• Kaplanian Voices

    Kaplan and Camp

    Rabbis Jeffrey Eisenstat, founding director of our movement’s Camp Havaya, and former camp counselors about their initial exposures to the philosophies of Mordecai Kaplan a decade ago and its present meaning to them as young adult Jews in their thirties.

    https://vimeo.com/882915031?share=copy

    Caitlin Hayes & Emmett

    Peoplehood: One Word, Many Experiences 
    Caitlin Hayes, Kaplan Center board member, explores the contemporary intricacies of Jewish Peoplehood with Emmett, a friend and fellow Jewish journeyer.

    https://vimeo.com/817473986?share=copy

    Jane Susswein & Christa Rapoport

    Our next two recordings for Kaplanian Voices will dive into what the notion of peoplehood is like for Jews of color and LBGQT Jews. First up is an interview with Jane Susswein, Kaplan Center President, and a member of her congregation…

    https://vimeo.com/795114148

    Dr. Mel Scult & Rabbi Hillel Cohn

    Two Sukkot themed additions to our Kaplanian Voices series 

    https://vimeo.com/758539477
    https://vimeo.com/755181318

    A Yom Kippur Reflection

    A dialogue between Drs. Henry Morris and Jeffrey Schein about reflective challenges in the digital age.

    Please accept this recording as a Yom Kippur gift of critical reflection from the Kaplan Center.

    https://vimeo.com/753577145

    https://evolve.reconstructingjudaism.org/the-fifth-vessel
  • Revaluation & Transvaluation Talmud Page

    In this article Dr. Eric Caplan, the Vice-President and Academic Advisor of the Kaplan Center, explore the way in which we might ā€œdraw outā€ of an ancient text a value that can function for us as it did for our ancestors even if the language is changed.  Mordecai Kaplan had called this process revaluation. Kaplan had contrasted this with an approach that reads in (often unconsciously) ideas and values that were not part of the original intent of the authors (whether divine or human), a process he describes as transvaluation.   The differences between these two modes of interpretation are particularly relevant to the creation of new liturgies. In this edition of the Kaplan Center Talmud pages, we share the article and the commentary of three writers.  In the spirit of critical collegiality, we asked these writers to both affirm and challenge the ideas of both Kaplan and Caplan. 

    As Executive Director of the Center, I want to note one other function of this important article.  As the Kaplan Center digs ever more deeply into Kaplan’s vision we want to be equally aware and conscious of our methodologies.  In a way, drawing out of the corpus of Kaplanian thought some idea or value and repurposing it to the challenges of 21st-century Jewish life is a theme of our many webinars this year as we prepare for the 40th anniversary of Kaplan’s yahrzeit in November of 2023.  We ought to have the same integrity as Kaplan in recognizing the possibility that some of Kaplan’s original ideas may require revaluation. 

    After reading join the dialogue.  Count yourself among the tosafot (next generation of commentators).  Send a comment as short as a sentence or as long as two paragraphs to me (jeffrey@kaplancenter.org) .   I will collect your comments and help us expand the Talmudic process. 

    -Rabbi Jeffrey Schein, Executive Director

    Revaluation and Transvaluation

    by Dr. Eric Caplan, Vice President of the Kaplan Center

    According to Mordecai Kaplan, Jewish religious civilization, like all cultures, is more defined by its sanctaā€”ā€œthe cluster of sacred texts, heroes, objects, places and events which have become sanctified through [its] historic experiencesā€ā€”than by its beliefs. Although beliefs are important to a civilization, they are not the primary source of its uniqueness. Multiple peoples believe, for example, that God hears prayer, and that worship should include praise, thanksgiving, and request; but only the Jewish People express this belief via the Amidah. Similarly, celebrating the new year is a common practice of many cultures but only the Jews do so on Rosh Hashanah, with its distinct liturgies (Unetaneh Tokef, Malkhuyot, Zikhronot, Shofarot) and folkways (shofar, tashlikh, apples and honey).

    Jewish civilization maintains its historic continuity through its sancta. But the spiritual values that these forms convey ā€œmust be reinterpreted in each generation so that the meanings are relevant to the needs of that generation.ā€ Without this, Judaism risks devolving into a series of hollow rituals performed by rote and texts that do not inspire. And a moribund Judaism will not hold Jews’ interests in contemporary North America, where multiple lifestyle options are available and promoted via social media and other amplifiers of popular culture. Equally important, for Kaplan, a dead tradition will fail to provide the spiritual and moral guidance that Jews need to successfully navigate the challenges that they face in their private and public lives.

    In the past, says Kaplan, Jews kept their sancta vibrant by freely ā€œreading their own needs, beliefs and ideals into the religious traditions which had come down to them.ā€ They did not worry that their interpretations may not align with the original intent of a text. The tradition, for them, was divinely revealed so it had to embody the highest moral and religious sensibilities. If a discrepancy seemed to exist between that morality and a given verse, the passage in question must be misunderstood. Accordingly, when the rabbis ruled, for example, that the Torah’s command (Leviticus 24) ā€œif any party maims another [person], what was done shall be done in return, fracture for fracture, eye for eye, tooth for tooth,ā€ refers to financial compensation—i.e., the value of an eye for an eye—they were convinced that this interpretation uncovered the text’s true meaning.

    Liberal Jews do not believe that the Torah was revealed or that the rulings of the Oral Torah—the rabbinic interpretation and expansion of the Bible—in some way mirror God’s will. Historical research, the comparative study of religions, and the social sciences, have taught us that Judaism’s laws and texts are human creations that reflect the age in which they were first written. Subsequent interpretations of these materials often say more about the people who wrote them than shed light on a text’s first intent. Kaplan claims that our historical sense makes it impossible for us to feel truly connected to the world of our ancestors if, in his terminology, we ā€œtransvalueā€ Judaism: ā€œascrib[e] meanings to the traditional content…which could neither have been contemplated nor implied by the authors of that content.ā€ To be ā€œconvinced that the continuity is genuineā€ we must be certain ā€œthat whatever ancient meanings or values we choose to conserve and develop are read out of, and not into, the traditional teachings or practices.ā€

    ā€œRevaluationā€ is Kaplan’s term for this process of ā€œreading outā€ of a text a spiritually compelling meaning. To be more precise, when we revalue a text or ritual, we first imagine what a given religious idea or institution meant to the people of the time and the function it served for them. We then probe it for an implication that aligns with our world-outlook and can serve a similar function for us. While the implication we embrace need not be something that our ancestors would have said, it must ā€œhave psychological kinship with what the ancients did articulate.ā€ Accordingly, not all elements of the tradition are open to revaluation. Some may need to be abandoned or significantly reconstructed.

    Kaplan’s writings contain examples that help to clarify the process and boundaries of revaluation. The Aleynu prayer, for instance, concludes with a passage expressing the hope that one day ā€œdetestable idolatryā€ will be ā€œremoved from the earthā€ and all nations will worship the one and only true God (YHVH). If we take idolatry in its literal sense—the worship of physical representations of God—”the denunciation of it or the prayer for its eradication can have only historic interest.ā€ But, says Kaplan, if we read the Aleynu as referring to ā€œany false god, any inadequate conception of deityā€ that is nonetheless ā€œworshipped with loyalty, idealism, and faith,ā€ the prayer’s call to eradicate idolatry, ā€œyields significant values which have hitherto been dormant.ā€ This interpretation models the act of ā€œreading outā€ meanings from a text because the Aleynu is indeed concerned with the elevation of false gods. Although the counterfeit gods that the author(s) attack were ones perceived by many as supernatural beings, the types of false gods that Kaplan has in mind—Hitler, less nefarious leaders like Donald Trump, or even pillars of popular culture such as Elvis Presley—wield substantial power and influence. Praying that such gods cease to be worshipped can serve the same function for us as it did for Jews at the time that the Aleynu was written: it reminds us of what we deem worthy of adoration and encourages us to reject undeserving substitutes. Through revaluations of this sort, ā€œJewish religion can be revitalized, and its identity maintained.ā€

    Other Jewish ideas, however, cannot be constructively reinterpreted. For example, the belief in the physical resurrection of the dead. Many liberal liturgists have suggested that this idea is still compelling if we read it as referring to the immortality of the soul. This is the interpretation that Robert Gordis puts forth in the introduction to the Sabbath and Festival Prayer Book, published by the Conservative movement in 1946. A similar reading appears in the more recent (2015) mahzor of Reform Judaism, Mishkan Hanefesh: ā€œWe might also understand these words to mean that God ā€˜revives’ the dead by keeping them vibrantly present in our memory, inspiring us to live in a way that honors themā€ (Rosh Hashanah volume, 47). For Kaplan, however, the defining characteristic of techiyat ha-meytim is the hope that buried human bodies will be restored to life at a future time. This is made clear in the second blessing of the Amidah, where the statement that God ā€œresuscitates the deadā€ appears alongside the assertion that God ā€œmaintains faith with those asleep in the dust.ā€ Accordingly, as he and Eugene Kohn write in the original introduction to the 1945 Reconstructionist Sabbath Prayer Book,

    To equate that doctrine with belief in the immortality of the soul is to read into the text a meaning which the words do not express. That the soul is immortal in the sense that death cannot defeat it, that the human spirit, in cleaving to God, transcends the brief span of the individual life and shares in the eternity of the Divine Life can and should be expressed in our prayers. But we do not need, for this purpose, to have recourse to reading a forced symbolism into the affirmation of the traditional belief in resurrection.

    Kaplan recognized that there was a poetic element to the liturgy and that it would be a mistake to demand that ā€œprayers be prosaic in their literalness.ā€ As he writes in the Future of the American Jew, ā€œThe rational type of Jew knows very well that, in religion, symbols and metaphors are indispensableā€ and that it is not always possible to find words that ā€œsay what we meanā€ (226). He believed, however, that this should never be used to justify using language that says what we do not mean. A basic tenet of Kaplan’s philosophy is that religion should strive, as much as possible, to be intellectually honest. If an idea needs to be transvalued to be acceptable to the assembled community, it is better to substitute it with a passage from the tradition ā€œwhich calls forth no mental resistanceā€ and can thus ā€œbe shared by everybody.ā€ In the second blessing of the Amidah of the 1945 siddur, for example, the traditional eulogy (ונאמן אתה ×œ×”×—×™×•×Ŗ ×ž×Ŗ×™×, ×‘×Ø×•×š אתה יי מחיה ×”×ž×Ŗ×™×) is replaced with a phrase taken from the traditional High Holiday insertion into this benediction, ×‘×Ø×•×š אתה יי זוכר יצוריו לחיים ×‘×Ø×—×ž×™× (Blessed are You, O Lord, who in love remembers Your creatures unto life).

    In his later years, Rabbi Ira Eisenstein—Kaplan’s son-in-law, a co-editor of the first generation of Reconstructionist liturgies, and the founding President of the Reconstructionist Rabbinical College—no longer believed that the inherited liturgy should be edited to reflect contemporary theology. He reached the conclusion that ā€œIf you change this word, or that word…you still haven’t done the job, because there’s so much else that really needs to be changedā€ — for example, the references to God as a Being, an atah, which conflict with Reconstructionist views of God as process. Eisenstein suggested that Reconstructionists approach praying the rabbinic liturgy as ā€œan exercise in reminiscence,ā€ where we ā€œwe put ourselves into the world of our ancestors, the world of our fathers, and see how it feels, how it sounds.ā€ In this approach, reciting traditional prayers becomes an act of quotation that connects us to our people’s past and provides the basis for communal singing. ā€œIt’s an aesthetic experience, really…. [W]e come together with other Jews and we sing.ā€

    Kaplan was sensitive to the inconsistency of espousing a naturalist conception of God but continuing to address God directly in prayer and referring to God as a Being, a ā€œHeā€ or ā€œYou.ā€ In several articles of the 1960s, Kaplan suggested that the liturgy should address God in the third person, i.e., as ā€œHe who.ā€ Kaplan pointed out that this wording is used in the Mi-she-berakh prayers, in Psalms 103 and 104, and elsewhere in the Jewish liturgical tradition. Kaplan, however, was not advocating the rewriting of all traditional prayers to conform to third person form. Kaplan wanted contemporary worship to impart, among other aims, a sense of connection to the historical Jewish people. Direct addresses of God are so prevalent within rabbinic prayer (barukh atah; atah kadosh ve-shimkha kadosh; avinu malkeinu hatanu lifaneikhah…), that to excise them completely would require a significant rewriting of the inherited text. A siddur edited in this manner would feel discontinuous with the Jewish past. Accordingly, Kaplan argued that direct forms of divine address could be recited as ā€œquotations from traditionā€ [italics mine] but that they should ā€œnot predominate in a religious serviceā€ that means ā€œto elicit genuine religious experience.ā€

    Kaplan was unwilling, however, to recite as ā€œquotations from traditionā€ liturgical references to the future resurrection of the dead or to revelation at Sinai. These appear less frequently and are thus easier to replace without undermining the basic structure and feel of Jewish prayer. Moreover, Kaplan was concerned that Jewish intellectuals would abandon synagogues whose prayers continued to affirm creeds that conflicted with contemporary knowledge and ethics. He noted, as a cautionary tale, that Felix Adler left the Reform rabbinate and created the Society for Ethical Culture because he could not, in good faith, identify with a religious group that recited Ve-zot ha-torah (ā€œthis is the Torah that Moses placed before the family of Israel, upon the command of God, through Moses’ handā€). Kaplan apparently considered it unlikely that intellectuals like Adler would stay away from synagogues that retained a number of traditional prayers in which God was addressed directly.

    Of course, even the phrase ā€œHe whoā€ conflicts with Kaplan’s view of God as ā€œthe sum of the animating, organizing forces and relationships which are forever making a cosmos out of chaos.ā€ He accepted this dissonance because he saw no way to avoid referring to God as a ā€œHe.ā€ Indeed, Kaplan’s most famous original English prayer, ā€œGod the Life of Nature,ā€ uses that term: ā€œHe is the sameness in the elemental substance of stars and planets…. He is the unity of all that is…. He is the creative flame that transfigures lifeless substance….ā€ To be effective, in Kaplan’s view, our prayers cannot speak of God ā€œin terms of scientific or philosophical abstractions, like process or energyā€ but must, instead, use personal pronouns and thereby align with how people speak and think.

    Nobody would think of saying: Those processes in relation to my body which make for my personality are hungry. One would say simply: I am hungry. Similarly, one would not address one’s neighbor in terms of all the processes which make him the person that he is; one would address him simply as you. For similar reasons, we address God in prayer as Thou.

    Because of these linguistic conventions, even religious naturalists can recite the mi-she-berakh form wholeheartedly.

    A final consideration influenced Kaplan’s decision whether to reinterpret (revalue) or replace a given traditional belief or prayer text: his observation that ā€œconfused thinking often results from the uncertainty as to whether a word is intended in its original, or in its acquired meaning.ā€ This is an especially significant concern when dealing with religious creeds that carry potentially negative connotations. A prime example of how this concern functioned in Kaplan’s thought can be seen in his approach to Jewish chosenness.

    In Judaism as a Civilization (1934), his first major philosophical work, Kaplan suggested that chosenness could be revalued because ā€œin any claim to superiority, founded or unfounded, the claimant pays homage to that trait or ability by virtue of which he regards himself superior.ā€ In the case of Judaism, the people’s sense of superiority was connected to their possession of Torah. Kaplan argues that the Jews, in fact, were the first people to celebrate their nationhood for demanding of them adherence to God’s law. A successful revaluation of Jewish chosenness would emphasize the implication that ā€œbayonets do not make a nationā€ but rather a peoples’ willingness to answer, ā€œthe call of the spirit.ā€ By living according to this insight, the Jewish people would help ā€œpoint the way to the beneficent utilization of the most potent social force in human society [nationalism].ā€

    In the aftermath of World War Two, Kaplan reconsidered his approach to Jewish chosenness. The war was caused, in large part, by the German and Japanese perceptions of themselves as superior nations that should rule over ā€œinferiorā€ ones. With the creation of the atom bomb, such imperialist wars threaten to ā€œdestroy human civilization and, perhaps, the human race.ā€ To be relevant, religion must help humanity abandon the idea that one nation is better than another. ā€œUnless [religions] play an important role in ushering in the one world which has become indispensable to mankind, they will be reduced to a state of obsolescence.ā€ But to make this contribution, religions must first rid themselves of the ā€œimperialismā€ that lurks within them; they must give up all pretensions to being chosen, superior, or of having exclusive possession of the keys to salvation. While a constructive revaluation of Jewish chosenness is theoretically possible, ā€œhow are non-Jews to know,ā€ Kaplan now asked, ā€œthe new meaning that we wish to attach to the words ā€˜Chosen People’?ā€ For centuries, after all, these words have involved ā€œinvidious distinctions between one people and another.ā€ Since there is no authoritative body representing the Jewish People to proclaim this new meaning, Jews must ā€œeliminat[e] from our liturgy… all references to the doctrine of Israel as the chosen people.” Only when we have done so will we be able to demand of other religions that they make similar changes and thereby move humanity closer to a world where all people are viewed lovingly as brothers and sisters.

    The first Reconstructionist prayer books included ā€œinterpretive versionsā€ of traditional prayers that Kaplan and his co-editors believed needed to be revalued to be meaningful to contemporary Jews. In Ha-maariv Aravim, for example, God is described as rolling ā€œaway light before darkness, and darkness before light.ā€ Kaplan rejected the idea that God literally controls sunsets and sunrises. In the interpretive prayer, the cycle of light and darkness is presented as reflecting the will of God, the Power that makes for salvation, in that humanity requires both the activity of the day and the night’s rest to flourish. I see such interpretive versions as serving an analogous function to the devotional commentaries that appear in the current Reform, Conservative and Reconstructionist liturgies. But for all the reasons that I have presented here, Kaplan would not be pleased to see commentary used as a tool to support the retention of siddur passages that he thought needed to be removed. Since many Jews today believe in the literal resurrection of the dead, is there not a real possibility, he’d ask, that ā€œconfused thinkingā€ will result from maintaining this passage regardless of what is in the commentary? And why not say something that is closer to what we actually mean, when alternatives exist in the Jewish tradition for doing so?

    In my own prayer life, I find that I can recite, as quotation, texts like Eliyahu Hanavi, Lekhah Dodi and El Adon, although each of these present supernatural visions that I reject. But, even accompanied by robust commentary, I cannot use prayers that claim Jewish chosenness, the existence of a physical afterlife, or the revelation of Torah. I am personally happy that Kol Haneshamah and Mishkan Hanefesh reinstate, as choice, the second paragraph of the Shema. Previous liberal prayerbooks often eliminated it out of discomfort with its description of God rewarding and punishing the moral and religious behavior of humans by manipulating the natural order. Contemporary liberal liturgists, however, have argued that Deuteronomy 11 can be read as establishing a link between human behavior and events in nature; an ecological message that is deeply needed in our age. I see this interpretation as a successful revaluation of the Biblical text similar, in spirit, to what the first Reconstructionist siddurim did with Ha-maariv Aravim.

    In formulating and reflecting upon my personal relationship with the traditional liturgy, I am inspired by the seriousness and integrity that Kaplan brought to his own worship practice and to the creation of liturgies for others. I share his belief that an interpretation of a traditional text can be too distant from the intent of the original words to foster connection to those words. I look forward to your comments on this and the other aspects of Kaplan’s thought presented in this article.


    Commentaries on Revaluation and Transvaluation

    Catherine Madsen

    Kaplan recognized a poetic element in the liturgy, and Eisenstein called the liturgy an aesthetic experience, but they both did so rather casually and not as artistic practitioners. They knew the power of metaphorical language, but did not understand the complex interplay of the aesthetic and the ethical that metaphor involves. They thought intellectual honesty could be served by excising improbable assertions and substituting language ā€œwhich calls forth no mental resistanceā€; they did not understand mental resistance as one of the fundamental forces through which art and liturgy do their work.

    In practical everyday terms, nobody expects the dead to be physically resurrected, yet the wild assertion that God revives the dead and keeps faith with those who sleep in the dust is a way of enduring our losses. In practical everyday terms, it does seem odd of God to choose the Jews—even God seems to have thought so at frequent intervals—but the puzzle of chosenness is the birthright and the lifelong challenge of every serious Jew. We cannot resolve the tension between reason and liturgical metaphor by revising it away, preemptively handing the victory to reason. We have to hold it before our imagination.

    Kol Haneshamah did not really solve a problem when it substituted mehayey kol hay berahamim rabim for mehayey metim berahamin rabim; to make an ideological point at the expense of a rhyme is, at the most concrete  level, to concede defeat. Nor did Kaplan solve a problem by excising chosenness. Any student of anthropology will know that many hunter-gatherer societies call themselves, in their own languages, ā€œthe real people.ā€ They do this not to disparage those other hunter-gatherers across the river, but to commit themselves to the precepts and obligations and survival skills of their own tribe. They consider that this work makes them genuine. Chosenness has a similar function within the Jewish tribe. It intensifies the sense of peoplehood; it has value. What is gained by refusing to consider it? And what is lost?

    Outside the tribe, is chosenness an embarrassment? a liability? Is it the seed of imperialism? Would Hitler or Hirohito have renounced military aggression if the Jews had never said asher bahar-banu? Are power-seekers, who will avail themselves of any handy theological or economic or scientific excuse, ready to turn pacifist if we will only give up our metaphor?

    And does renouncing chosenness inoculate you against complacency? If you decline to call yourself chosen and instead call yourself progressive, does that not imply superiority over that other ideological faction across the river—or those other Jews, who still benightedly call themselves chosen?Perhaps chosenness is more likely to keep you honest; a metaphor, unlike an ideology, has checks and balances.
    A character of Henrik Ibsen’s speaks of the livslĆøgn, the ā€œlife-lieā€ or life-illusion that fuels a person’s best efforts and whose loss breaks the spirit. Kaplan called chosenness a doctrine; what if it is instead the Jewish people’s livslĆøgn? What if—giving mental resistance its due—we can even see God’s inexplicable interest in us as an utter illusion in rational terms, and yet be strangely moved by it: joke about it, wear it lightly, and still find it sustaining in a crisis? Chosenness is nuanced: it encompasses reluctance and elevation, aspiration and humility, embarrassment and resolve. It is the personal and collective Why me?, the I would prefer not to, with which we meet every setback and every moral demand. It is the personal and collective Hineni with which we rise to every occasion forced on us by geography and history. Perhaps it isn’t ready to go away.

    Catherine Madsen is the author of The Bones Reassemble: Reconstituting Liturgical Speech and In Medias Res: Liturgy for the Estranged.


    Rabbi Jeremy Schwartz

    Thank you to Eric Caplan for reminding us why we might care about revaluation and transvaluation. Issues of civilizational continuity and rupture, intellectual honesty, and ethical messaging are at stake. And thank you to the Kaplan Center for allowing  me to respond, particularly to the notion of ā€œquotational prayer.ā€ Caplan explains that Rabbi Eisenstein eventually gave up on tinkering with the liturgy because the need for repair was too pervasive: ā€œā€¦ for example, the references to God as a Being, an atah, ….ā€  Instead, for him, the rabbinic liturgy becomes ā€œan exercise in reminiscence ….ā€ Caplan explains, ā€œIn this approach, reciting traditional prayers becomes an act of quotation that connects us to our people’s past ….ā€ 

    I would like to argue that ā€œquotational prayerā€ is neither necessary nor sufficient. 

    Quotational services are not necessary because, on the one hand, most of the traditional liturgy actually can be revalued. Is it intellectually dishonest or ethically dangerous to understand the divine ā€œYouā€ in a Buberian or Levinasian sense, as That Which Faces Us? The address to ā€œYouā€ acknowledges that there is something outside ourselves that provides nearly everything we have and that, as we face It, demands our response. That certainly was something our ancestors meant by ā€œbaruch atah,ā€ although they wouldn’t have conceived that something as a Reconstructionist might.  On the other hand, quotational services are unnecessary because, in our generation, the absence of the traditional order of the service causes most Jews no sensation of rootlessness; Civilizational continuity does not require it.

    Further, quotational prayer is not sufficient. Can we afford to devote our Jewish practice-time to quotation? When would we do the actual work of orienting ourselves to the divine call and receiving the benefit of divine inspiration? (Even if the traditional liturgy can be revalued, not merely quoted, it’s still not sufficient.  We might be able to affirm what it says, but it doesn’t say what we most need to affirm.  Jewish absence from the pews is good evidence that something new is needed.)

    Happily, there are excellent efforts at non-quotational liturgy that believably facilitates the religious work of 21st century liberal Jews and their communities. I’ll mention a few: 

    • The 2020 pandemic Mahzor created by a committee of RRA rabbis (myself included) headed by Rabbi Michael Strassfeld shaped a prayer experience that clearly felt like the High Holidays, but with an order and content dictated by the needs of the teshuvah process and the realities of our time. 
    • Marcia Falk’s beautiful ā€œBook of Blessingsā€ addresses Reconstructionist objections to a divine ā€œYouā€ in a thoroughly Jewish, thoroughly contemporary idiom.
    • Rabbi Steve Segar and I, along with our congregations, presented our liturgical reconstructions at the recent Reconstructionist convention.  Kol HaLev in Cleveland developed a service starting with the functional question, ā€œWhat do we want to accomplish with our service?ā€ They created a service built largely with Jewish building blocks that addresses six themes, abbreviated as: Thanks, Wow, Help; Creation, Revelation, Redemption. At Temple Bnai Israel, we began with an observation about the surprisingly limited influence of the Lurianic Tikkun Olam story on Jewish liturgy. We ended up with a ā€œService & Serviceā€ that includes physical-world service to others and a ritual service focusing on the imagery of revealing divine sparks, repairing the world, and committing ourselves to covenantal love. 

    Much of our tradition can be revalued, and much can and must be deconstructed and reconstructed anew.

    Rabbi Jeremy Schwartz (RRC ’97) has served Temple Bnai Israel in Willimantic, CT since 2000. He enjoys teaching and creating liturgy in the congregation and in other Reconstructionist movement settings.

    After reading join the dialogue. Count yourself among the tosafot (next generation of commentators).  Send a comment as short as a sentence or as long as two paragraphs to Dr. Jeffrey Schein (jeffrey@kaplancenter.org). He will collect your comments and help us expand the Talmudic process.

  • Tabak on the Reconstructionist Guide to Jewish Practice

  • Kaplan, Creativity & the Arts

    ā€œEvery creative act… adds to the meaning of life and is a revelation of the Divine.ā€ –Kaplan Diary, 1940

    How is Judaism evolving in relationship to the (visual) arts?  Join a panel of artists, educators, and innovators to explore the role of art, artmaking, and creativity in our religious, communal and spiritual lives.

    https://vimeo.com/793945523
    with Rabbi Adina Allen, Joanne Fink, Elizheva Hurvich, and Rabbi Margie Jacobs
     Sunday, January 29, 2023

    CREATIVITY IN OUR COMMUNITIES

    Check out these innovative projects and add your own in the form below!

    Shabbat Voices

    Adat Shalom Reconstructionist Congregation

    Adat Shalom’s Shabbat Voices is an exciting new program that is being piloted during the 2022-23 program year. On six shabbatot, scheduled monthly from December 2022-May 2023, we will host a guest teacher, artist or activist who will be featured, both during shabbat morning worship time as well as during a post-oneg session from 1-2:30pm.

    Read more…

    Mural of Jewish Living Values

    Reconstructionist Synagogue of the North Shore

    Primary Contact: Eric Schulmiller
    cantoreric@rsns.org
    https://rsns.org/

    Read more…

    Jewish Artist of the Week

    The Amen Institute

    Primary Contact: Dvir Cahana
    theameninstitute@gmail.com
    jewishcreativity.org

    Read more…


    ADD YOUR VOICE

    How are the arts and creativity evolving in your Jewish organization? Please use the form below to share a project from your Jewish organization or your own work. Submissions will be posted to the Kaplan Center website within one week (subject to review).


     

    Webinar Panelists

    Rabbi Adina Allen is a spiritual leader, writer and educator who believes in the power of creativity to revitalize our lives and transform Jewish tradition. Adina is co-founder and Creative Director of Jewish Studio Project (JSP), a nationally recognized Jewish learning organization that cultivates creativity as a Jewish practice for spiritual connection and social transformation. Integrating a lifetime of experience in the expressive arts with her rabbinic training, Adina created JSP’s unique learning methodology which she has brought to clergy, educators, activists and lay leaders in hundreds of Jewish communal institutions across the country. Adina’s writing is widely published in the Huffington Post, Lilith, the Forward, Kveller, My Jewish Learning, Ayin and Patheos. Her original research on using creative process to generate contemporary midrash was published in the CCAR Journal in 2013 and her chapter ā€œWhat Else Can This Be?: Creativity as an Iterative Practiceā€ is a part of the anthology Creative Provocations: Speculations on the Future of Creativity, Technology and Learning, Springer Press, 2023. She is a recipient of the Covenant Foundation’s 2018 Pomegranate Prize for emerging Jewish Educators and was a fellow of the Open Dor Project for spiritual Jewish entrepreneurs. Adina was ordained in Hebrew College’s pluralistic training program in Boston in 2014 where she was a Wexner Graduate Fellow.

    ZenspirationsĀ® founder Joanne Fink is an artist, liturgist, teacher, inspirational speaker and best-selling author with more than one million books in print. She started her career designing greeting cards and Ketubot (Jewish Wedding Contracts) and in 1991 helped found the American Guild of Judaic Art. Joanne’s current passion project is building Jewish community through art, and sharing the collection of 54 ā€˜Torah Illuminations and Prayers’ she created over a three year period, inspired by the weekly parashiyot (Torah portions).

    “One of my greatest joys,” says Elizheva Hurvich, “is when my students return to share with me how our learning has stayed with them on their Jewish journeys.” Jewish educator, artist, ritual service leader and Rabbinical Student, Elizheva was born in Northern California and has lived and studied in New York, Philadelphia, Israel, France, and the deep US South. Weaving her Renewal and Conservative roots with her love of Reconstructing Judaism and imagination, Elizheva loves to teach the heart of the matter, bringing meaning and content and connection to students of all ages. Specializing in personalized talitot (prayer shawls), huppot (wedding canopies), and group projects, her art has been included in the National Museum of American Jewish History and the galleries of HUC, as well as many venues in San Francisco.

    Rabbi Margie Jacobs (RRC 2000) has served as a congregational rabbi, regional director of the Institute for Jewish Spirituality, Hillel director, and teacher of mindfulness meditation. She is a facilitator of the Jewish Studio Process, a mindful art practice that she leads virtually and in person across the country for synagogues, Hillels, retreats, conferences, special events, and clergy.  Margie has been designing websites since 2010 and also creates Jewish Canva Templates as part of the Discover Jewish Art project.


    Thank you to our sponsors…

    Individual and Familial Sponsors
    David and Stacey Cooperman, Andrea and Andy Eller, Nancy and Larry Epstein, Ellen Seidman Greenberg, Laura Jacobs, Barbara and Charlie Richman, Jeffrey and Deborah Schein with Freddi Paulsrud, Evan and Tracy Segal, and Susan and Lee Segal, in memory of their parents’ connection to the arts and their cousinly bond: 
    ~ Frannie and Alfie Seidman 
    ~ Jerry and Harriet Segal
    ~ Morton and Rose Schein
    ~ Sanford and Maxine Cooperman
    ~ Larry and Bernice Cooperman  

    Institutional Sponsors
    Congregations: Adat Shalom Reconstructionist (Bethesda), Mayim Rabim Congregation (Minneapolis), New Synagogue Project (Washington, DC), and The Reconstructionist Synagogue  of North Shore (Long Island), 
    and the Creative Jewish Institutions of: The Amen Institute and Jewish Studio Project

  • Tribute Honoring Mel Scult’s 90th Birthday!

    This year is a very special one. We are celebrating both the 90th anniversary of the publication of Judaism as a Civilization and the 90th birth year of Mel Scult, Kaplan’s biographer. An amazing tidbit: the NYTimes announcement of the publication of this seminal volume came out within days of Mel’s birthdate!!

    Both of these milestones will be the focus of our major fundraising for this year – to ensure the same quality of programming for the 2025-6 as we have had in past years and will be having this coming year.

    https://vimeo.com/1037297954?share=copy

    The culmination of our celebration was the webinar honoring Mel on Sunday, December 8. Watch and kvell!

    Click on the image below to view the tribute book for Mel:

    Mel Scult Tribute

    Mel spoke in New York City at West End Synagogue in May and in early November, he spoke at the Society for the Advancement of Judaism (SAJ). Kaplan Center board member, Rabbi Dennis Sasso, also delivered a tish at SAJ, ā€œComing to Terms: Reflections on the Tower of Babel,ā€ considering how the ancient story impacts on the ways we speak as Jews and as Reconstructionists about things that matter.  

    https://www.youtube.com/live/tcFe986dSh0?t=4860s
    https://youtu.be/A0ibYOMfTV4?feature=shared

  • Jewish World History through Art

    Primary Contact: Liora Ostroff
    liora@newsynagogueproject.org

    New Synagogue Project

    This curriculum will allow Jewish educators to enrich their arts curricula, teach Jewish history in accessible and age appropriate ways, and seamlessly integrate antiracist learning standards with Jewish learning standards. 

    The first iteration of this project (which is to be continued and expanded) was a unit on menorahs from around the world, taken from a variety of sources including global Jewish museums, and the Betzalel Narkiss Index of Jewish Art. Students reviewed menorah images organized by motif, noting that menorahs from different places share common motifs such as specific animals, architectural elements, shapes, and Islamic or other cultural motifs. They learned the history of these motifs, both in general and in their use in Jewish arts. In doing her research for the menorah project, our Education Director contacted curators and historians, and abbreviated and adapted academic research for a 3rd-5th grade reading level. The students learned that different regions developed different conventions for menorahs; for example, in some regions people did not place the candles on the same level or in a line; and, menorahs from communities that originate in Afghanistan often use separate oil cups that can be moved around; and, most of the menorahs from Yemen are made of stone, as opposed to metal or clay. Students identified the countries that the menorahs were from on a world map, and noted how certain motifs or design elements were either culturally specific or widely proliferated. As a result, they are learning early on in their Jewish journeys that Jews have lived around the world and practiced Jewish ritual in similar and different ways. They understood that Jewish life and culture has been influenced by the places that Jews have lived and the surrounding dominant cultures that Jews have interacted with, and that both then and now, Jews are living in two civilizations. 

    Note – we meet on Shabbat, so we don’t take photographs during class. So, we have no photographs of the kids actually working on the projects.

    Kollel’s Highlights from 2021-22

    • “Gallery of Motifs” – some of these descriptions could be reworded and simplified if/when I come back to it
    • Lesson 1 (intro to Menorahs from Around the World + Motifs)

    This project is Kaplanian in spirit in that it: 

    Offers students a rich understanding of how Jews have lived in various places and ā€œhost culturesā€ throughout time. It encourages children to think creatively about how Jewish practice changes across time and place. -It enriches Jewish living through the arts, and a deep understanding of how Jewish arts and culture have developed. -It allows cross-generational engagement by allowing students to present and teach about topics that adults in the community are not already familiar with. Adults AND children are learning together. -It inspires what Kaplan refers to as the ā€œacquisition of Jewish interests,ā€ in that the students are excited to learn, deeply engaged, and demonstrate enthusiasm for Jewish culture. -Informed by both antiracist Jewish education goals and Kaplan’s emphasis on ā€œbelongingā€ as a basis for Jewish identity, this project promotes a sense of belonging to the Jewish people by emphasizing our diversity, and the ongoing evolution of our religious traditions.’

    This project will further develop and realize the goals of integrating curricula on Jewish history and world culture with anti-racist frameworks within K-5 Jewish education through Jewish arts, culture, and ritual learning. The questions at the center of that project include: How do Jewish content learning standards map onto antiracist learning standards? How do we teach Jewish history and world culture in hands-on, creative, and student-led ways? An arts-based and justice-centered curriculum for K-5 students will address these questions. This curriculum is intended to realize several of the goals of the antiracist educational initiatives outlined in Part 4 of the Not Free to Desist Letter: a) appreciation for the inherent multiracial identity of the Jewish community; b) inclusion of history of JOC communities around the world. 

    During the menorah unit, the students’ finished projects included:

    1. Handmade metal menorahs inspired by a metalworking technique, repousse, found in menorahs from around the world, and intended to represent an aspect of their own surrounding culture in Washington, D.C.

     2. Posters of menorahs that they studied, what the menorahs have in common, what symbols, motifs, or structural differences the menorahs had, and where in the world these menorahs were from. 

    3. Verbal presentations of their posters and handmade menorahs to the greater synagogue community, and an opportunity to teach adults new things. This project will be developed further by expanding the use of Jewish arts and culture from around the world as a grounding for both curricula on Jewish history and world culture, and antiracist curricula. 

    As this project expands, students will learn deeply by doing similar deep-dives into specific rituals, ritual objects, symbols, holidays, prayers, and songs, requiring extensive research and preparation from teachers. One exciting example is the study of songs from around the world; and another, the study of Torah mantels and accouterments. Students will continue to engage the concepts of the curriculum through hands-on, student-led projects, and will continue to share their learning with the community. 

  • Educational Gift 3

    Gift #3: A Child’s Biography of Mordecai Kaplan 

    Download PDF

    For Teachers: Rabbi Lewis Eron wrote this short biography of Mordecai Kaplan for  children for a 1988 Reconstructionist publication. He has revised it slightly and we offer it to you. The four questions below might guide your exploration of the meaning of the  value of Kaplan’s life and work after having read the story. We believe the story can  work well for students from 5th to 9th grade. It has also proved useful for adult education  classes for a brief review of Kaplan’s life before delving into other topics of Kaplanian or  Reconstructionist thought. 

    1.) What particularly interested you about Mordecai Kaplan’s life? 

    2.) If you could ask him a question, what would it be? 

    3.) What would Rabbi Kaplan think if he visited your synagogue and Jewish  education program? * 

    4.) If you were to help Rabbi Kaplan dream some dreams of an even more creative  Jewish life for the 21st century, what would they be? 

    * You might help students respond to this question by sharing the five goals for Jewish  learning and living outlined in the Kaplanian Report Card.  

    Mordecai Mendel Kaplan – A Short Biography 
    By Rabbi Lewis John Eron 
    Revised February 20, 2016 

    Mordecai Kaplan was born in 1881 in the small Lithuanian town of  Swenziany. His father, Israel, was a rabbi and a scholar. His mother, Anna, ran  a small shop. Two brothers had died before Mordecai was born. Therefore, his  parents had special dreams for him. His mother hoped that he would become  the Chief Rabbi of Great Britain. 

    In 1888, when Mordecai was seven years old, his father took a position in New  York City. At that time the Orthodox Jews in New York City established the  office of Chief Rabbi in order to unify Orthodox Jewish life in the city. Israel  Kaplan was invited to become a dayan, a judge, in the Chief Rabbi’s court.  Mordecai’s family left Swenziany and traveled as far as Paris, where they remained for a year with Anna Kaplan’s brothers while Israel Kaplan tried to  become established in New York. 

    The year in Paris was an exciting one for Mordecai. His uncles were in the  mineral water business. They exhibited their wares at the Paris World  Exhibition of 1889. Mordecai would often visit the displays and play under the  Eiffel Tower which was built for that exhibition. One of his lasting memories of  his stay in France was reciting the Ten Commandments in French for the then  Chief Rabbi, Zadoc Kahn. 

    Israel Kaplan was finally able to bring his family to the U.S.A. When the  attempt to set up a chief rabbinate in New York City failed, Mordecai’s father  found employment as a supervisor in two kosher slaughtering houses. 

    Although Israel Kaplan was very traditional, he was eager for his son to gain a  modern understanding of Judaism. At first, Mordecaai studied in yeshivot,  traditional Jewish schools of learning, but when he was eleven years old, he  began to attend public school. He studied Bible and Hebrew with private tutors  and Talmud with his father. One of his tutors was the controversial modern Jewish Bible scholar Arnold Ehrlich, who taught Mordecai to see the Bible as a  book written by people. Although Kaplan remained very observant in personal  practice throughout his life, he claimed that his rejection of Orthodoxy started with his studies with Ehrlich. 

    Right before his Bar Mitzvah, Mordecai Kaplan entered the preparatory  department of the Jewish Theological Seminary (JTS). In 1893, the Jewish  Theological Seminary was not the major institution it is today. It was only  seven years old and had very few students. In 1895, Mordecai Kaplan  completed grammar school and entered City College of New York. He graduated  City College in 1900 and went to Columbia University to study philosophy.  He continued as a student at the Jewish Theological Seminary until becoming  a rabbi in 1902.

    1902 was an important year in the history of JTS. The seminary was suffering  and was in danger of falling apart. In 1902, a number of prominent Reform  Jews provided funds to reorganize the seminary. Solomon Schechter, a  professor at Cambridge University in England, was invited to become president  of the reorganized Jewish Theological Seminary. 

    Although Kaplan was a graduate of the ā€œOld Seminary,ā€ Schechter recognized his  skills and intelligence. In 1909, when Kaplan was considering leaving the  rabbinate after a discouraging experience at Congregation Kehilath Jeshurun, which is still an important Orthodox synagogue in New York City, Solomon Schechter asked him to become Principal of the newly founded Teachers Institute  of the Jewish Theological Seminary. Kaplan remained at the Jewish Theological  Seminary for most of his life. Due to Kaplan’s long association with JTS, the  Rabbinical Seminary for the Conservative Movement, Reconstructionism started  out as a school of thought within Conservative Judaism. 

    Mordecai Kaplan was a person of vision. He was not satisfied with the ways  things were in the Jewish community. In 1922, he helped establish the first Reconstructionist congregation. You can see from its name – the Society for the  Advancement of Judaism (SAJ) – that Kaplan planned to do something new. 

    One of the most lasting and wide-spread of Kaplan’s innovations at the SAJ was the Bat Mitzvah. As you know, Jewish boys celebrate attaining the age of Bar Mitzvah by being asked to read from the Torah in the synagogue on or near their thirteenth birthday. Mordecai Kaplan had four daughters and no sons. In  March 1922, when his oldest daughter, Judith, was twelve and a half, she was  called up to recite the Torah blessings and read a portion from the weekly Torah in front of the congregation. Kaplan himself recited the Haftarah, the  prophetic section, and its accompanying blessings. It is hard to believe that in far less than a century the Bat Mitzvah celebration has become an important part of Jewish life!

    Another one of Kaplan’s innovations that has spread throughout the Jewish  community is the synagogue/community center. Kaplan believed that since Judaism was much more than a religion, the major Jewish communal  institution should be more than a place of prayer and study. Kaplan pictured a  Jewish community center in which Jews would gather for cultural events, sporting activities, as well as worship and education. Kaplan believed that  before we can have Judaism, we need a community of Jews. The first Jewish  center was founded in 1918. Today, Jewish Community Centers are found throughout the Jewish world. 

    In addition to being Principal of the Teachers Institute of JTS, Mordecai Kaplan  was also Professor of Homiletics. Homiletics is the study of preaching. Kaplan  tried to teach his students more than the basic skills of making sermons. He wanted to teach them how to think clearly. 

    There is a well-known story about Rabbi Kaplan as a professor, based on his  description of Judaism as the evolving religious civilization of the Jewish people.  By evolving, Kaplan meant that the Jewish people are always discovering new ways to look at life. Jewish civilization never stands still. It is always changing. 

    It was Kaplan’s custom to discuss a student’s sermon with him before it would  be read in class. One day a student came to see Rabbi Kaplan. Rabbi Kaplan went over the student’s sermon very carefully, making a number of suggestions. 

    Two days later, the student read his sermon in class. He fully expected to receive a high grade because he had improved his sermon in the ways his  teacher had suggested. Rabbi Kaplan listened carefully. When the student was finished, Rabbi Kaplan started making comments, corrections and suggestions. The student was utterly surprised. When he protested that he had already make changes based on Rabbi Kaplan’s comments of two days earlier, Rabbi  Kaplan replied, ā€œWell, young man, that was Tuesday and today is Thursday.  You see, I evolved.ā€

    Mordecai Kaplan produced hundreds of books and articles. It is hard to believe that one person could have written so much. What is even more surprising is that Mordecai Kaplan did not publish his first book until he was fifty-three years old! In 1934, he published his greatest work, Judaism as a Civilization, in which he presented the philosophy we call Reconstructionism. In it, he discusses his program for understanding and changing Jewish life. According to Kaplan, the Jewish community in the land of Israel is the symbol of a new Jewish civilization in our time, as well as the natural center for the Jewish  people. He claimed, however, that Jews in the diaspora can develop exciting forms of Jewish life as well. 

    MK started the Reconstructionist magazine in 1935 as a way of spreading his understanding of Judaism. In 1954, the SAJ joined with three other synagogues that followed Mordecai Kaplan’s philosophy of Judaism to form the  Reconstructionist Federation of Congregations, which today is called ā€œJewish  Reconstructionist Communitiesā€ and numbers over 100 congregations. 

    In 1963, Mordecai Kaplan retired from the Jewish Theological Seminary after fifty years of service. In 1968 his son-in-law, Rabbi Ira Eisenstein, founded the Reconstructionist Rabbinical College in Philadelphia; Kaplan enjoyed teaching the students at the new school. 

    Rabbi Kaplan was an active Zionist throughout his life. He taught at the  Hebrew University as a visiting professor even before the establishment of the State of Israel. After he retired from teaching at the Reconstructionist  Rabbinical College, he moved to Jerusalem and lived there until about three years before his death in 1983. 

    It was in Jerusalem, in 1976, that I met Rabbi Mordecai Kaplan. By that time he was a very old man. I was a young student and to me Rabbi Kaplan was a giant. As you can imagine, I was very nervous. When Rabbi Kaplan started to talk to me, I froze. But Rabbi Kaplan would not let me sit there in a state of frozen admiration. He started asking questions. He shared with me his latest ideas. I will never forget the experiences of sitting in his living room in Jerusalem and hearing some of his most recent thoughts. 

    I do not think that Mordecai Kaplan would be happy if all we learn from him isĀ what he has written in his books and articles. He did not simply tell us whatĀ Judaism was. Rather, he taught us a way to look at Judaism and the JewishĀ people. He showed us how to treat all important knowledge as Torah. If thereĀ was truth in something we learned, Rabbi Kaplan believed we could use it toĀ build a stronger Judaism.Ā 

    If in some magical way we were to meet Rabbi Kaplan and to tell him that we  had done everything just as he told us to do, he would be very displeased. If we were to say, ā€œBut Rabbi Kaplan, this is just what you told us to do.ā€ He would  answer, ā€œBut my friends, I would have evolved.ā€

  • Scult on Kaplan’s Philosophy

    by Mel Scult

    From time to time Mordecai Kaplan attempted to reduce his thinking about Judaism and religion to a series of principles that could be easily understood. We attempt yet again to summarize his thought in our own words.

    Kaplan’s approach to Judaism is usually associated with the primary concepts of his system – ā€œJudaism as a Civilization,ā€ ā€œLiving in Two Civilizations,ā€ ā€œThe Religion of Ethical Nationhood,ā€ ā€œA Greater Zionism,ā€ etc. But in order really to understand Kaplan it is important to get beneath these concepts to assumptions that are more fundamental. He formulated his system many times, and one sees that, even though the concepts change, the approach does not.

    Below is a provisional attempt to articulate these principles.

    1. Kaplan assumes that the truth, even ultimate truths, are the products of the human search for understanding. What is true at one time may not be true at another time. For Kaplan the truth may be found in many places and in many texts. No one people or tradition has a monopoly on truth. Indeed, at the center of his philosophy we do not find one ultimate truth but rather the religious life and experience of the Jewish people and the lives of religious seekers everywhere.

    Kaplan nonetheless understands our need for certainty even though we now live in a world where enduring truths are hard to come by. Yet we need them in an elemental way. Kaplan perceived the need to posit absolutes even though we know they are products of our own mind. One of his formulations regarding absolutes is the following:

    ā€œTo state the matter concretely, the right of every person to the full development of his physical and mental capacities … the solidarity of the entire human race … and the duty of thinking and acting so as to render reality more meaningful and life more worthwhile for every human being – these are the goals which must be accepted as absolutes.ā€ [Kaplan Diary, December 9, 1942]

    2. The goal of every religious or ethnic group should be to support the uniqueness and growth of each of its members. These goals can only be achieved in a world that guarantees freedom, justice and peace for all human beings, including all races and both genders. Kaplan put it this way: ā€œIt is the goal of all social endeavor to bring about equality … . It is the goal of all spiritual endeavor to make individuals free.ā€ [Kaplan Diary, April 3, 1915, amended]

    Concerning the matter of religion in general Kaplan would say that any experience is religious if it connects you to others, to nature, to the world, and moves you out of your ego-centered existence and helps you to live on a higher, more transcendent level, ā€œsub specie aeternitatisā€ as Spinoza would say.

    The effort to move beyond our ego-centered life is expressed principally through the medium of prayer. Prayer is not primarily supplication but rather an energizing of the spirit in which we move higher, intellectually and ethically. Because we are fragmented in so many ways, prayer, properly used, can help to make us whole. We should begin with the traditional texts, but when they do not function we must move beyond them. We must move from quotation to affirmation, at the same time not losing sight of the importance of quotation.

    3. While all religious traditions are committed to the above ideals, they differ in the way these ideals are embodied.

    The general ideals that all religions share are incorporated into sacred texts [the Torah for the Jews], sacred times [the holy days], sacred people [theĀ  prophets and the rabbis], and sacred places [Eretz Yisrael, the land of Israel]. Each religion has its own sancta or sacred specifics.

    For the Jews, Torah is primary and represents the product of our efforts to find the holy and the divine within our lives. Torah is product and process at the same time. Torah is an extended conversation with other Jews and with the Torah text. Anyone who values the Jewish tradition should participate in that conversation.

    The commandments or mitzvot are to be understood as the customs that embody our ideals. They are always amenable to modification when they cease to function. The goal of Jewish ritual is to foster community and to encourage the members of the community to live a more ethical life. While Kaplan was clearly not halakhic he did believe that there should be general guidelines for ritual practice. He thought there should be a uniformity of purpose but this did not mean a homogeneity of practice. He was comfortable with the notion of obligation and thought there should be a minimum of ritual practice in the life of every Jew.

    Because all religions have fundamentally similar functions, no one religion is truer than the other. Different religions and different theological commitments simply have different emphases and reflect different theological ā€œmoodsā€.

    4. Individual life, and group life, may be understood in terms of the category of energy rather than truth. Judaism may thus be defined not in terms of a specific belief system or set of beliefs, but as the living energy of the Jewish people. A good Jew would be anyone who nurtures that living energy. This notion of energy implies the notion of Judaism as a Civilization. The living energy of the Jewish people may be nurtured in a whole host of ways, each of which is legitimate.

    5. The universe beyond may also be understood in terms of energy. Thus God should not be understood anthropomorphically but as the energy both within us and outside us that allows us to grow and to become fully human. In Kaplan’s words: ā€œGod is not an identifiable being who stands outside the universe. God is the life of the universe, immanent insofar as each part acts upon every other, and transcendent insofar as the whole acts upon each part.ā€ [Judaism as a Civilization, p. 316]

    And again: ā€œOnly by identifying the cosmic process at work in ourselves and mobilizing all our energies and inner drives in accordance with its demands are we likely to achieve our fulfillment as human beings.ā€

    In searching for a formulation of his belief in God, Kaplan settled on ā€œGod as the power that makes for salvation.ā€ Kaplan believed that the best Hebrew-Biblical term for salvation was ā€œshalomā€. God is thus the power that makes for ā€œshalomā€ in the world and also the power that makes for ā€œsheleymutā€ or completeness and fulfillment in human beings.

    The divine, of course, was always central to Kaplan. He thought about God all the time, but his system reflects a primary emphasis on salvation, the quest for peace and individual completeness [Shalom and Sheleymut]. At times he talked about salvation as becoming fully human, or moving toward moral perfection.

    As a pragmatist Kaplan came to believe that fulfillment consisted in being effective. The notion of being effective as an individual and as a Jew is at the heart of his system.

    Kaplan has been criticized for not having a clearly worked out metaphysics. As a pragmatic thinker he is more interested in the welfare of the Jewish people and of humanity than in ultimate metaphysical truths. Kaplan’s goal for the individual and for the community is enhancement. Whatever actions contribute to our individual and collective improvement is what we should adopt.

    6. In understanding ourselves and in understanding God, it is important to realize that both the self and God are not entities but processes. Kaplan is a process philosopher and believed that it is only the limitation of our minds that prevents us from grasping God and the self in their true light. In other words, what we do is to freeze the process in order to grasp it, and we do this through the use of nouns. Rather, we should use predicates. Thus instead of talking about God we should talk of the divine. Some refer to this as predicate theology because we do not talk of God [a noun] but of the divine [a predicate].

    The supernatural conception of God that sees the Divine will as operating in and creating and sustaining the world was rejected by Kaplan at an early point. He thought that the universe and the individual should be understood primarily through the physical and social sciences – this includes additionally both history and philosophy. We must confront the latest developments in the sciences and philosophy directly and without hesitation. Religion has nothing to fear from the most recent thinking on all subjects.

    7. The foundation of Kaplan’s approach was that the particular [the Jewish People] should be the vehicle for the Universal [shalom and sheleymut – peace and perfection; democratic individualism; human effectiveness and fulfillment]. For Kaplan the enhancement of the self implies concern for the other. To think that a person can act with complete self-regard and complete disregard of the other is like thinking of the self ā€œas though it were a stick with one end.ā€

    8. Kaplan believed that group life must be embodied in concrete realities. Consequently he was a lifelong Zionist of the Ahad Ha-Amian type, believing that the return of the Jews to Zion would only be meaningful with the revitalization of Jewish culture. He viewed the Jews as an international people with Israel as the center of a vigorous Jewish life. He thought that the Diaspora would always exist and that a vital Jewish life is possible everywhere. For the Jewish people inside Israel as well as outside, the concept of justice through law, which is the essence of the Torah, must govern both the individual and the collective.

    In summary, we might articulate the Reconstructionist commitment in the following words:

    To be a Jew you must identify with the great drama that is the life of the Jewish people. To be part of that drama, you must converse with the Jews of the past; you must use their experience and their wisdom to transcend yourself. You must make their experience your experience. You must recreate it so that you may restore and renew yourself. Make it part of your world – of your play and of your everyday. Make it work for you.

  • Living in Multiple Civilizations in 2024 Talmud Page Full Commentary

    The notion of living in two civilizations is rapidly being eclipsed in the 21st century by the notion of living in multiple civilizations, among them digital, global, multi-cultural, and multi-gender orientations.

    From Earl Schwartz

    Historical and Cultural Perspectives
    Kwame Anthony Appiah’s work on identity, The Ethics of Identity, (in which he references Kaplan) is a very thoughtful commentary on these issues. Appiah’s analysis of social identities ultimately leads to an extended discussion of ā€œrooted cosmopolitanism,ā€ which draws on his own experience of being heir to and shaped by multiple identities. He concludes that to reduce the complexities of identity, in oneself and others, is to reduce the person. In this spirit, he ends the book with a proverb from his father’s Asante tradition, rendering a key word in Greek: ā€œIn a single πολις [polis] there is no wisdom.ā€ How does ā€œrooted cosmopolitanismā€ compare with ā€œThe American Jew will not be fifty percent Jew and fifty percent American, but 100 percent of each, for he will have achieved a synthesis in his own personality of whatever is valid in both the Jewish and American civilizationsā€?

    Kaplan maintained that the improbable survival of the Jewish People, despite repeated encounters with dominating civilizations, should be understood in light of our having sustained a critical degree of devotion to principles that transcend survival for its own sake. The United States has long claimed a similar legacy – a nation, as Lincoln put it, born in liberation, and dedicated to an ethical proposition. How to engage this supersessional aspect of the American self-image from Kaplan’s perspective? Joseph Epes Brown characterized ā€œthe progressive weakening and occasional total lossā€ of language as ā€œperhaps the greatest tragedyā€ to befall a people emmeshed in a dominant society. The waning significance of Hebrew among American and Canadian Jews would seem both a symptom and a source of this tragedy – but Epes Brown’s observation comes from his Spiritual Legacy of the American Indian. Sometimes, perhaps, we find it easier to recognize and acknowledge this tragedy among other peoples than we do among ourselves.

    From Rabbi Sid Schwarz

    Generational Considerations
    I was quite enamored of Kaplan’s two-civilization concept when I was in my 20’s. It spoke to me very differently than it does now. My waning enthusiasm for the idea is a combination of how I have changed and how America has changed. I now see Kaplan’s argument as part of a line of thinking that was widespread in Jewish intellectual circles in the early 20th century to make an intellectual argument to justify why Jews belonged in America. There was a lot of that around. I often have quipped that the leaders of that school of thought were the KKKs: Mordecai Kaplan, Horace Kallen, and Milton Konvitz. There were others, of course. The argument was generational. It spoke well to my parent’s generation. They were both immigrants and the Jews who came to America had the same insecurities about their ā€œplaceā€ here, similar to immigrants of all faiths and ethnicities who shared that experience. Even early in my rabbinate, I did not find the audiences I spoke to all that impressed by Kaplan’s argument. By the 1980’s, when I began my rabbinate, Jews were already quite comfortable with their place in America.

    In Chapter One of my book, Judaism and Justice, I offer a very different take on the two-civilization idea. I argue that in an America that has done such a poor job of inculcating noble and ethical values to its citizens (which is even more abundantly clear today than when I wrote the book), we need to argue for a ā€œJudaism as counter-culturalā€ to what America is. I offer a fuller case for this in the book.

    A document about a future vision for the Reconstructionist movement made little mention of theology. At a time when the differences between the various streams of non-Orthodox Judaism are becoming increasingly difficult to distinguish, it is an enormous mistake to avoid speaking about the non-supernatural/religious humanist approach to theology that is at the very core of Kaplan’s teachings.

    From Gail Shuster Bouskila

    An Israel Perspective
    Listening to the presentations and the reactions to them made me realize that I am STILL living in multiple civilizations in Israel. I will always be a Jew of multiple identities – an American, and of course a Reconstructionist. But now I am part of a minority group here: Liberal, non-Orthodox Israelis.

  • Kaplan’s 20th Century Vision of Jewish Education

    As part of this project, three different groups of educators and rabbis re-engaged with the chapter in Judaism as a Civilization in which Kaplan shared his vision of Jewish education in the 20th Century. Certain Gems jumped out of the ā€œdustyā€ and ā€œoldā€ volume as being full of brilliant light and relevance today.Ā 

    We invite you to engage directly with some Gems from Kaplan.

    We hope these materials will be widely used in many different contexts, so the materials are presented in three different ways:

    Option A: Kaplan’s Ideas about Jewish Education in His Own Words

    • We offer you some of Kaplan’s luminous ideas. These are provided for study online as well as in the format of a handout that can be downloaded.

    Option B: Kaplan’s Ideas with Overarching Questions

    • We offer some broad questions and techniques to apply to your exploration of any or all of Kaplan’s idea about Jewish education.Ā These are provided for study online as well as in the format of a handout that can be downloaded.

    Option C: Kaplan’s Ideas with Targeted Questions

    • We offer a more ā€œscriptedā€ approach in which we offer guiding discussions to deepen your ngagement with sixĀ specificĀ gems from Kaplan.Ā These are provided for study online as well as in the format of a handout that can be downloaded.

    Once you have studied Kaplan’s 20th Century Vision of Jewish education, we invite you to explore how Kaplan’s ideas about Jewish education are manifest in a varietyĀ ofĀ Kaplanian Educational Resources.