I love about this blog is that this topic is so obviously an interest of the student's, and I don't know when else in high school she would have had the chance to explore it.

C. Zucker's Shark Blog

5) Myth Unplugged

E. Rosen continues to impress her classmates by the depth and breadth of her research. She's also happy to share her work with the world and allow anyone to gain from the information she has accumulated. See also on E. Rosen's blog her thoughts on student use of her work and whether she's encouraging laziness in peers studying myth by gathering so many stories for them to use in their work. Another thought-provoking blog post by this student blog shows her meta-cognition, as she muses about the demographics of the people reading her posts.

E. Rosen's Blog on Comparative Myth

I hope you enjoyed this latest sampling of student blogs. Feel free to post your responses to them on this one!


Thursday, January 17, 2013

Blended Learning and Whole-Person Learning


What is Blended Learning?


We've all been hearing a lot of talk about online, blended learning, and I've been scouring the internet finding definitions for it and seeing how it's being implemented in different schools. This week, I had an opportunity to attend a two-hour conference blended learning, and doing so confirmed some of the thoughts I've been having about it.

First, let's define terms. Here is Penn State's definition of blended learning, which Wikipedia picked up:


A blended learning approach combines face to face classroom methods with computer-mediated activities to form an integrated instructional approach. 

The goal of a blended approach is to join the best aspects of both face to face and online instruction. Classroom time can be used to engage students in advanced interactive experiences.  

This is the link to the Penn State website on its blended learning philosophy:
What is Blended Learning?

Three Models of Blended Learning


Three models for blended learning seem to be popular in elementary and high school environments:

Rotation: Lab
Rotation: Classroom
Flex

To learn more about these three models, go to the following site:

Blended Learning Models

The blended learning models discussed on the Education Elements site are being implemented in a formal and well conceived manner, but if you're a teacher using digital media in any way, you're probably also experimenting with and/or implementing blended learning in your classroom, in ways that particularly enrich your curriculum.

Blended Learning in the High School Classroom


For example, I'm blending my AP Art History course this year, so I can teach chronologically in the classroom, but have students become familiar in my class blog with upcoming eras, various artists and styles, and non-Western art I may not have time to get to in the curriculum. Here is a link to a blog post that has students consider the effects of the Classical world in art. I gave the assignment to my students once we had studied the Greco-Roman time period, and now I know that when we get to time periods such as the Renaissance, the Neo-Classical era, Modernism and postmodernism, students will have prior knowledge I can activate:

The Greco-Roman World Lives On and On and On . . .


IMHO


Some of the educators I've spoken to who are interested in blended learning are intrigued by it partly because the formal model of it has been touted as economically friendly. Before investing in the expense of "going blended," I'd like to offer my humble opinion.

In any presentation you're going to hear about blended learning, I can guarantee you that you're going to be shown a chart of Bloom's Taxonomy:

Then you're going to be told that blended learning allows a teacher to develop higher order thinking rather than focus on remembering and understanding. The plan with blended learning is that once students complete  their online learning, some form of software with course content that gives teachers data about student performance, they will then be ready for small-group instruction. During small-group instruction, the teacher can spend time asking students to apply and analyze what they've learned, and then students can work in groups to evaluate their new knowledge and create original content with it. I love that last part. I definitely want to see more project-based learning in schools.

These are my impressions:


As an English teacher, I'm intrigued by the notion that I can use software that will force students to italicize the name of a play or novel or capitalize only proper nouns, before they can advance to the next grammatical exercise. I'm so sick of teaching the same grammar lesson over and over, only to have students completely ignore a rule they learned on the next assignment they hand in. Teaching grammar is a Groundhog Day nightmare for me.

I'm also interested in having data about students' knowledge of grammar and of their ability to create sound arguments that they must back up with sufficient evidence. This data is attainable through the ELA software programs developed for online, blended learning, and having the computer do some of the dirty work of the English Language Arts classroom sounds delightful.

My problem lies in the way the blended learning model is being developed. When I asked at the conference I attended what kind of interdisciplinary lessons are being implemented in the blended learning models being touted, the reply was none.

Therefore, while the blended learning model is offering a lot of new data that teachers can get excited about, time for whole-body learning, and perhaps a price point that is appealing as well, educationally it may not be offering the whole-person learning experience that I think should be at the center of education today.

Whole-Person Learning


Here is an article from the New York Times about a physics teacher from Louisville, Kentucky named Jeffrey Wright who says the following:


“When you look at physics, it’s all about laws and how the world works . . . But if you don’t tie those laws into a much bigger purpose, the purpose in your heart, then they [students] are going to sit there and ask the question ‘Who cares?’
“Kids are very spiritual — they want a bigger purpose. . . . "

For the rest of this inspiring article about Mr. Wright and his inventive approach to teaching physics as well as the affecting lesson he gives his students on his struggles with his own developmentally-challenged son, click on the link:

Laws of Physics Can't Trump the Bonds of Love

We must engage the whole child, and we cannot do so if we continue to set up courses as discrete units that don't have relevance to and interact with each other. My job as Coordinator of Interdisciplinary Studies is to create those connections among the students' classes, so that students not only see that one class is necessary for an understanding of another, but that all their classes connect to who they are as human beings and will help them understand what their higher purpose in the world is.

If we remain on an educational course that doesn't plan for those larger aims from the onset of the curriculum planning process, then students may or may not be lucky enough to have a Mr. Wright in their lives, and their formation as whole people will be a rockier process or may never happen satisfactorily at all. In a religious school such as Frisch, where I teach, the creation of meaning and religious purposefulness is crucial in curriculum development, but Mr. Wright shows that all people yearn for meaning in their lives. We all want to feel that what we do has a higher purpose, and students deserve a way to be shown that the interests and passions they have can be used to make a positive difference on this planet.

Let's be honest, when we read any article about good teachers, you know, the ones all students love and people make after-school specials about, we know that those are the ones who are thinking about students as whole people and not just as containers to hold math, history or science knowledge. So anyone in education today has to make sure that we create a system where students are engaged in whole-body and whole-person learning, what my son Solomon, a junior at Frisch, calls, respectively, "physical" and "spiritual" learning.

Therefore, my conclusion about blended learning for now is that it is a tool. It's an interesting tool with a lot of potential, but the potential must be harnessed correctly by thoughtful educators.


To end, I'll quote one of the current sages in the field of education reform, Will Richardson:

"Learning without love isn’t learning; it's production."

Let's make sure our students love what they learn, learn what they love, and learn to love while they learn.


Additional Resources:



For more information on interdisciplinary studies, see below:

My colleague Rabbi Tzvi Pittinsky sent me this article from Edutopia on interdisciplinary studies, which explains how integration among subjects allows for deeper learning:

Deeper Learning: Why Cross-Curricular Teaching is Essential

Finally, to find out more about my work in interdisciplinary studies, click on the following link:

Trying to Teach Well and Good: About My Work


Friday, January 11, 2013

About My Work


About my work:


Interdisciplinary Studies


I began my work in interdisciplinary studies at Frisch by meeting with Torah and Nakh teachers to see where in their syllabi students would benefit from and appreciate a look into the cultures that form the backdrop of the Biblical books. The interdisciplinary units that resulted from that planning and which AVICHAI funded include:

  • Paganism vs. Monotheism: A comparison of the ancient Near Eastern pagan worldview with Abraham’s monotheistic one
  • Fertility and Wells: Wells as fertility symbols and Isaac’s well digging
  • Jacob on the DL (disabled list): Achilles, Oedipus and the significance of leg injuries (one of my personal favorites)
  • Joseph in Egypt: A comparison of Mesopotamian and Egyptian lifestyles (adapted for elementary school as well)
  • God attacks Egypt: The might of the Egyptian empire and God’s response (a 2-part series)
  • The Hammurabi Code and Biblical Law
  • The Mishkan and Art in the Ancient World
  • Ancient Military Encampments vs. the Israelite Encampment in Numbers
  • Purity in the Camp: A look at Sotah and ancient adultery law
  • Prophecy and Divination in the Torah and the Ancient World: Balaam and his powers
  • The Power of Shema: Deuteronomy’s Message
  • Solomon’s Temple vs. Temples in the Ancient Near East
  • Assyrian Might in the Books of the Prophets
  • Jonah, Pinocchio and the Meaning of the Foray into the Fish’s Stomach
  • Palaces and Parties: The Achaemenid Court and Esther
  • What Ruth Corrects in Levirate Law: A comparison of levirate law in the ancient world and its significance in the Ruth story
  • Co-taught with a Nakh teacher: a three-part series on literature, art and music in Judaism; I prepared the art and most of the literature part of the sessions

Here is a link to many of my integration units: http://www.slideboom.com/my_presentations

As Chairman of the English Department, I've overseen the establishment of set standards in grammar and research in my school's four-year program; combined Honors American Literature with AP English Language in the junior year, making the course both literary and media-based; and planned, taught and continue to teach an integrated senior elective called Hot Topics, which uses literature, art, film and Judaic sources to look at medical ethics and racism today. Here is a link to the wiki page that best features the interdisciplinary and multi-media nature of the Hot Topics course:

[If you want access to any of the links to the Frisch wiki, please contact me at tikvah.wiener@gmail.com. The wiki is password-protected, but I have a guest password for educators.]


As Coordinator of Interdisciplinary Studies, I’ve worked with each department in the school to learn how the topics in each course might fit into a theme I selected for each grade. I co-created and wrote the content for a school wiki, where each grade can interact with different topics pertaining to that grade’s theme. The grades' themes:

Freshmen: Identity
Sophomores: Exploration
Juniors: Conflict
Seniors: Integration

The wiki pages aren't divided by course, but rather by topics common to myriad classes. Freshmen, for example, under the theme of identity, can learn about the topic of leadership by studying it through the lens of their literature, history, and Tanakh classes. I co-wrote an article with Rabbi Tzvi Pittinsky about the school-wide wiki in the Lookstein Journal, Jewish Educational Leadership:  http://www.lookstein.org/online_journal.php?id=250

I also created, organized and now oversee interdisciplinary days of learning for grades 9-11, ones that pertain to each grade’s themes. The ninth grade integration day is fate and free will, the tenth grade day is censorship and book burning, and the eleventh grade day is the Holocaust. We planned the eleventh grade integration day with a school in Israel, enabling us to have a global classroom.


I grew a week-long integrated study of the Greeks into Frisch Greek week, where ninth graders focus on what the Greeks contributed to the world and learn where to draw the line between what secular cultures can give Judaism and ways in which secular environments harm our religion.


In the tenth grade, I developed the Frisch Africa Encounter, a month-long study of the African continent that culminates in an evening for parents, students and teachers. As part of the month-long program, students read either The Posionwood Bible or Little Bee and complete a research project in history that they then convert into digital media for the presentation night. Students also learn about the integration of Ethiopian Jewry into Israeli society; debate what Israel should do about African refugees; repurpose discarded materials into works of art; and raise money for Innovation: Africa, an organization that uses sustainable Israeli technologies to improve life in African countries. At the evening for the Frisch community, sophomores share their exploration of African art, culture, economies, and social entrepreneurs with the school community.


RealSchool



The modern world needs people with a complex identity who are intellectually autonomous and prepared to cope with uncertainty; who are able to draw inferences and can control their behavior in the light of foreseen consequences, who are altruistic and enjoy doing for others, and who understand social forces and trends."

-- Robert Havighurst, 20th-century American psychologist

Last year I began RealSchool (RS), a program that advocates for and models education reform by having students engage in self-designed, collaborative, inquiry-based learning. The teams in the club are formed based on students’ interests and generally include subjects not taught in the traditional classroom. RS teams include App Making, The Arts, Fashion, Finance, Graphic Design, Health and Environment, Marketing, Religious Identity, Social Action and Entrepreneurship, Video Production and Web Design.

The club has organized events such as a student-run Yom Iyun; a pre-Shavuot program called Detox for the Decalogue; a student-run discussion series on prayer; and a day devoted to doing 26 Acts of Kindness for the 26 victims of Newtown. Club members are now involved in 

*  creating a green cookbook that will be made into an app
*  a fashion and dance show that raises awareness about ethical food and fashion, the oppression of women worldwide and female entrepreneurs
*  an education reform movement
*  a video series based on the prayer discussions the Religious Identity team is having.

RealSchool’s student-designed website: http://frischrealschool.org 
RS's FaceBook page: http://www.facebook.com/pages/RealSchool/234355426650263?ref=hl.

An article about RealSchool appears in the Spring 2012 volume of The Lookstein Center’s Jewish Educational Leadership Journal and can be found here: http://www.lookstein.org/online_journal.php?id=425

Frisch LEADs



This year I decided to imbue the academic curriculum with more of RealSchool’s values. I worked with my fellow AP English Literature teachers and developed Frisch LEADs (Learning. Exploring. Analyzing. Designing.), a project that has students choose their own topic for study and research. Students blog about the discovery and planning process of this year-long undertaking and must complete a 25-page paper or a multi-media project by March. For more information, see http://frischlead.blogspot.com

Two particularly good examples of student blogs from the project can be found here:



The Global Classroom


As a proponent of global learning, I’ve also connected entire grades, my classes and particular students to students across the globe. I mentioned the junior integration day, which Frisch conducts with a school in Israel. I’ve also had my sophomore classes interact and converse on wikis with a school in Gush Etzion, Neveh Channah.

In addition, as a result of last year’s Frisch Africa Encounter, six sophomore girls became interested in building relationships with Ethiopian children in Israel. My sister Smadar Goldstein of JETS, an online learning provider based in Israel, presented the Frisch program on Ethiopian Jewry as a webinar. Smadar arranged for my sophomore girls to Skype with Ethiopian students, and one of my students, who is going to Israel in February 2013, is arranging a meeting with her Ethiopian friend.


Additional Resources


I’m a lover of social media, blogging, tweeting and posting on Facebook about my work and RealSchool’s. In addition to RealSchool’s blog, I also have an AP Art History blog and one on which I post about education, interdisciplinary studies and English.

For AP Art History:



For my education blog:



Here are three blog posts I particularly like:


The Greeks, Qohelet and the Importance of Beginning Again


A Jewish Response to Hedonism and Narcissism

Sacred Space: Contemplating Colorado, Diablo III and the Destruction of the Temple


(You can discern my Sacksian and Heschelian worldview in those posts.)


Tuesday, January 8, 2013

Brave New World and What Makes for a Meaningful Life





Hot Topics is an English class I teach in an interdisciplinary manner. The hot topic of the fall semester is medical ethics and how we as American and global citizens should define humanness. 

One of the books we read is Huxley's Brave New World. After students completed a reading journal on Brave New World, which you can access here -- Brave New World reading journal -- we had class discussions about the science fiction novel.

Then I asked students to consider what was most meaningful in life to them, and since Frisch, where I teach, is a modern Orthodox school, we considered what is meaningful to an Orthodox Jew by looking at Rabbi Michael Broyde's Letter to a Friend on Modern Orthodoxy. The letter can be found here: Rabbi Michael Broyde: Letter on Modern Orthodoxy. Download the letter if you cannot see it clearly. 

I wanted to share an outline a student completed that I thought was a particularly fine response to the question of what makes life meaningful.



Oren 
English 12A
Mrs. Wiener
12/9/12
                                            True Meaning of Life

Intro:

Paragraph I:  I believe the true meaning of life is free will, change, and emotion. Without them in my life, I would not be able to function properly as a modern orthodox Jew.
1.      Free will: Free will is meaningful because it gives us the ability to be individuals by making decisions on our own, and allowing us to live our life without being told how and what to do.
2.      Change: Change is meaningful because it allows individuals and society to improve. Without the ability to change then the new developments in science and technology today would not exist.
    Technology: Smart phones, email, Bluetooth, and Internet
      Science: New kind of medicine, and different research programs were developed in order to find cures and treatments to illnesses that were never cured or treated properly.
3.      Emotion: Emotion gives us the ability to connect with others, find enjoyment in something.

Paragraph II: After reading Brave New World, by Aldous Huxley, I realized how empty the humans’ lives were without free will, change, and emotion. 
·        Free will: The humans didn’t have the ability to choose the social class they were put into and what jobs they would have in the future. . The D.H.C decided which humans would be Alphas, Betas, Gammas, Deltas and Epsilons.  Each social class was designed to function in specific environments. The D.H.C predestined and conditioned each. (Example: heat conditioning, page 16-17, and hating books, flowers, and loud noises, pages20-22).
·        Change: The humans didn’t have the ability to change because they were predestined and conditioned. Therefore, their society remained the same; the people were unable to change social classes, very similar to communism.
·        Emotion:  The humans were forced to take soma in order to get rid of any emotions they had. They weren’t allowed to love one another and to prevent humans from falling in love, the D.H.C. used feelies to show them that a true relationship is based on meaningless sex and there is no place for love in it.

Paragraph III:
According to Rabbi Broyde’s article Introduction to Modern-Orthodoxy, a modern Orthodox Jew must be able to balance religion and the secular world by being involved in society as well as being committed to God. As a Jew, I have free will, which allows me to change as Jew and a person in the secular world and feel a connection to my homeland, Israel. With free will, I am able to take in important and significant things from the secular world that are consistent with the Torah and apply them into my Jewish life. We are obligated by the Torah to be financially independent. In order to earn a living, we must study secular studies and incorporate them into our Torah lifestyle and eventually use these accomplishments to get closer to God.  Society is changing by accepting new ideas and promoting these changes as normal. As a Jew, I must decide whether or not these new changes in society can coexist with my religious views. If I decide to accept these changes in society and apply them to my life I must make sure these changes do not violate Torah law. In order to be a modern Orthodox Jew, one must feel connected to Israel and be a religious Zionist. We should be involved in activities supporting Israel. We should be writing letters to congressmen to support Israel in all that it does to defend itself. We should be supporting charities in Israel and rallying for Israel and defend it against the media by revealing the truth.  

Conclusion: Without free will, the ability to change, and emotion, our lives are empty, and we cannot function properly as individuals and as a society. Free will, change, and emotion allow us to achieve great things in life.  If we lived our lives without them, we would be living our lives as robots.


For the letter mentioned in the outline, from Rabbi Michael Broyde about Modern Orthdoxy, follow the link (download the document to read it more clearly):


Getting Used to Show Me

Finding a Place for ShowMe


With the introduction of an iPad cart to The Frisch School at the beginning of the school year and the distribution of iPads to the entire freshman class last month, using apps will soon be second nature to any Frisch teacher. I've had an iPad since September of 2011, but since my students did not, I couldn't really exploit it as a teaching tool. This year, obviously, that has changed. After attending technology boot camp this past summer with the school's amazing Director of Educational Technology, Rabbi Tzvi Pittinsky, I decided to make my way slowly through the plethora of apps available to educators. One which I focused on is ShowMe.

I started the year using it in my sophomore grade and had students create ShowMe presentations about their summer reading assignment, the Gothic novel. Students worked in groups and over the course of a few days, but I realized doing so was not a good way to use the app. A ShowMe presentation really needs to be made in one sitting, and I also didn't love the app for group work. I think its features work best for a single user.

ShowMe at The Frisch Africa Encounter

When the sophomores were well into their project-based learning venture of the year, an interdisciplinary unit exploring Africa through a myriad of lenses, I remembered the ShowMe app when the students and I decided to make an audio tour of an analog savannah and jungle the grade was creating on the school's stage. The app seemed perfect for an auditory venture.

First, a couple of students and I wrote a script for the presentation, one which was based on research many students in the grade did on the African veld and rainforest. The script called for animal sounds to be heard at certain junctures, so we purchased elephant, lion and general jungle sounds from iTunes. We also needed sounds of the "Frisch jungle," students joking around and talking to each other. We recorded those sounds on an iPhone, to use in the ShowMe.

Since we also wanted the script to be read in Hebrew, the students approached one of the Hebrew Language teachers and had her write a condensed version of what we wanted to say. We had actually wanted French and Spanish versions of the audio as well, so all the languages the school teaches would be represented in the tours (OK, full disclosure: we confess we didn't plan on anyone reciting anything in Aramaic, the language in which the students learn Talmud.) However, the Africa unit was taking so much effort to put together, we couldn't spare the time to make so many different versions of the script. If we do the multi-disciplinary project again, we'll start writing the presentation earlier in the process.

The ShowMe app became the perfect venue for the presentation of the audio tour. We had three students, one male, one female, and one proficient Hebrew speaker, recite the scripts we prepared. We then set up ten iPads with earphones on the evening of The Frisch Africa Encounter, the night on which parents and teachers can experience what the students produced during the month-long project. Parents and teachers were able to wander through the savannah and rainforest, listening to the following ShowMe presentations:

The Frisch Africa Encounter Audio Tour: Male Voice

The Frisch Africa Encounter: Female Voice

The Frisch Africa Encounter: Hebrew


The history teacher on the left worked with the sophomores on their research projects,
while the Hebrew teacher on the right, among other activities over the course of the month,
 helped the sophomores with the Hebrew ShowMe 

Multi-Disciplinary Uses for ShowMe

Going forward, I plan to use ShowMe in the way I used it for The Frisch Africa Encounter. However, I want each of my students to write a script and then recite it, once I've proofread and edited their work with them. I think the app can be a wonderful tool that not only enables students to do some scriptwriting, but also to think about an audience they want to reach with their words. Developing an appropriate voice is always a challenge for students, but having to recite their work will give them a chance to think about who they are addressing and what kind of tone and language would be most appropriate for their work. I also think, in an English classroom, students should become proficient in articulation and verbal presentation of ideas; ShowMe would certainly develop those skills.

Script writing would also be appropriate in a history class, after an exploration of one or more famous speeches. Students can then be given a chance to write their own Patrick Henry speech or Gettysburg Address. And foreign language as well can make use of the app in the ways I've described. In fact, if your school is focused on interdisciplinary collaboration, students could write a speech in English or history and then work with their foreign language teachers to translate it into the language they're studying.

And who knows? Maybe next year, I'll be writing about an audio tour students wrote in Aramaic!



For more information about the Africa project, see The Frisch Africa Encounter blog post.






Thursday, January 3, 2013

Violence, Mobs, and Punishment: Then and Now


Crowds are not People, My Friend


A look at mob mentality:

Link to the article: Crowds are not People, My Friend

Islamists' Harsh Justice in Northern Mali Today


A look at how punishment according to theocratic rule works in the world today:

Islamists' Harsh Justice in Northern Mali

Attackers Charged with Murder in India


A look at violence against women today, mobs galvanizing to protest injustice, and the implementation of the death penalty:

Rape Incites Women to Protest

Attackers in India Rape Case Charged with Murder

Read at least two of the articles. Using the articles and either The Scarlet Letter or The Crucible, analyze how different societies or people have or have not changed in:
1) their being swept away by peer pressure or mob mentality or being galvanized to protest injustice OR
2) the implementation of punishment, either the death penalty or other harsh punishments

Please write a nuanced, complex response that takes into account who is in charge in the different societies, what the group or mob is organizing to do, and/or the way punishment is administered in the society (either in an open, legal forum that respects the rule of law or one which does not). Draw a conclusion from your analysis. That is, what have you learned by considering past and present mob mentality; group violence or demonstration; and/or crime and punishment in society? Post your response on the wiki discussion board.