Welcome to the home of The Lookstein Center’s LookJED discussions. Initiated in 1998 with just 25 people, The LookJED has evolved into a growing community of over 3000 educational professionals and lay people of all levels—academics, principals, teachers, etc. who are looking to learn,
Want to think through something with your colleagues across the globe?
It is the beginning of the year but we are already thinking about next year. We are considering using a positive psychology curriculum and if it works, would like to integrate it with the study of Jewish values or holidays. Have other schools done this successfully? What is the feedback from students and parents? Have the faculty/administration been able to see a difference in the students?
I am interested to know what policy, if any, schools have established regarding nose piercings for girls. On what basis was the policy established? If it’s a halachic issue, what is the issue and whose “psak” was followed, either to permit or to forbid? If it’s not a halachic issue, what other issues were considered when making the policy?
I am a mother of four, but I was not, and in fact, am still not, an involved parent at my children's school. Mea culpa. But I have always looked at those parents in the forefront and wondered: Why are you so involved? As I got more and more interested in that...
The yamim (or modern Jewish holidays, from Yom HaShoah, to Yom HaZikaron to Yom HaAtzmaut), are often meaningful and powerful moments in modern Jewish history. However, the way in which these holidays are currently being observed by most Jewish communities lull us into a communal “sleep mode” rather than energize us. It seems as if Jewish institutions across America go into a default “tekkes-”mode (ceremony-mode) for the variety of these upcoming holidays.
Throughout the year, and in this season in particular, the lives of our students are so different from the lives of their peers in Israel. The Israeli kids just participated in 1 seder, they will have entirely different experiences throughout the “yamim” (try as we might to mirror the awesomeness of the “yamim” in Israel) and as of this week we will even be reading a different Parsha on Shabbat.
What can we do with our students that doesn’t contribute to an “us” and “them” reality, but fosters a real sense of Achdut and sameness with our fellow Jew living in Israel – and everywhere else in the world – despite our often differing experiences?