In his op-ed, Rabbi David Stein argues that after a year of “many questions but no obvious answers,” “whatever challenges or opportunities lay ahead must be met with a clear vision of the central goals of Jewish education.”
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Coronavirus
Since the start of the Covid-19 pandemic, and with the rapid flip from in-school to on-line learning, I have heard countless statements that school as we know it, will change forever. I certainly understand why some would make these claims: broadly speaking, and with notable exceptions, Jewish day schools were able to pivot and provide a re-imagined balance to the 2019-2020 school year, and as of this moment, most of these same schools have pivoted again to provide Covid-conscious in-building education this fall.
Yes, many changes were made, but will this mean that the institution known as school will be forever changed? Despite extraordinary advances in technology, social upheaval, economic growth, and new understandings of the human mind, history has shown only limited lasting change in schools since the catalyzing events of the 1950s, namely Brown vs the Board of Education and the launch of Sputnik and the ensuing space-race. I add to this a concern that the desire for change is frequently counterweighted by a deep desire to return to the familiar and “normal.”
I would like to posit here that while I am skeptical that schooling has changed forever, I do think that there may be an enduring change in our feelings about school and the parental understanding of what school is and can be.
Here is what I think may have really shifted for good:
Resilience describes the combined psychological strength to cope with stress and hardship while creating an adaptable Plan B. Adam Grant, noteworthy organizational psychologist , explains, “I don’t think there is any skill more critical than resilience.”
The field of research on resilience demonstrates that intrinsic motivation mechanisms fuel the development of resilience. Embedded in the fiber of Judaism, resilience emerges in many ways through our texts, rituals, and beliefs.
During the time of Coronavirus, stressors and altered learning platforms require a teacher to inculcate this Jewish trait of resilience more explicitly into the students. Being able to return to normal after or grow from a negative situation (an aspect of resilience) involves filling the toolbox before the stressful situation occurs.
The famous 12th century philosopher Maimonides tells us, “A person should always take care not to cast his thoughts backwards, for his eyes are placed on his face and not his back.” With this, Maimonides reminds us of the value of looking forward without dwelling too much on the past, or even the present. His words ring especially true in the midst of a worldwide pandemic.
With more and more schools committed to virtual learning for the rest of the school year, our minds are all occupied with questions about how to create community when we’re not together, how to engage students in authentic learning when behind a device, and how to support teachers through a process that is new to everyone. While these are all important questions in achieving our present goal of minimizing interruption for student growth and learning, we also must keep in mind the big-picture future of our schools.
ONE: A liturgical thought
TWO: A practical thought
THREE: A Torah thought