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Positive Judaism: How Jokes and Wisdom Inspire Better Living
Have you heard the one about the U.S. Open and Yom Kippur? You're about to.
Darren Levine is the founding rabbi of Tamid and first set the vision for the synagogue in 2011. He cares deeply about building community, moral education, and creative Jewish expression. He holds Rabbinic ordination from Hebrew Union College-Jewish Institute of Religion and has a Doctorate in Pastoral Psychology from the Post Graduate Center for Mental Health.
Levine's His academic and pastoral interests rest at the intersection of psychology and religion and moral education. He has served the Jewish Community Project in Lower Manhattan and Temple Shaaray Tefila in New York City. He’s done international relief work in Israel and Africa, served a High Holiday pulpit in South Africa, worked for over 10 years as Jewish Camps for the Reform Movement and served as a Chaplain in the US Army.
Darren Levine: Humor relates directly to positive of Judaism because humor is one of the 24 strengths in the category in the inventory of strengths and characteristics. We know that humor, which makes us laugh and we desire to be around people who are funny because it raises our senses of positive emotion, and that adds a lot of value. The U.S. Open and Yom Kippur generally fall during the same season of time. Yom Kippur is the day of forgiveness. It happens in the very early fall and the U.S. Open happens in the late summer to early fall and it just so happened that one year the men’s final and Yom Kippur happened on the same exact day. And so this child said to his father, “Dad, you know I can’t miss the U.S. Open. It’s the most important tennis match of the entire year.” And the father said, “Well, that’s what video recordings are for.” And the child said, “You mean we can tape Yom Kippur?”
We can always choose to live with a pessimistic mindset. A lot of people ask: Judaism and positivity, can they sync together? And they can, despite the fact that individuals have faced anti-Semitism and oppression and there have been many times in Jewish history, like the pogroms when Jewish individuals and Jewish communities were oppressed and that is true for lots of different groups. But at the core of religious thought it is about resilience and it is about hope, it’s about joy, it’s about positive living, it’s about spirituality, deepening relationships and seeking to have a positive impact on one’s life, on their community and their family and in the world.
Hatikvah is the Jewish national anthem. Hatikvah means 'the hope' and at the core of the Jewish mindset for 3000 years has been hope. I’ll tell you a story about hope, which is attributed to the Maggid of Dubno. Maggid of Dubno tells a story of a king who had a perfect diamond and the king loved this diamond and he would marvel at this diamond every single night. But one day he dropped this diamond and when he picked it up he noticed that there was a crack from the crown to the base of this diamond and the king was crestfallen. He called out to all of the master craftsman in the entire kingdom to come and see if they could repair this, but one after the other said to the king, “King, once a crack is in a diamond it cannot be repaired.” Days later a very humble jeweler came to the palace gates and said, “I would like to see the diamond.” And the king welcomed him and said, “Humble jeweler, the greatest craftsman in all of this land have tried to fix this diamond and each have said it’s impossible to repair.” But this humble jeweler said, “I would like to have a chance.” And so the king gave him the diamond and under the eyes of a watchful guard, for the next few weeks, this jeweler got to work.
He returned to the kingdom and he presented the king with the diamond. And the king took it out and looked at it and said, “Fool, there is still a crack in my diamond. Send this man to the gallows.” But the humble jeweler just stood there calmly and said, “King, turn the diamond over.” And when the king turned the diamond over he noticed that the jeweler had placed two petals at the crown of the diamond and together this crack, with those petals, no longer was broken but it now formed this beautiful rose and now the king had a diamond that was more perfect and more beautiful than before. The moral of this story is that we can choose any day to think of our lives as broken, only seeing the cracks, but with a little dose of hope and choosing to be optimistic, we can turn any crack into petals and shift the way that we think about brokenness into perfection, and turn our lives into beautiful flowers. That we get from Judaism and that we get from wise teachings. They come from Jewish past and Jewish lore that inspire us to live our lives in the best way for ourselves, for our families and for others.
Darren Levine is the founding rabbi of Tamid, The Downtown Synagogue in New York City, which is guided by Positive Judaism. In an open letter earlier this year, Levine defined Positive Judaism as a spiritual life that "expands the mind, deepens personal character, strengthens community, improves the world, and adds joy and optimism to everyday living." Because of pop-culture stereotypes and the Jewish history persecution, people may not instantly think that Judaism and positivity are in sync, but Levine contents that joy and hope have been at the heart of the Jewish mindset for 3,000 years. You can choose to look at history with pessimism and negativity, says Levine, or you can instead find beauty in brokenness and turn it into jokes, positive emotion, and wisdom. "In the 21st century, it is the People that will or will not choose to be Jewish... Historical memory, Israel, the threat of anti-semitism and are not strong enough motivators for Jewish engagement. We need something new and serious and Positive Judaism is one new construct." Here, Levine shares a timely joke for Yom Kippur, and shares a teaching about hope and perspective.
Higher education faces challenges that are unlike any other industry. What path will ASU, and universities like ASU, take in a post-COVID world?
- Everywhere you turn, the idea that coronavirus has brought on a "new normal" is present and true. But for higher education, COVID-19 exposes a long list of pernicious old problems more than it presents new problems.
- It was widely known, yet ignored, that digital instruction must be embraced. When combined with traditional, in-person teaching, it can enhance student learning outcomes at scale.
- COVID-19 has forced institutions to understand that far too many higher education outcomes are determined by a student's family income, and in the context of COVID-19 this means that lower-income students, first-generation students and students of color will be disproportionately afflicted.
What conditions of the new normal were already appreciated widely?<p>First, we understand that higher education is unique among industries. Some industries are governed by markets. Others are run by governments. Most operate under the influence of both markets and governments. And then there's higher education. Higher education as an "industry" involves public, private, and for-profit universities operating at small, medium, large, and now massive scales. Some higher education industry actors are intense specialists; others are adept generalists. Some are fantastically wealthy; others are tragically poor. Some are embedded in large cities; others are carefully situated near farms and frontiers.</p> <p>These differences demonstrate just some of the complexities that shape higher education. Still, we understand that change in the industry is underway, and we must be active in directing it. Yet because of higher education's unique (and sometimes vexing) operational and structural conditions, many of the lessons from change management and the science of industrial transformation are only applicable in limited or highly modified ways. For evidence of this, one can look at various perspectives, including those that we have offered, on such topics as <a href="https://www.insidehighered.com/digital-learning/blogs/rethinking-higher-education/lessons-disruption" target="_blank">disruption</a>, <a href="https://www.nytimes.com/2020/02/20/education/learning/education-technology.html" target="_blank">technology management</a>, and so-called "<a href="https://www.insidehighered.com/sites/default/server_files/media/Excerpt_IHESpecialReport_Growing-Role-of-Mergers-in-Higher-Ed.pdf" target="_blank">mergers and acquisitions</a>" in higher education. In each of these spaces, the "market forces" and "market rules" for higher education are different than they are in business, or even in government. This has always been the case and it is made more obvious by COVID-19.</p> <p>Second, with so much excitement about innovation in higher education, we sometimes lose sight of the fact that students are—and should remain—the core cause for innovation. Higher education's capacity to absorb new ideas is strong. But the ideas that endure are those designed to benefit students, and therefore society. This is important to remember because not all innovations are designed with students in mind. The recent history of innovation in higher education includes several cautionary tales of what can happen when institutional interests—or worse, <a href="https://www.insidehighered.com/news/2016/02/09/apollos-new-owners-seek-fresh-start-beleaguered-company" target="_blank">shareholder</a> interests—are placed above student well-being.</p>
Photo: Getty Images<p>Third, it is abundantly apparent that universities must leverage technology to increase educational quality and access. The rapid shift to delivering an education that complies with social distancing guidelines speaks volumes about the adaptability of higher education institutions, but this transition has also posed unique difficulties for colleges and universities that had been slow to adopt digital education. The last decade has shown that online education, implemented effectively, can meet or even surpass the quality of in-person <a href="https://link-springer-com.ezproxy1.lib.asu.edu/article/10.1007/s10639-019-10027-z" target="_blank">instruction</a>.</p><p>Digital instruction, broadly defined, leverages online capabilities and integrates adaptive learning methodologies, predictive analytics, and innovations in instructional design to enable increased student engagement, personalized learning experiences, and improved learning outcomes. The ability of these technologies to transcend geographic barriers and to shrink the marginal cost of educating additional students makes them essential for delivering education at scale.</p><p>As a bonus, and it is no small thing given that they are the core cause for innovation, students embrace and enjoy digital instruction. It is their preference to learn in a format that leverages technology. This should not be a surprise; it is now how we live in all facets of life.</p><p>Still, we have only barely begun to conceive of the impact digital education will have. For example, emerging virtual and augmented reality technologies that facilitate interactive, hands-on learning will transform the way that learners acquire and apply new knowledge. Technology-enabled learning cannot replace the traditional college experience or ensure the survival of any specific college, but it can enhance student learning outcomes at scale. This has always been the case, and it is made more obvious by COVID-19.</p>
What conditions of the new normal were emerging suspicions?<p>Our collective thinking about the role of institutional or university-to-university collaboration and networking has benefitted from a new clarity in light of COVID-19. We now recognize more than ever that colleges and universities must work together to ensure that the American higher education system is resilient and sufficiently robust to meet the needs of students and their families.</p> <p>In recent weeks, various commentators have suggested that higher education will face a wave of institutional <a href="https://www.businessinsider.com/scott-galloway-predicts-colleges-will-close-due-to-pandemic-2020-5" target="_blank">closures</a> and consolidations and that large institutions with significant online instruction capacity will become dominant.</p> <p>While ASU is the largest public university in the United States by enrollment and among the most well-equipped in online education, we strongly oppose "let them fail" mindsets. The strength of American higher education relies on its institutional diversity, and on the ability of colleges and universities to meet the needs of their local communities and educate local students. The needs of learners are highly individualized, demanding a wide range of options to accommodate the aspirations and learning styles of every kind of student. Education will become less relevant and meaningful to students, and less responsive to local needs, if institutions of higher learning are allowed to fail. </p> <p>Preventing this outcome demands that colleges and universities work together to establish greater capacity for remote, distributed education. This will help institutions with fewer resources adapt to our new normal and continue to fulfill their mission of serving students, their families, and their communities. Many had suspected that collaboration and networking were preferable over letting vulnerable colleges fail. COVID-19's new normal seems to be confirming this.</p>
President Barack Obama delivers the commencement address during the Arizona State University graduation ceremony at Sun Devil Stadium May 13, 2009 in Tempe, Arizona. Over 65,000 people attended the graduation.
Photo by Joshua Lott/Getty Images<p>A second condition of the new normal that many had suspected to be true in recent years is the limited role that any one university or type of university can play as an exemplar to universities more broadly. For decades, the evolution of higher education has been shaped by the widespread imitation of a small number of elite universities. Most public research universities could benefit from replicating Berkeley or Michigan. Most small private colleges did well by replicating Williams or Swarthmore. And all universities paid close attention to Harvard, Princeton, MIT, Stanford, and Yale. It is not an exaggeration to say that the logic of replication has guided the evolution of higher education for centuries, both in the US and abroad.</p><p>Only recently have we been able to move beyond replication to new strategies of change, and COVID-19 has confirmed the legitimacy of doing so. For example, cases such as <a href="https://www.washingtonpost.com/education/2020/03/10/harvard-moves-classes-online-advises-students-stay-home-after-spring-break-response-covid-19/" target="_blank">Harvard's</a> eviction of students over the course of less than one week or <a href="https://www.nhregister.com/news/coronavirus/article/Mayor-New-Haven-asks-for-coronavirus-help-Yale-15162606.php" target="_blank">Yale's apparent reluctance</a> to work with the city of New Haven, highlight that even higher education's legacy gold standards have limits and weaknesses. We are hopeful that the new normal will include a more active and earnest recognition that we need many types of universities. We think the new normal invites us to rethink the very nature of "gold standards" for higher education.</p>
A graduate student protests MIT's rejection of some evacuation exemption requests.
Photo: Maddie Meyer/Getty Images<p>Finally, and perhaps most importantly, we had started to suspect and now understand that America's colleges and universities are among the many institutions of democracy and civil society that are, by their very design, incapable of being sufficiently responsive to the full spectrum of modern challenges and opportunities they face. Far too many higher education outcomes are determined by a student's family income, and in the context of COVID-19 this means that lower-income students, first-generation students and students of color will be disproportionately afflicted. And without new designs, we can expect postsecondary success for these same students to be as elusive in the new normal, as it was in the <a href="http://pellinstitute.org/indicators/reports_2019.shtml" target="_blank">old normal</a>. This is not just because some universities fail to sufficiently recognize and engage the promise of diversity, this is because few universities have been designed from the outset to effectively serve the unique needs of lower-income students, first-generation students and students of color.</p>
Where can the new normal take us?<p>As colleges and universities face the difficult realities of adapting to COVID-19, they also face an opportunity to rethink their operations and designs in order to respond to social needs with greater agility, adopt technology that enables education to be delivered at scale, and collaborate with each other in order to maintain the dynamism and resilience of the American higher education system.</p> <p>COVID-19 raises questions about the relevance, the quality, and the accessibility of higher education—and these are the same challenges higher education has been grappling with for years. </p> <p>ASU has been able to rapidly adapt to the present circumstances because we have spent nearly two decades not just anticipating but <em>driving</em> innovation in higher education. We have adopted a <a href="https://www.asu.edu/about/charter-mission-and-values" target="_blank">charter</a> that formalizes our definition of success in terms of "who we include and how they succeed" rather than "<a href="https://www.washingtonpost.com/opinions/2019/10/17/forget-varsity-blues-madness-lets-talk-about-students-who-cant-afford-college/" target="_blank">who we exclude</a>." We adopted an entrepreneurial <a href="https://president.asu.edu/read/higher-logic" target="_blank">operating model</a> that moves at the speed of technological and social change. We have launched initiatives such as <a href="https://www.instride.com/how-it-works/" target="_blank">InStride</a>, a platform for delivering continuing education to learners already in the workforce. We developed our own robust technological capabilities in ASU <a href="https://edplus.asu.edu/" target="_blank">EdPlus</a>, a hub for research and development in digital learning that, even before the current crisis, allowed us to serve more than 45,000 fully online students. We have also created partnerships with other forward-thinking institutions in order to mutually strengthen our capabilities for educational accessibility and quality; this includes our role in co-founding the <a href="https://theuia.org/" target="_blank">University Innovation Alliance</a>, a consortium of 11 public research universities that share data and resources to serve students at scale. </p> <p>For ASU, and universities like ASU, the "new normal" of a post-COVID world looks surprisingly like the world we already knew was necessary. Our record breaking summer 2020 <a href="https://asunow.asu.edu/20200519-sun-devil-life-summer-enrollment-sets-asu-record" target="_blank">enrollment</a> speaks to this. What COVID demonstrates is that we were already headed in the right direction and necessitates that we continue forward with new intensity and, we hope, with more partners. In fact, rather than "new normal" we might just say, it's "go time." </p>
Sallie Krawcheck and Bob Kulhan will be talking money, jobs, and how the pandemic will disproportionally affect women's finances.
Scientists uncovered the secrets of what drove some of the world's last remaining woolly mammoths to extinction.
Every summer, children on the Alaskan island of St Paul cool down in Lake Hill, a crater lake in an extinct volcano – unaware of the mysteries that lie beneath.
Manly Bands wanted to improve on mens' wedding bands. Mission accomplished.
- Manly Bands was founded in 2016 to provide better options and customer service in men's wedding bands.
- Unique materials include antler, dinosaur bones, meteorite, tungsten, and whiskey barrels.
- The company donates a portion of profits to charity every month.
These new status behaviours are what one expert calls 'inconspicuous consumption'.