Vision, Structure & Goals

“What does it mean when we say that someone is thinking Jewishly, speaking Jewishly, acting Jewishly and feeling Jewishly? Perhaps we mean that this person is exhibiting certain specific sensibilities that emanate from the cultural storehouse of Jewish history, tradition and habits” (Moore and Woocher)

“A limitless mind-set, with Jewish sensibilities as a map, can lead Jews to discover rich lived experiences that make them feel fulfilled and validated the more they practice Jewish thinking in their lives” (Heller Stern)

“If...there is a vocabulary for speaking about the goals of Jewish education that is distinctively Jewish, if the goals can be best expressed and understood in this language, then Jewish education may be able to contribute unique value of the lives of Jewish learners” (Moore and Woocher)

Priority Goal: Learners develop sensibilities anchored in Jewish ideas, tradition, text and practice to support a lifetime of thriving as individuals, as part of a vibrant and thriving Jewish community  

Enduring Understanding: Engaging with the breadth and depth of Judaism through a process of personal inquiry and meaning-making in the context of sacred community positions learners to design successful, flourishing lives for themselves and the world around them. 

Our learning at Temple Sinai is grounded in the following Jewish sensibilities, corresponding to “thinking practices” identified by neurobiological research as keys to developing and strengthening a creative mind-set:

• Tzelem Elohim: As a reflection of the Divine Image, each individual is inherently dignified and capable of growth, no matter their current abilities. Our brains, and therefore our understandings and needs, are in a constant process of growing and changing. We are all teachers and learners.
• Machloket leshem shamayim: Struggle and challenge -- between individuals, with text or tradition, or with ideas -- is “for the sake of Heaven”. Struggle produces intellectual and creative growth, and we learn and grow from making mistakes and finding solutions.
• Eilu v’Eilu: Variety in approach, interpretation, methodology and medium is essential to the process of learning. Not only does multi-dimensional thinking contribute to optimal development of neural connections in the brain, it works to enhance our understanding and respect of the world and others.
• Chavruta b’Kehilah: Our relationships to each other and to the community are sacred and essential. Learning from and with others -- the process of “social cognition” -- produces more powerful understanding and expands the brain’s capacity for learning.
   

Weekly Sunday morning sessions are the central experience for students in Kindergarten through 5th grade. Rather than assigning a curricular topic to each grade, the lower (K-2) and upper (3rd-5th) divisions each have a thematic focus (rotating on a three-year cycle) that frames learning objectives, instructional content, and student-led inquiry. Our weekly program includes tefilah (prayer), Hebrew language instruction, exploration of the core Judaic themes through creative chugim (electives), and intentional community-building experiences in both smaller (grade-specific) and larger (mixed-grade) settings.

Tuesday afternoons are primarily dedicated to programming that meets the social and developmental needs of our middle school students (6th-8th Grade), including a deeper focus on pre- and post-B'nei Mitzvah experiences and a new program for 7th & 8th Graders exploring Israel, Zionism, and social action through the lens of philanthropy and giving.

Hebrew, as the language connecting the Jewish People across time and space, is used authentically and taught with an eye toward developing learners’ fluency with prayer texts and familiarity with the vocabulary of Jewish Life. Read more about our approach to Hebrew learning.

We do not set expected levels of achievement or mastery; rather, instructors will employ “authentic” assessment tools such as observation, journaling, student reflection and portfolios to chart learners’ individual growth and development. There is no prescribed end point or summit to reach.

For more information or to learn how to enroll your child, contact Caryn Roman at croman@templesinaibc.org.

Moore, Lee and Woocher, Jonathan. Jewish Sensibilities: Toward a New Language for Jewish Educational Goal-Setting. In Beyond Jewish Identity: Rethinking Concepts and Imagining Alternatives, Jon A. Levisohn and Ari Y. Kelman, eds. 2019 Academic Studies Press.

Miriam Heller Stern (2019) Jewish Creative Sensibilities: Framing a New Aspiration for Jewish Education, Journal of Jewish Education, 85:4, 429-446