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Rabbinic Innovation Rabbinic Reflections

Rabbi Abram Goodstein’s Rabbinic Innovation: Time Traveling Through Torah

The Central Conference of American Rabbis, Reform Judaism’s rabbinic professional leadership organization, is home to more than 2,000 Reform rabbis across North America and beyond. And while Reform rabbis wear many hats, often at the same time—Torah scholar, officiant, pastoral counselor, chaplain, educator, organizational leader, activist—they also serve in a wider range of settings, changing the shape of the sacred work of the rabbinate with innovative new visions for Jewish communal life.

We’re proud to share the stories of CCAR members who are taking our ancient Jewish traditions and imaginatively and courageously building new programs, practices, collaborations, communities, and transformational approaches to Reform Judaism. We’re also sharing how, even in dark times, so many CCAR members find joy as rabbis, and we share their hopes for the future of the Reform rabbinate and Reform Judaism.

Rabbi Abram Goodstein serves Congregation Beth Sholom in Anchorage, Alaska, the congregation and town where he was raised. Congregation Beth Sholom is the largest Jewish organization in the State of Alaska, and Rabbi Goodstein takes an innovative, interactive approach to teaching kids Torah while grounding his congregation in tikkun olam and g’milut chasadim.

How do you describe your approach to the rabbinate?
I see myself as a community builder. I believe it’s my role to create an engaging and safe place for Jews to worship, learn, and have meaningful communal experiences. I also believe it’s a Jewish community’s responsibility to practice tikkun olam and give back to their greater community. Just as a Jewish professional serves their community, so does the Jewish community serve their neighbors.

What is your rabbinic motto or words that guide your rabbinate?
Judaism is a responsibility as much as it is a religion.

How have you been innovative in your rabbinic career?
One of my favorite innovations is a program called Shabbat Time Machine. Since my congregation has, for decades, held our religious school on Sundays, our whole school, including parents, starts in our sanctuary and we go back in time by one day (with lots of sound effects) to celebrate a Shabbat morning service. We go through the Shabbat liturgy with different classes leading different sections culminating with the youth group running a full Torah service. I always offer a story that is acted out by kids and teachers. Throughout the service, I offer different opportunities for the kids to engage in the prayers. After the Aleinu, we go back to Sunday; Shabbat Time Machine is over and the children go to their individual classes.

How has your rabbinate evolved throughout your career?
I started out believing I would spend most of my time being a rabbi in a small congregation, working for a community small enough to only need a single rabbi, and just enjoying a rich Jewish communal experience. However, out of necessity, I have become more involved in social justice causes in my local community. I have come to believe that since we are am s’gulah, God’s treasured people, it is our responsibility to practice tikkun olam. I am inspired by Moses’s famous statement, “Justice, justice you shall pursue,” and have taken this statement to heart as my career has evolved. I’ve become deeply involved in many local, city, and state social justice campaigns including LGBTQ+ rights, child welfare, homelessness, and preventing antisemitism.

What do people find unique, unusual, or surprising about your rabbinate?
I wear a lot of flannel! Alaska is a famously casual place, and I absolutely embrace it.

People are also often surprised to discover that I was born with a lifelong speech impediment. While they don’t necessarily hear it, it’s not because it’s gone, but the enormous amount of work I put into navigating it. I’ve worked with a number of bet mitzvah students who also have impediments and I show them that impediments do not have to impede your speaking as long as you have something important to say.

What brings you joy in your rabbinate?
Some of the greatest joy I have experienced is helping people feel their emotions. Whether it’s officiating a wedding, cheering on a bet mitzvah kid or adult, or crying with a community member who lost a loved one, a communal Jewish life is beautiful, and I believe our tradition offers so many ways to experience our feelings. I derive great joy from showing people how our tradition celebrates our successes and mourns our losses.

What makes you feel the most hopeful about the future of the rabbinate?
We recently had two Friday night regulars who met at our temple start a relationship. I tell you, the inner yenta in me is positively beaming. Anyways, I get excited when I watch community members become inspired by our tradition, whether it’s to perform acts of tikkun olam (my personal favorite) or making life choices based on the values taught by our tradition. I love it when a community member enriches their lives through Torah, avodah, and g’milut chasadim.

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Books Prayer Rabbis Reform Judaism

Mishkan T’filah for Children: Do Students in K-2 Need a Different Siddur than Students in Grades 3-5?

This question has been raised by several people and it is a really good question.  When our committee sat down to work on the new siddur Mishkan T’filah for Children we asked ourselves (as good educators do) “What are our goals for this siddur?”  As we explored that question through many discussions we came to the conclusion that we would, in fact, need two siddurim.  That one siddur for grades K-5 would not work well.  The reason is something which we have learned from the Early Childhood Education world.  The following is from the NAEYC (National Association for the Education of Young Children).

ccar-mishkantfilah-frontcover-2-children_1“Developmentally appropriate practice, often shortened to DAP, is an approach to teaching grounded in the research on how young children develop and learn and in what is known about effective early education. Its framework is designed to promote young children’s optimal learning and development.  DAP involves teachers meeting young children where they are (by stage of development), both as individuals and as part of a group; and helping each child meet challenging and achievable learning goals.”

DAP does not just apply to early childhood education, but to all education.  Simply put, we need to understand where children are developmentally and meet them there if we are going to be successful in engaging and educating them.  This applies to their intellectual, social and SPIRITUAL development.  If you spend time with a 6 year old and then spend time with a 10 year old it does not take long to see that they are in very different places developmentally.  A six year old will be a much more concrete learner while the ten year old is starting to think critically and will ask questions like “Which came first, Adam and Eve or the dinosaurs?”

The amazing comChildrenTalitmittee of rabbis who worked on this siddur quickly came to the conclusion that one siddur would not work for all ages.  Different developmental needs needed to be met by creating two different books.  The book for the younger children, which Michelle Shapiro Abraham did an incredible job creating will reach our youngest children at a level they can understand and connect to.  The book for the older children will have more Hebrew, English readings at a different level and questions which will engage our older thinkers.    The goal was the same for both – to engage children and families in prayer and encourage their spiritual growth.

 

Rabbi Paula Feldstein serves Temple Avodat Sholom in River Edge, NJ