Jewish Life Digital Edition November 2014 | Page 40

SPONSORED FEATURE

ON YOUR MARKS…
FROM THE DESK OF THE SABJE

SERIOUS ABOUT
Jewish education
The eight foundations that make up a Jewish day school
By Rabbi Craig Kacev, director of the SABJE – King David Schools
There is no doubt that Jews are serious about
education. But even in our South African
Jewish community with its very high attendance rate in Jewish day schools, there are
other schools that will provide offerings to
entice Jewish customers. In this article, I explain eight philosophical underpinnings of a
Jewish day school. Each school, with its own
particular outlook, may emphasise them differently, but without a serious engagement
with each of these issues, one has a school
that is trying to attract Jews while never really being serious about Jewish education.

1. TALMUD TORAH
The Torah teaches it is the parents’ obligation
to teach their own children. “The words
which I am commanding you today must remain on your heart. Teach them to your children...” (Devarim 6:6-7). The first Jewish
schools were already set up in Talmudic times
to cater for children who had no parents to
teach them. Throughout history, the Jewish
school – through its formal and informal curriculum – has become the agent of the parent
to transfer the teachings of Torah.

2. A CONNECTION TO ONE’S PAST
The Torah states (Devarim 4:9): “Only guard
yourself and protect your soul very much, lest
you forget these things that your eyes saw.”
Tradition has always translated this verse as
the requirement through learning and experience to keep the connection to receiving the
Torah alive and relevant to life. We are further
encouraged (Devarim 32:7) by the verse: “Remember the days long gone by. Ponder the
years of each generation”, to study history
and learn its lessons. The Jewish day school
engages in a study of our people’s past, con-

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necting with its heroes, mourning its losses
and being inspired by its high moments.

3. THE DESTINY OF A NATION –
JEWISH CONTINUITY
In the face of the vicissitudes of history, the
Jew has held onto his identity. Rav Soloveichik writes that it is the Jewish destiny that
has inspired the Jew, no matter what, to
keep going. The Jew does not see himself on
the receiving end of teleological interpretation of history; he is inwardly driven by a
mission to see a world that values peace, recognises its Creator and strives for a cause
greater than oneself. This has inspired Jewish education to focus on continuity. Studies
show that the home and active parental
communal involvement has the greatest influence on a child’s strength of Jewish identity. The school ranks second on that list.

4. COMMUNITY
Jewish education is always, in some way,
connected to a responsibility beyond oneself. With a Jewish law system focusing on
obligations rather than rights, a Jew is continually asking how s/he may fulfil these obligations. Thus, a community of support and
kindness is developed. The Jewish day
school will introduce its students to its com ][