The rise of antisemitism challenges educators to respond creatively and provide our students with the tools necessary to prevent them from being influenced or hurt by the distorted narratives often constructed. I would like to suggest that familiarizing our students with the historical method and teaching them how to think historically will help them significantly in this effort.
The rise of antisemitism challenges educators to respond creatively and provide our students with the tools necessary to prevent them from being influenced or hurt by the distorted narratives often constructed. I would like to suggest that familiarizing our students with the historical method and teaching them how to think historically will help them significantly in this effort.
As an educator, I have fairly lofty goals when it comes to the takeaways I want my learners to have from our time together. When I engage in the sacred work of Jewish education, I do so with the aspiration of inspiring my learners to be intentional in the ways they make decisions, the ways they walk through the world, and the ways they interact with others. I regularly say that my greatest disappointment when it comes to my work as an educator would be if my learners left our time together feeling fully satisfied, as though there was nothing else for them to learn. Instead, I want them to be intrigued and inspired to the point that they seek out a next step—more learning, more meaning-making, anything that will keep them searching for the next piece of wisdom and understanding.
