Professional Documents
Culture Documents
May 2004
Iyyar 5764
For Josh.
Acknowledgements…………………………………………………. page 4
Preface…………………………………………………………………….. 6
Current Practices…………………………………………………………11
A Proposed Curriculum…………………………………………………. 19
Conclusions……………………………………………………………… 35
Bibliography…………………………………………………………….. 37
Appendix I………………………………………………………………. 40
Appendix II……………………………………………………………… 41
Appendix III...………………………………………………………….... 42
Appendix IV..……………………………………………………………. 43
Appendix V………...……………………………………………………. 44
Appendix VI..……………………………………………………………. 45
Appendix VII……………………………………………………………... 46
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ACKNOWLEDGMENTS
This study would continue to reside only in my head were it not for a select group
of special people. I would be remiss if I did not single out a few of the individuals who
shared of their time and expertise with me in this endeavor. Rabbi Robert Abramson, my
Headmaster at Hillel Day School for many years and now Director of Education at
Schools have relied upon him and his insight for so many years. Over a wonderful lunch,
Mrs. Charlotte Abramson, Director of the Melton Center’s Standards and Benchmarks
Project for Day Schools taught me how she tried to infuse her students with a sense of
The many Day School administrators who took time out of their busy schedules to
speak with me about their own visions have my most sincere appreciation, namely Rabbi
Josh Elkin of the Partnership for Excellence in Jewish Education, Rabbi Jim Rogozen of
the Gross Schechter Day School in Cleveland, Dr. Mark Smiley, formerly of Hillel Day
School and now the Director of Education of the Associated Schools in Toronto, and
Rabbi Dov Lerea of the Heschel School in Manhattan. Rabbi Michele Faudem, Paula
Mack Drill, Dr. Steve Brown, and Dr. Carol Ingall have also provided their insight and
support for this project. My friends and Conservative Movement dugmaot (both
professionally and personally) Peri and Dr. Alex Sinclair have eagerly offered their
opinions on this subject, and caused me to think about issues I had not considered. I also
wish to thank all of the Jewish Day School students, alumni, parents and teachers who
responded to my questionnaires.
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My thesis advisor, Dr. Barry Holtz, has stood by me during this entire process and
their unyielding love and support over the past six years during my Seminary experience.
I could not have done this without them. Finally, I extend the greatest appreciation to
Elissa for being my ezer k’negdo in everything I pursue, and for being my partner in
experience during the 1980s. I wonder how movement-specific that education was, and
Those who understand the Conservative Movement would quickly cite the high school
youth program United Synagogue Youth (USY) and the Ramah Summer Camps as the
institutions help to fortify Movement pride in youth where the Movement’s Day Schools
are lacking.
The Solomon Schechter Day Schools are an essential part of the Conservative
Movement, yet, for various reasons, the vast majority of these schools do not have a
curriculum in place focusing on Conservative Judaism as one might expect. This paper
takes a detailed look into the pedagogical methodology of the Conservative Movement’s
Day Schools and seeks to determine the extent to which a Conservative Judaism
curriculum could be put forth in the current dual curriculum model. The analytical
evidence has been obtained through questionnaires2 completed by current Day School
students, alumni, parents of both current and former students, teachers, and
administrators, as well as through personal interviews with key leaders in the Jewish Day
School movement.
1
In this paper, the word “Movement” with a capitalized letter “M” indicates the Conservative Movement,
whereas “movement” refers to any Jewish denomination.
2
See Appendix VI for the questions asked of the participants in this study. No quantitative data was
gathered from the completed questionnaires. Rather, they were used to confirm the assumptions made
concerning the current curricular situation in Conservative Day Schools. The questionnaires were
completed by past and present students, faculty, parents, and administrators connected to some twenty
different Day Schools. Selected quotes from the responses are contained herein.
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This paper does not attempt to present an exhaustive curriculum to be used in
schools. Rather, it argues that there is a need for such a curriculum to be implemented in
increase in Conservative Jewish role modeling and experiential learning opportunities for
Solomon Schechter middle school students will instill Movement understanding and
pride in graduates, and encourage them to remain active in the Movement as they
In the 1960s, no one would have been able to predict the rise of the Jewish Day
School movement in the United States.3 This is certainly the case in the Conservative
Movement, in which its laity embraced being part of the secular American society in the
middle of the last century. Over the last decade alone, non-Orthodox pupils have come to
of the invaluable contribution that the Day School can make to our movement and to
American Jewry, … urges the establishment of Day Schools in our congregations and
Day Schools in the Conservative Movement helped to create a more favorable climate for
the fostering of intensive Jewish education and underscored the universal need for Day
the Movement. However, while these Conservative Day Schools (the Solomon Schechter
Day Schools) are affiliated with the Conservative Movement, do they teach Conservative
Judaism? Should it be the mission of these schools to inform the student body as to the
3
For a full examination of the growth of the Day School, see Eduardo Rauch’s article “The Jewish Day
School in America: A Critical History and Contemporary Dilemmas in Cooper and Hunt (pp. 147-157).
Also, Steven M. Cohen’s article “Day School Parents in Conservative Synagogues” in The North American
Study of Conservative Synagogues and Their Members 1995-96 (pp. 18-19).
4
There were 72 Conservative Jewish Day Schools (70 affiliated with the Solomon Schechter Association)
as of 1999 according to the United Jewish Communities and JESNA report of the Task Force on Jewish
Day Schools. Further, many of the Non-Denominational Schools boast a heavy concentration of
Conservative affiliated families as well.
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ideals of the Conservative Movement? Should these schools promote the Movement as
The Conservative Day School Movement and the Solomon Schechter Day School
Association officially began in 1951 with the founding of the first Day School sponsored
by a Conservative synagogue, the Beth El Day School in Rockaway Park, NY. That
same year, and in the subsequent year, the United Synagogue Commission on Education
developed the “foundation schools.” These schools eventually led to an intense and
enriched congregational school program. The first official Solomon Schechter Day
School, named after the eminent scholar and founder of the United Synagogue of
America,5 was organized in Queens, New York in 1956. Additionally, the United
Committee and sponsored national conferences on Day School Education. The function
individual schools.
It was not until 1965 that the First Conference of Solomon Schechter Day Schools
took place in New York City to structure an Association of Solomon Schechter Day
Schools. This association, still in place today, sets standards, provides cooperative
framework for all existing Day Schools, coordinates various programs, and stimulates the
creation of new Solomon Schechter Day Schools. The Schechter Day School
Association’s mission, as stated on its website, is “to strengthen the capacity of its
member schools for assuring a meaning-filled Jewish present and future for their
students, their families, and the Jewish community” (USCJ Website). The Association
provides resources to increase the knowledge and skill base of lay leaders and
5
Now known as the United Synagogue of Conservative Judaism.
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professionals in the Movement’s Day Schools. It also promotes collaboration among its
Synagogue of Conservative Judaism and its SSDS Association presented his vision
statement for Solomon Schechter Day Schools at the Biennial Conference of the Solomon
Movement’s Schechter Day Schools have shown that excellence in Jewish and general
education co-exists. This, he noted “is, indeed, one of the major contributions of
ordained Conservative Rabbi, Dr. Abramson further explains in his vision that
“Insistence on excellence in both general and Jewish studies is at the very essence of the
The Solomon Schechter Day Schools are clear in their intention to cultivate their
students Jewishly focusing on prayer, the study of Torah, social action, love for all
humanity, the observance of the commandments, the Hebrew language, and a love for the
modern State of Israel. Each of these goals is informed by Conservative Judaism. Thus,
the overall approach and vision of the Conservative Day School is one that is indirectly
connected to the Conservative Movement. The treatment of each of the core subjects
presented in the schools is a Conservative one, but it is seldom explicitly stated as such.
Each Day School operates as an individual institution, but must comply with several key
the cooperation and consultation that exists among the administrators of these schools.
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The Solomon Schechter Day School Association articulates its agenda in a list of
objectives #9 and #10, in which the Association mentions its goal “to serve as an
advocate for cooperative efforts among individuals and interested groups for the
arms of the Conservative Movement to foster Solomon Schechter Day School education”
(USCJ Website). It does not purport to help individual schools in the network teach
about Conservative Judaism to its students, nor does it state that Conservative Jewish role
models should be part of the Schechter school community. However, in the description
of its partnership between Solomon Schechter Day Schools and the parents of the
students, it does state, “Building on the principles and beliefs of the Conservative
Movement and the values of modernity - individual conscience, human rights, active
critical and scientific thought – we create a foundation for our students to meet the
CURRENT PRACTICES
Each individual Solomon Schechter Day School is guided by its own vision and
maintains its own unique curriculum. Therefore, the current practice of each
Conservative Day School varies. However, by and large, each school utilizes the
with regard to prayer, egalitarianism, kashrut, and other religious standards. These areas
6
The Masorti Movement is a pluralistic, religious movement in Israel, affiliated with Conservative
Judaism.
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are all within the ideology of Conservative Judaism, but that fact is never articulated
outright. For example, Schechter students are encouraged to develop the skills of literary
analysis in the course of their Torah classes, but this is not explicitly stated as a
questions asking their feelings regarding the school’s approach to Conservative Judaism
with some resentment toward the school for its failure to articulate a coherent
Conservative Judaism curricular program. Some parents reported they were satisfied
with the school’s curriculum, but would appreciate more Conservative Jewish
shame that we pay so much to educate our children and they learn nothing about
Conservative Judaism per se. Any education regarding the movements happens at home”
administrator, echoed the fact that there is implied Conservative Judaism taught in the
Conservative Movement’s schools, but the basic principles of the Movement are not
directly instilled in students. In an interview, she noted, “My students never associated
what they were learning, or the way in which they were learning, with a specific
Conservative Judaism approach. I certainly taught Chumash [the first five books of the
Torah with commentaries] with a Conservative approach, but I did not specifically tell
the students my intentions or why that was specifically a Conservative approach.” She
acknowledged that the way in which we speak of Conservative Judaism and its ideology
is different today than it was two decades ago. However, Mrs. Abramson also believes
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that educators in Conservative Day Schools are doing the students a disservice by only
implying Conservative Judaism in the classroom. “We are not giving them enough
information. They need to know why they are learning Torah in such a fashion for
A current ninth grade public school student who attended a Schechter Day School
for middle school recounts, “We briefly spoke (for about 1 hour) on the different beliefs
concerning who wrote the Torah – we spoke about what Conservative, Orthodox, and
student wrote, “We never had assemblies or classes specifically to discuss conservative
[sic] Judaism. We learned about and heard from conservative [sic] Jews but never about
the ideaologies [sic] behind their being conservative [sic] Jews” (Written Response to
Author’s Questionnaire).
Rabbi Jim Rogozen, a Schechter Day School Headmaster, explained that his
school instituted a three-year Jewish History course, with the final year dedicated to the
“modern period” with a survey of the different movements in Judaism. “We do not,
however, go out of our way to use the ‘C’ word because this is confusing for kids. We
also don’t want them to associate basic observance or study methods as being unique to
When posed with the question, “Do you feel you will have a solid understanding
of the history, ideology, and current makeup of the Conservative Movement at the end of
the eighth grade,” most current students responded in the negative. Many mentioned
being aware that their school was affiliated with the Conservative Movement, but that
there was never any overt mention or explanation of a Conservative ideology with regard
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to practice or belief. A current student in the Jewish Theological Seminary’s
undergraduate program, who previously attended a Schechter Day School through the
eighth grade, noted, “The ideology and tenets of Conservative Judaism are hinted at
subconsciously in day school, but are not taught. It was not until attending the Seminary
that I began to discover the truth behind our branch of the faith” (Written Response to
Author’s Questionnaire).
alumnus explained that teachers describe the various movements of Judaism in black and
white terms. “At SSDS NJ our kids didn’t have a course or specific focus looking at
would say ‘This is how X does it, but Y does it this way’” (Written Response to Author’s
ideology is not taught [in any formal way]. But I recently heard that my daughter’s fifth
grade teacher made some attempt to introduce some comparison of Conservative versus
Orthodox Judaism into the classroom. She said, ‘Only Orthodox walk to shul on
Rabbi Josh Elkin explains, “Some schools are doing an adequate job of [making
Conservative Judaism more explicit] in certain areas” (Phone Interview). In recent years,
many Schechter schools have created new jobs, such as the Rabbi-in-Residence position,
to bring more exemplars of Conservative Judaism into the schools. One Schechter
middle school implemented a Beit Midrash program several years ago in which
Conservative rabbis from the community visit the school once a week to study rabbinic
texts and practical halakhic (Jewish legal) issues with the eighth graders. Many schools
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also hold shabbatonim [weekend retreats] where the students are able to experience
Shabbat within a Conservative Jewish framework. These initiatives are a good start;
however, more explicit ways to bring Conservative Judaism into the schools should be
mandated.
“An important issue for the future of Conservative Judaism in America is the
extent to which the younger generation affirms Conservative Judaism” (Kosmin and
Keysar 20). A comparison between the numbers of synagogue affiliated Jews who
identify as Conservative in the National Jewish Population Study of 1990 and the one
recently completed in 2000-1 is reason for Conservative Movement leaders and educators
to be concerned.
Earlier this year Rabbi Paul Menitoff, Executive Vice President of the Reform
Movement’s Central Conference of American Rabbis, published an essay arguing that the
Website). He explained that based on current trends, Conservative Jews likely will move
either to the more liberal Reform Movement or to the more traditional Orthodox world.
His predictions were quickly refuted by leaders in the Reform and Conservative
movements. However, Conservative Jewish educators can use his sentiments as further
motivation for beginning to teach about the ideology of Conservative Judaism more
they mature.
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It might have been taken for granted that the past generations of Conservative
Jews (today’s Schechter students’ parents and grandparents) would remain affiliated in
the Conservative Movement in their adult years, but this cannot be assumed of this young
cadre of Day School students. In the Jewish identity survey of Conservative Jewish
youth conducted by sociologists Barry Kosmin and Ariela Keysar, forty-four percent of
the teenagers surveyed (high school students who had been first polled during their
Bar/Bat Mitzvah year) responded that they could consider affiliating with the Reform
Movement as adults. Twenty-four percent agreed with the statement “I don’t really think
of myself as a Conservative Jew” (Kosmin and Keysar 20-21). These statistics inform us
These young people, many of whom are within the reach of Schechter teachers, must be
exposed to more than just a basic understanding of Conservative Judaism ideology. Their
parents might have felt that a cursory awareness of the tenets of the Movement was
Today, there is more switching between denominations than ever before. The
NJPS study reports that nearly half of all adult Jews who were raised Conservative no
identification with Conservative Judaism has declined over time (NJPS).8 Adherents of
Conservative Judaism affiliate with Conservative synagogues for various reasons, but
often the reasons cited do not include an attraction to the principles of Conservative
Judaism. Regardless of the rationale for their affiliation (e.g., geographical convenience,
rabbinic preference, influence of friends, etc.), these congregants must be educated about
7
See Appendix I.
8
See Appendix II.
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the positives that Conservative Judaism has to offer so that they, and their children, will
The NJPS study also shows that nearly half of all Conservative Jewish adults are
fifty-five years old or older (NJPS),9 informing Movement leaders that the younger
generation must be cultivated and encouraged to remain affiliated in the Movement into
their adult years. This can only happen by educating the young generation of the
Movement, especially those attending the Movement’s Schechter schools. Studies, such
as the ones conducted by the Ratner Center, show that Jewish Day School students
positively affect the religious observance and Jewish content knowledge of their parents
(Kosmin and Keysar). Parents may not choose to send their children to a Conservative
Jewish Day School for reasons of Jewish learning and religious living, yet the Day
As Conservative Jewish leaders were seeding Day Schools in America during the
middle part of the last century, they found themselves defending the purpose. With
regard to sending Conservative youth to the many established Orthodox Day Schools,
Rabbi Harry Halpern explained, “We cannot be content with such schools established by
other religious groups if we truly believe that Conservative Judaism has a distinctive
point of view… In such [Conservative] schools, we can convince our children that it is
In Solomon Schechter Day Schools, there has been a concerted effort in recent
years to present Torah study with an intensified Conservative Judaism approach (i.e.,
literary analysis) to text through the MaToK curriculum. This curricular initiative
the Biblical Narrative. This program is currently used in many Schechter schools in
grades three to six. These students, being presented with the textual Tradition of the
Jewish people in a Conservative manner, should know more about the ideology and
historical context from which that derives. Until an appropriate explanation of the
Conservative Jewish milieu, the Movement’s history, and its ideology is provided, the
students are left without the full understanding of the richness of this modern expression
of Judaism.
greater Jewish community) of the ideals of the Movement. Having thousands of students
enrolled in the Movement’s schools does not automatically create informed and
passionate Conservative Jews. These students must learn about Conservative Judaism
Schechter Day Schools will show that Conservative Judaism has much to offer the Jewish
motto, can be applied to other areas of life. The methodology used in the Conservative
Movement to advance the Jewish faith and its system of law into the future is beneficial
This paper does not detail a specific curriculum for implementation into a school;
rather, it proposes ways to create a standard Conservative Judaism curriculum that could
establishing a curriculum that will stimulate students to learn about Conservative Judaism
and instill pride in them necessary to propagate the Movement into the future. Those
charged with developing such a curriculum must determine how a more explicit
curricular approach to Conservative Judaism would look. All activities suggested within
this curriculum will draw upon the multiple intelligences of the learner as set forth
curriculum.11 The student, subject matter, teacher, and milieu must all be considered
while laying out a curriculum that can make Conservative Judaism a more explicit
component of the learning process in the Movement’s Day Schools. The roles of teacher
and student need to be well defined in terms of their relationships to one another. The
subject matter in our case relies heavily on how the leaders of the Conservative
Movement define the core principles of Conservative Judaism today.12 Finally, the
milieu consists of the context in which this curriculum will be presented. In addition to
the Day School itself, the larger Jewish community (representing all denominations),
including clergy and other community leaders, must be considered as well. According to
10
See Howard Gardner’s Multiple Intelligences: The Theory in Practice (Basic Books, 1993).
11
For more on Schwab’s curricular philosophy, see Science, Curriculum, and Liberal Education
(University of Chicago Press, 1982).
12
Emet Ve-Emunah demonstrated that there exists more than one Conservative Judaism response to many
theological issues. This aspect of the Movement’s ideology should be explained and embraced.
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Schwab, each of these commonplaces is equal and they are cannot stand alone in a
curriculum. The inherent problems in each of these commonplaces that must be taken
The age of the children is a matter of great importance to consider before tackling
the subject matter. Most Schechter Day Schools are elementary and middle schools,13
and therefore, the curriculum should begin before the students enter high school. Further,
in high school, many of these children will likely be involved in USY, the Conservative
Movement’s high school youth program, and as such, they will be engaged in the subject
The ideal grade to implement this curriculum in a Day School is the seventh
grade. It is in this grade that the students begin attending Shabbat services regularly as a
group to observe their classmates become b’nai mitzvah. This “Bar/Bat Mitzvah Year,”
the observance of their classmates b’nai mitzvah, they will undoubtedly be visiting
denomination), and questions may be raised as to the various practices within these
congregations. They will hear rabbis speak from the pulpit who might talk about issues
that are contradictory to what they have heard in the past from their family’s
congregational rabbi(s). They will see minhagim (religious customs) that might seem
strange to them. They also will notice varying levels of egalitarianism, liturgical
alternatives, and different observance practices within these synagogues. These students
13
While many new Jewish Day High Schools are opening throughout the country, most of these are
community schools (i.e., non-denominational).
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Additionally, during this pivotal year, students will become introduced to the
Movement’s ideology vis-à-vis the halakhic system. The students at this age will also
benefit greatly from the mentoring and advising by religious leaders that should be a
component of this curriculum. A study of how key figures in the Movement understand
the concept of commandedness in a Conservative Jewish context will further help the
While there has been an expansion in the establishment of Jewish Day High
Schools in recent years, interviews with administrators revealed that many Jewish Day
School eighth graders still go on to public high schools upon completion of the middle
school program. As such, it is imperative that these students be prepared for the
transition by being proficient and comfortable in their form of Judaism. They should
intermarriage before making the leap to a high school environment that incorporates non-
Jews. Additionally, high school may be the time to ready Conservative youth for college
by emphasizing the standards of Shabbat and kashrut. However, for this to be successful,
it should commence in the earlier grades and built upon later in high school.
students change in their theology and religious practice between the time they become
bar or bat mitzvah and their high school graduation (Kosmin and Keysar).15 Therefore, it
14
Also see Dr. Jack Wertheimer’s Jews in the Center: Conservative Synagogues and their Members.
(Rutgers University Press. New Brunswick, N.J., 2000).
15
See the results in “Four Up: The High School Years, 1995-1999. The Jewish Identity Development of
the B’nai Mitzvah Class of 5755” by Barry A. Kosmin and Ariela Keysar (Ratner Center).
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Judaism as a model of religious practice, study, and belief. These students are also
making the choice separate from their parents about the level of their synagogue and
extra-curricular involvement for the first time. Before they became bar or bat mitzvah,
religious, etc.), was likely the result of their parents’ demands. Overall, the seventh grade
student is at a very impressionable age and will benefit from this curriculum on many
levels.
As stated above, this paper does not present a specific curriculum for use in
commonplaces such a curriculum must consider, and as such, the content is of supreme
concern. Upon the publication and dissemination of Emet Ve-Emunah, the statement of
fundamental tenets of the Movement. The statement therefore requires to be studied with
guidance from those who authored it. Rabbi Elliot N. Dorff, the Educational Projects
Coordinator for Emet Ve-Emunah, wrote, “Individual Conservative Jews have written
descriptions of Conservative ideology in the past, but Emet Ve-Emunah represents the
considerable attention and study within the Movement. Such study, of course, requires
that sources and educational suggestions be put in the hands of rabbis and educators”
(Brown Preface).
Dr. Steven Brown edited a substantial course guide for providing Jewish
educators in both formal and informal settings with a clear and concise curriculum for
exposing students to the concepts and principles in Emet Ve-Emunah. This course guide,
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including its many activities, should be the basis for the content of the curriculum that
will be created as a benchmark for educating the Movement’s day school student
population about Conservative Jewish ideology. This guide is accessible for our target
age group and flexible to be used in Day Schools. Therefore, it would not productive to
“re-create the wheel.” Dr. Brown explains, “Clearly, Emet Ve-Emunah has an important
role to play in our day schools” (Brown 125). Suggestions are made for intensifying the
curriculum for Day School students and for utilizing more Hebrew in the source material
The guide takes the student through the key points of understanding needed to
core modules to help the student personalize the core issues. The course guide with the
focusing on origins and labels.16 It then focuses on the issues of God, revelation,
Halakhah (Jewish law), the problem of evil, eschatology, brit (covenant and the
relationship between God and the Jewish people), and prayer. These topics can be taught
theological statement. Such a writing exercise is beneficial to the student at this age since
the b’nai mitzvah experience generates many perplexing questions of religious identity.
The guide concludes with a module titled “The ideal Conservative Jew,” whose
purpose is to help students realize their journey from the beginning of the curriculum to
this point.17 Students are asked to read nine statements purporting to be characteristics of
the ideal Conservative Jew. These general statements should elicit creative thinking and
16
See Appendix IV.
17
See Appendix V.
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discussion from the students. It calls for a class-wide sharing of personal theological
statements (“God Statements”) as well as the students’ statements defining how they
imagine the “Ideal Conservative Jew.” The curriculum, while based on the activities and
source sheets contained in this Emet Ve-Emunah study guide, should also make use of
Rabbi Elliot Dorff’s text From Our Ancestors to Our Descendents, originally designed
for use in USY but suitable for the Day School curriculum as well.
Students will also examine other aspects of Conservative Judaism and the
Movement. Thus, the curriculum should include basic information detailing the history
of the Movement. It will feature the key figures who helped to found the Movement and
those who have sustained it with their leadership and guidance. The curriculum will also
focus on the makeup of the Movement as an institution, highlighting its three main
branches (school, lay organization, and rabbinic association18), and its many affiliates
(e.g., men’s and women’s branches, youth organizations, etc.). The appropriate primer
for this study is Rabbi Neil Gillman’s Conservative Judaism: The New Century. Students
should also be presented with the ways in which Conservative Movement treats
further in depth with the curriculum and investigate how Conservative Judaism interprets
our ability to change Jewish law. For this pursuit, the section covering the Conservative
The study of some teshuvot (legal responsa) of this committee might be of interest to
some teachers.
18
School: The Jewish Theological Seminary and the University of Judaism in North America, as well as its
campuses in Israel, Eastern Europe, and South America; Lay Organization: United Synagogue of
Conservative Judaism; Rabbinic Association: The Rabbinical Assembly.
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Everything is relative, and we cannot expect students to grasp the intricacies of
component of this curriculum. Many Schechter schools are already making strides to
incorporate comparative Judaism into the curriculum. While Head of School of the
Solomon Schechter Day School of Greater Boston, Rabbi Josh Elkin implemented a
tefillah (prayer) workshop to help students learn about comparative Judaism. “The
students would daven (pray) for forty minutes utilizing the liturgy and siddur of one of
the movements, and then discuss the issues.” His goal was that the students would
appreciate the differences that the various streams of Judaism had to offer. In this regard,
he noted, “It is more important to have the students appreciate the differences rather than
having the teacher teach the differences” (Phone Interview). Certainly, students in a
from other movements, will be more exposed to a comparative study of the modern
Jewish denominations.
Students should be made aware of the various changes in the liturgy and in the
experiential learning devices to help students embrace the differences that exist among
them. Students will also have the chance to study different texts and question how
various movements might study that particular text in its own unique way. Guest
speakers will come to the school for a variety of forums discussing the contemporary
issues of the day, as well as the fundamental theological questions that differentiate them
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one from the other. Students may analyze statements made from leaders in each of the
movements and have to identify the author. Jewish educators in Day Schools must
inform the students about the different conceptions American Jews have of Judaism so
they might appreciate the richness of Jewish life and the varieties of Jewish expression.
After these students attend prayer services in different communities, the educators should
ask them how it felt, and encourage them to consider the similarities and differences.
Serious time constraints already exist in the daily schedule of a Day School due to
the dual curricular model in place.19 Therefore, the curriculum that is created must be
flexible enough to fit into the schedule of Day Schools. Some schools might choose to
implement a curriculum that lasts for a full academic year, while others will choose to use
a condensed version for half the year. Some schools may find it more desirable or
this curriculum will be integrated into the other subject areas of the school curriculum.
Examples of how this curriculum can be integrated will be seen throughout the
school, and will vary based on the needs of each school. For instance, the Judaics
teachers may work with the Social Studies teachers to integrate a study of European
Jewish history during the Enlightenment Period with the rise of the Reform Movement
(and later the Conservative Movement) in Germany. More specifically, students can
comprehend the critical approach to Bible study in their Chumash class. A Rabbinics
class can integrate with a science class to delve further in depth on various contemporary
halakhic issues. For example, students can research the intricacies of the kashrut issues
19
Some Jewish Day Schools have a 60% (general/secular studies/40% (Judaics) split, while others report a
50%/50% split in the dual curriculum (based on personal interviews with administrators).
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surrounding swordfish with their science teacher (who may or may not be Jewish) and
then study the Conservative Movement’s responsum on the kashrut of swordfish with a
curriculum, and schools will have the freedom to explore other avenues they find useful
A curriculum is only as good as the teachers who will implement it. Thus, many
schools will find that the ideal and the realistic are not the same in this regard. Schools
that retain a rabbi-in-residence or a Conservative rabbi as the head of school will find that
these individuals may be the best to model and teach this curriculum. Other schools may
rely upon teachers in the Judaics department, while other schools may ask Conservative
clergy in the community to come in to the school to teach this curriculum. The students
will benefit from any educator who personally affiliates with the Conservative Movement
due to the important function of role modeling an ideology. It should be clear that this
curriculum will not be as effective with only a textbook approach. Rather, it must
communicate the benefits of living a Jewish life imbued with the principles of
Conservative Judaism.
Dr. Steven Brown, Dean of The Jewish Theological Seminary’s Graduate School
of Jewish Education, explains that not only should there be a curriculum implemented in
Schechter schools, but there must also be a culture change (Brown, Personal Interview).
The milieu of the school must be a Conservative Jewish one. Teachers must maintain a
authors in their classrooms for quick reference and suggested readings. Schools that have
advisers. Family programs at the grade level should be created in which students can
experience Jewish living, through ritual practice, with their parents. Shabbatonim
Conservative framework during Shabbat. Area rabbis and cantors should be welcomed
into the school on a regular basis fulfilling supportive and advisory roles with the
students (both their congregants’ children and other children in the school). For the
success of this curriculum, each commonplace must be considered and put into a
implementation of such a curriculum. First, there must be willingness on the part of the
parent body. Parents have a variety of reasons for enrolling their children in day schools,
not all of which are directly related to assuring a quality Jewish education, learning about
daily basis. In the Ratner Center’s study of Conservative congregants, Dr. Steven M.
Cohen explains, “Some unknown number of parents have [sic.] been enrolling their
children in Jewish day schools for reasons such as social status, community affiliation, or
20
The issue of parents choosing a Jewish Day School for their children’s education for reasons other than
the Jewish education was raised from the beginning of the Day School movement in the Conservative
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legitimate excuse to abandon the goal of a Conservative Judaism curriculum in the
Freedman, one teacher in a Jewish Day School spoke of the intention of many Jewish
Day School parents, saying, “Parents are looking around and saying, ‘If I want my child
to be involved with Jews and marry Jews and they have Jewish values, I have to put them
Further, most Solomon Schechter Day Schools have many students whose
Reform youth are enrolled in Day Schools, and there are very few Day Schools affiliated
with the Reform Movement. Therefore, Conservative Day Schools should not have to
conform for the Reform students and their families. It should be understood by the
families of the Reform students that Schechter Day Schools are affiliated with the
areas of the educational and communal system. Many Orthodox families also choose
Schechter schools to educate their children (as high as 20-25% in some schools),22 and
these families similarly must accept that a Conservative approach will permeate the
school community. Dr. Steven Brown explained, “When I ran a Schechter school, I made
it very clear to the Orthodox parents that it was a Schechter school. Their daughters
would be expected to read Torah, to lead davenen, etc.” (Brown, Personal Interview).
Movement (see Rabbi Henry Goldberg’s treatment of this subject in the 1962 journal of the Rabbinical
Assembly Convention, pp. 46-57).
21
Schechter Day Schools, according to the mandate of the Solomon Schechter Day School Association,
admit all Jewish children as defined by the Conservative Movement’s interpretations of Halakhah (i.e.,
matrilineal descent only).
22
Based on interviews with school administrators.
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Many non-Orthodox Day Schools have many secular Israeli and Orthodox
teachers on their faculties. Therein lies the question of whether these teachers will be
willing and/or competent to teach about Conservative Judaism. The ultimate preference
is to have teachers who are steeped in the Conservative Movement and eager to present
the curriculum. However, recognizing that many schools will have to make due with the
current faculty, teacher training will be in order. It must be determined what is necessary
to teach and prepare teachers to put a Conservative Judaism curriculum into practice.
Teacher training of secular Israeli teachers has been employed for the MaToK (Mivtza
TaNaKHi Konservativi) curriculum and, in large part, it has been successful (Brown,
Personal Interview).
In the 1970s, Rabbi Robert Gordis acknowledged that teacher orientation is a very
real problem in Conservative Day Schools. In his school, he used a series of meetings for
the entire faculty in which problems of religious outlook and personal philosophy were
discussed. He writes, “The teachers welcomed [these sessions] because the school
became an instrument for their education as well.” The Orthodox teachers “began to
develop an understanding and a respect for the goals and approaches of Conservative
It might be presumed that the best forum for preparing educators to teach about
while JTS has seen a steady rise in admissions for its Graduate School of Education, its
current dean, Dr. Steven Brown, noted that “The Davidson School [of Education] is open
should not be assumed that “the Davidson School [teaches] about Conservative Judaism”
choose professions in areas other than the Movement’s Day Schools, thereby creating a
dearth of qualified and talented individuals who are competent to teach about
time to do so. Most Schechter school administrators and teachers feel that there already
exists a problem with the lack of time in the day to present the current requirements in an
adequate and coherent fashion. Recognizing that this is a priority for the sake of the
Conservative Movement in particular, and for the Jewish community in general, schools
should seek ways to bring this into their educational program. For many schools, the
answer will be to use the curriculum to create an integrated approach as described above.
When asked if they would be willing and able to teach a class about Conservative
Judaism’s ideology, many educators questioned whether there was such a thing.
Certainly, if there is no defined ideology then it cannot be taught, and therein lies the
problem that the Conservative Movement is still maturing and still in the process of
defining itself. Rabbi Robert Gordis realized this difficulty as early as 1978.
In the U.S., Conservative Judaism officially came into being with the
Seminary was created in 1886 with the first class of rabbinic leaders beginning the
following year. However, it was not until a full century later that Emet Ve-Emunah: A
Statement of Principles of Conservative Judaism was published. This small (less than
sixty pages) booklet puts forth the ideology of the movement, often legitimating two
Judaism, demonstrating that the Movement met a felt need in the burgeoning American
Jewish community. This numerical success strengthened the conviction among many
leaders of the Movement that there was little need for spelling out in detail the guiding
principles and subtler nuances of the Movement on such fundamentals as God and man,
Israel and the world, ethics and ritual” (Emet Ve-Emunah 8). Whether the Movement has
done an adequate job of coherently explaining its ideology to its membership is not
sufficient reason to not present this ideology to Schechter students. Further, this
education may lead these young people to help better define this ideology in the future
We must also take into consideration the fact that today’s youth may be apathetic
to religion as an institution. If this is the case, then it may not be practical to impart
titled Are American Youth Alienated From Organized Religion, American twelfth graders
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were surveyed to measure evaluative attitudes toward the established religion of parents
and churches. The authors conclude that the large majority of these students “do not
appear to be particularly alienated from or hostile toward organized religion in the United
States” (National Study of Youth and Religion 19). However, their analysis shows more
differences across religious affiliations and denominations. They found that “Non-
religious and ‘other’-religion youth – and to some extent Jewish youth [emphasis is mine]
Study of Youth and Religion 19-20).23 Certainly, this religious apathy and malaise must
be taken into account. Optimistically, however, these results were found among high
Schechter students at the middle school level has the potential to change the tide among
some of our young people before these apathetic feelings toward institutional religion
might arise.
Rabbi Leon A. Morris, in an article appearing in New York’s The Jewish Week,
reluctance of many young Jews to stake out one camp, one institution, one movement in
Jewish life as our own. We resist categorization. We don’t want to be labeled. We seek
23
The authors of this study theorize that this is the case because those youth either consider themselves not
religious or belong to minority religions in America (as is the case with the Jewish students). The overall
figures for Jewish twelfth graders in 1996 responding to whether they agree with parents’ ideas about
religion are as follows: Very similar, 19.0%; Mostly Similar, 54.5%; Mostly different, 15.2%; Very
different, 4.4%; Don’t Know, 6.9% (National Study of Youth and Religion, 19).
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much-discussed topic today, and it raises the concern that if the Jewish community is
specific movement over and above any other. There are certainly those who wish to see
the Jewish community diverge from the main denominations,24 and those who consider
upon the affiliation trends of American Jewry, the denominations still matter and
A united Jewish community is a value for many in that the schisms in Judaism
cause contention among the different movements and general apathy toward organized
Judaism. However, the denominations are helpful in giving direction to Jews with regard
to religious observance and theology, as well as providing answers to current issues and
ethical dilemmas. The labels do not adequately describe the general ideology of the
particular movements, but they do bring a sense of order to the religion. It is up to the
individual movements to provide ideological positions that serve as guides within the
movement and then present these positions coherently to its membership, especially to its
young congregants. Rabbi Josh Elkin surmises that no matter how many unaffiliated
community Day Schools open, “people are going to fall into these denominations, and
24
I.e., Reform, Reconstructionist, Conservative, and Orthodox.
25
A trans-denomination rabbinical school has opened in Boston, advertisements for unaffiliated and post-
denominational rabbis appear in Jewish newspapers like the Forward, and community Day Schools
(through the high school level) are sprouting up throughout the country.
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CONCLUSIONS
it is imperative to have the educational institutions (most notably the Day Schools)
introduce the next generation to the values of the Movement. Day Schools are the ideal
breeding ground for creating active and knowledgeable Conservative Movement leaders
for the future. This was one of the paramount objectives of the Movement leaders who
founded these Day Schools over half a century ago.26 A curriculum that is integrated
with other subjects within the school must be utilized in the Movement’s Day Schools.
Perhaps, we need only look back a few decades for the inspiration to see this objective to
fruition. In the Day School Rabbi Robert Gordis organized in Long Island,27 he
“set forth clearly and forthrightly the viewpoint of Conservative Judaism, while dealing
fairly and sympathetically with Orthodox and Reform Judaism” (Gordis 163-4).
Conservative Movement must be trained to teach the history, tenets, institutions, and
contemporary issues of the Movement to the Day School youth. While a Movement-
wide curriculum should be created for all Solomon Schechter Day Schools, the outcomes
will vary by school based on the effort put into the implementation of such a curriculum.
Further, each school’s dedication to this project will depend on the goals and the overall
outlook of the school based on this matter. However, it is hoped that these schools will
consider their namesake, and be committed to keeping alive all that Professor Solomon
26
See the collection of essays in the 1962 Proceedings of the Rabbinical Assembly Convention for more on
the aims of starting Conservative Jewish Day Schools in America.
27
Now called the Robert Gordis Day School.
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with the words of the chief founder of this author’s Day School in suburban Detroit who
commented in 1962 about the importance of a Day School curriculum that purports the
Judaism has something distinctive… to offer to the American Jewish child... When a
synthesized with the sancta of democracy and integrated with the highest values of the
Proceedings 75).
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Bibliography
Addison, Howard A. Shutafo Partners with God: Living and Believing as a Conservative
Jew. United Synagogue of America Commission on Jewish Education. New
York, 1991.
Adler, Bess. “The Vision of a School: Solomon Schechter Day School of Essex and
Union.” Paper submitted for Perspectives in Jewish Education (Prof. Carol
Ingall). November 25, 2003.
Berkofsky, Joe. “Reform leader’s swipe sparks angry rebuttals from Conservatives.”
Jewish Telegraphic Agency website. March 2, 2004. http://www.jta.org/.
Brown, Steven M. Willing, Learning and Striving: A Course Guide for Teaching Jewish
Youth Based on Emet Ve-Emunah. Edited by Robert Abramson. The Jewish
Theological Seminary of America, The Rabbinical Assembly, United Synagogue
of America for The Commission on the Philosophy of Conservative Judaism.
New York, 1988.
Dorff, Elliot. From Our Ancestors to Our Descendents. United Synagogue Youth. New
York, 1996.
Freedman, Samuel. “Jewish Day Schools.” Religion and Ethics NewsWeekly. Public
Broadcasting Company (Internet Edition). Episode 344. June 30, 2000.
www.pbs.org/wnet/religionandethics/week344/p-feature.html.
Gillman, Neil. Conservative Judaism: The New Century. Behrman House. New Jersey,
1996.
Harlow, Jules, Ed. Rabbinical Assembly. Proceedings of the 62nd Annual Rabbinical
Assembly Convention, 1962, Volume XXVI. Rabbinical Assembly. New York,
1963.
Klagsbrun, Francine. “A Lesson from Lubavitch.” The Jewish Week (New York).
February 13, 2004.
Kosmin, Barry A. and Ariela Keysar. “Four Up” The High School Years: The Jewish
Identity Development of the B’nai Mitzvah Class of 5755. The Jewish
Theological Seminary (Funded by the Avi Chai Foundation). New York, 2000.
Morris, Leon A. “Beyond, Or Mixing, Denominations” The Jewish Week (New York).
March 7, 2003.
Rauch, Eduardo. “The Jewish Day School in America: A Critical History and
Contemporary Dilemma.” Religion and Schooling in Contemporary America:
Confronting Our Cultural Pluralism (Garland Reference Library of Social
Science, Vol. 1127). Edited by James C. Carper and Thomas C. Hunt. Garland
Publishing. New York, 1997.
Schick, Marvin. A Census of Jewish Day Schools in the United States. Avi Chai
Foundation. New York, 2000.
Schiff, Alvin Irwin. The Jewish Day School in America. Jewish Education Committee
Press. New York, 1966.
Schorsch, Ismar. The Sacred Cluster: The Core Values of Conservative Judaism.
Department of Communications of The Jewish Theological Seminary of America.
New York, Undated.
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Schwab, Joseph. Science, Curriculum, and Liberal Education. University of Chicago
Press. Chicago, 1982.
Smith, Christian, et. al. “Are American Youth Alienated from Organized Religion? A
Research Report of the National Study of Youth and Religion.” National Study of
Youth and Religion, Number 6. Chapel Hill, North Carolina, 2004.
Wertheimer, Jack, Ed. Jews in the Center: Conservative Synagogues and their Members.
Rutgers University Press. New Brunswick, N.J., 2000.
Wertheimer, Jack. Jewish Identity and Religious Commitment: The North American
Survey of Conservative Synagogues and Their Members 1995-96. The Jewish
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Yanowitz, Bennett (Chairman). Report of the Task Force on Jewish Day Schools.
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Appendix I
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Appendix II
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Appendix III
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Appendix IV
Source: Brown, Steven M. Willing, Learning and Striving: A Course Guide for
Teaching Jewish Youth Based on Emet Ve-Emunah. JTSA; RA; USCJ, 1988.
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Appendix V
Source: Brown, Steven M. Willing, Learning and Striving: A Course Guide for
Teaching Jewish Youth Based on Emet Ve-Emunah. JTSA; RA; USCJ, 1988.
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Appendix VI
Please respond to each question in the text boxes below (the fields will expand as you type).
Is Modern American Judaism part of your middle school curriculum? Please describe:
Does your school have Conservative Jewish role models (rabbis, teachers, etc.)? Please describe:
What resources (books, sourcebooks, guest speakers, etc.) does your school use to teach about
Conservative Judaism?
Does your school teach about the other streams/movements/denominations of Judaism? Please
describe in detail (including which grade level they learn about this: (If not, please explain if there
are plans to incorporate this into the curriculum)
Do you feel the students at your school will have a solid understanding of the history, ideology,
and current makeup of the Conservative Movement at the end of the 8th grade?
Does your school encourage extra-curricular activities within the Conservative Movement (e.g.,
Kadimah and USY, Ramah camps, etc.)?
What is your school’s relationship with neighboring clergy (Conservative and from other movements)?
Please describe the prayer service (minyan) options available at your school:
With which movement does your family affiliate? [For Parents: Why did you choose this school
for your child(ren)?]
In your opinion, does your school do enough to teach about Conservative Judaism and the other
movements?
Which methodology is used to teach Torah at your school? Is a Conservative approach explained?
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