In the 1970s, UJA’s rallying slogan was: “We are One.” Indeed, those were the days in which the Jewish community banded together over three core principles—commemoration of the Shoah, saving Soviet Jewry (and Syrian Jewry and Ethiopian Jewry), and Israel. The past fifty years have eroded each of those. People are tiring of the Shoah and are eager to move on from what Salo Baron termed the “lachrymose conception of Jewish history.” Soviet Jews left en masse in the 1990s with the fall of the Berlin Wall and the collapse of the Soviet Union, and Jews of Syria and Ethiopia have mostly migrated and resettled as well. And Israel, which is itself grappling with unparalleled polarization, no longer serves as a uniting factor for many North American Jews. All this leaves us, fifty years after the UJA banner, with a dramatic shift in punctuation:

We represent the Greater Toronto Jewish community, which means what we see in the Greater Toronto Jewish community is what we want to see here at our school. That can mean the whole range of diversity. It can be religious backgrounds, it can be a physical disability, it can be academic challenges. Of course, we do have limits in terms of what we can do and what we can’t do. We can’t be everything to everybody, but our goal is to be a diverse community that represents the Greater Toronto community. If you see it out there in the Toronto Jewish world, hopefully, you will see an element of that in our school as well,

I see diversity as a reality. Because our schools have always been diverse, the question is, how diverse should our schools be? On the one hand, we can talk about tribes, every tribe had its own personality, and those personalities didn’t always mesh so beautifully, like the way that Yissakhar and Zevulun are often presented. So, I see diversity as something that has always been present. I think the one challenge we have, when it comes to the question of diversity is the very same kinds of things that Jonathan Haidt talks about when he talks about the moral foundations theory and how we view that diversity within a religious institution. And so, our school has always been a diverse

The opportunity is to ensure that our students come through their experience with an opportunity to learn about and learn with those who may be different than themselves, different across a variety of categories, whether it’s socio-economic, whether it’s learning differences, whether it’s with ideological differences, the value is in experiencing themselves as part of a diverse kehilla. The challenges, I would say, are divided into two broad categories. Most of the kinds of diversities that are challenging for schools boil down to economics;