Tikkun Daily button

Archive for the ‘Education’ Category

Anti-Zionism and Anti-Semitism


by: on April 11th, 2016 | 10 Comments »

If you grew up in the inner city in the 1970s and 1980s and were a hippie, black or latino–never mind a hippie who spent most of his time with blacks and latinos–chances are you had occasion to call a police officer a “pig.” Real pigs are actually kind of nice, as Charlotte’s Web, the movieBabeand the fact that people keep them as pets attests.

But at least in places like Paterson, NJ, Harlem or the Lower East Side, cops seemed to behave with regularity the way people generally imagine pigs to be: dirty–as in corrupt, gluttonous–as in often overweight and also corrupt, sniffing into people’s business, and often running amok in the communities they were supposed to “protect and serve.”

Sadly, the rise of Black Lives Matter and the ongoing police brutality and corruption it’s brought to light reminds us that things haven’t changed too much. Is calling a cop a pig today a sign of bigotry or prejudice? Or can the insult, however crude, reflect a reality that needs to be highlighted?

I raise these questions because at its last meeting the Regents of the University of California approved a new Principles of Intolerance which, despite the ongoing epidemic of sexual assaults on UC campuses, decreasing of our pensions, weakening of health care benefits, lowering of educational quality and rise in tuition, focuses on the alleged plight of one of the least vulnerable groups at UC by most measures (including UC’s own “Campus Climate” report) – Jewish students.

As word leaked of the language being considered for the final version of the Principles, which would have explicitly equated anti-Zionism with anti-Semitism an international uproar ensued that condemned the equation as historically ill-informed and empirically wrong much if not most of the time (to cite the most obvious problem, Jews themselves have been and continue to be anti-Zionist).


The UC Regents and Anti-Semitism: A Q&A with Judith Butler


by: Ben Rowen on April 4th, 2016 | 4 Comments »

There has been a lot of discussion, and furor, about a recent statement approved by the University of California Board of Regents.

The original statement of “principles against intolerance” contained language both condemning anti-Semitism and anti-Zionism in the UC system.

“Anti-Semitism, anti-Zionism and other forms of discrimination have no place at the University of California,” the proposed statement read.

The language asserting anti-Zionism as an instance of intolerance and discrimination became the center of debate about free speech and the suppression of political viewpoints. Jewish Voice for Peace, California Scholars for Academic Freedom, and activist Judith Butler, among many others, all voiced opposition to the clause.

The UC Board of Regents eventually approved a revised draft of the statement. The language about anti-Zionism was changed to: “Anti-Semitism, anti-Semitic forms of anti-Zionism and other forms of discrimination have no place at the University of California.”

Tikkun reached out to Butler to discuss the revised statement, free speech, and anti-Semitism on UC campuses. Below is our Q & A.


After the Delegation


by: Talia Bornstein on March 31st, 2016 | 1 Comment »

Al-Quds University (Source: Keleti, Transferred from he.wikipedia)

The first time I went to Israel, I was two. Since then I have returned for various different reasons. But it wasn’t until my gap year that I realized that Israel, a place I had the privilege of traveling to over six times, was at the center of a conflict I knew almost nothing about. On my gap year I took classes on the conflict, traveled to the West Bank, visited Israeli settlements, and learned about the complexities within Israeli society regarding ethnicity and religion. I returned from my year in Israel with the intention and determination to advocate for a two state solution, voice the reality of Palestinians’ lack of human rights, and fight for Israel’s tarnishing image.

But once I settled back into my apartment in New York, I realized that the in-depth global experience I had in Israel was not quite as well-rounded as I thought it was. I left Israel without ever having had an intentional conversation with a Palestinian. How was it possible that I lived in West Jerusalem for a year yet never even stepped foot in Palestinian East Jerusalem?

I was eager to begin my freshman year at Brandeis, where the conversation on Israel and Palestine dominates campus politics. But once I got here, I was disappointed to learn that I would not have the opportunity to engage with Palestinians’ narratives as I would have had several years earlier, before the suspension of Brandeis’ partnership with Palestinian Al-Quds University. Without this partnership, Palestinian narratives are scarcely represented at Brandeis.

In 2013, President Lawrence suspended Brandeis’ ties with Al-Quds in response to an Islamic-Jihad affiliated political rally held on the Al-Quds campus by a small group of students. Despite the Al-Quds administration’s condemnation of the protest, Brandeis suspended its ties indefinitely. Though Brandeis’ administration is unwilling to restore contact with Al-Quds, students from each school have maintained this valuable relationship for two and half years. The Brandeis-Al-Quds Student Dialogue Initiative (B-AQU SDI) is comprised of students from each university, working to take steps toward renewing our universities’ relations. 


Provide Students with Mental Illness the Medical Care They Paid For


by: Jeremy Sher on February 16th, 2016 | Comments Off

MIT's Stata Center (Source: Wikimedia Commons)

I sat down to breakfast with my cereal, orange juice, and bottle of pills. Around me were several undergraduates at the Massachusetts Institute of Technology (MIT), who lived with me at the cooperative house where I served as Resident Advisor from 2012 to 2014. When the conversation turned to my pills, I explained, as naturally as could be, that I was taking lithium carbonate to treat my mental-health diagnosis of Bipolar Disorder, Type II.

As the students’ eyes widened, perhaps wondering about the fitness of their new RA for the job, I explained that mood disorders based in brain chemistry are extremely common, that treatment is easy, that I’ve never felt better since beginning treatment. With a confidence rooted in life experience, I said to the students that I am a high-functioning person who gets a lot done, who accomplished a lot as a student at MIT years ago, and who has continued that pattern through a leadership career in political technology and now into studying for the rabbinate. I am managing a mental health condition. Thus, in a scene often repeated during my tenure, I encouraged the students to seek mental health screening if they should ever find themselves experiencing intense mood swings, periods of lethargy, or other potential warning signs from my life and from commonly available literature. I assured them that for those of us who experience these very common disorders, life gets a lot better with treatment.

Unfortunately, MIT has a lot of work to do ensuring a nondiscriminatory environment free of stigma and threat for students suffering from mental illness. During my two years as Resident Advisor, by far the most common question I received about mental health care was: “How can I seek mental health treatment without MIT finding out about it?” Each of the dozens, probably hundreds of times this conversation took place over my 26 months on the job, it was my understanding that there is a widespread, deep fear among MIT undergraduate students that if they seek mental health care, their statements might be used against them to stigmatize them, to disadvantage them, and/or to remove them from school against their will.

Never mind, for the moment, whether these fears are well founded or not. I don’t intend to be the party accusing MIT of doing anything in particular involving any specific case, for two reasons. First, I am as intimidated as the students of a self-defending bureaucracy – although I did send this article to high-level staff before publishing it, and I have e-mail records of their positive, if noncommittal, response. Second, this problem is hardly unique to MIT, and the purpose of this article is to bring the issue of student mental health into open discussion, not to make specific allegations of discrimination, medical malpractice, or other misconduct.


The Yale Controversy


by: Ron Hirschbein on January 28th, 2016 | 3 Comments »


Yale University (Source: Wikipedia)

Yale’s Halloween controversy raises chronic issues that won’t go away. Prior to the holiday, the University’s Intercultural Affairs Committee sent students a memo: To quote directly:

While students . . . definitely have a right to express themselves, we would hope that people would actively avoid those circumstances that threaten our sense of community or disrespects, alienates or ridicules segments of our population based on race, nationality, religious belief or gender expression.

The memo claims that some Yalies previously made “culturally unaware or insensitive” choices, choices that had a deleterious impact on various marginalized groups. Intended or not, such actions “sent a far greater message than any apology could after the fact.” (No evidence is cited nor are claims made regarding the seriousness and extent of the alleged impact.)


Bringing Kids Back To The Commons


by: Laura Grace Weldon on January 27th, 2016 | Comments Off

Image by mollicles420.deviantart.com

Surely my baby was as good as a dog.

I’d read that nursing home residents benefited enormously from contact with therapy dogs. During and after dog visits these elders were more alert and in better moods. So I figured, why not bring my baby to a nursing home?

I contacted a nursing home around the corner. The administrator was enthusiastic. Then I talked friends into forming a nursing home-based playgroup for our infants and toddlers. They were somewhat wary, but agreed to give it a try. Finally I got a local store to donate a carpet remnant for our little ones to crawl and play on. Between visits, the nursing home could roll it up for storage. We were ready.

We met regularly at that nursing home for several years. Our babies grew into toddlers, the elders became our friends. Residents’ families and staff members often told us that our visits stimulated memories, generated activity, even inspired people who were mostly mute to say a few words. We were awed. Something as simple as our presence, sitting on the carpet playing with our children, made a difference to people whose once full lives were now constricted. We benefited too. We learned the value of advice given by people older than our grandparents. And we noticed how completely our toddlers accepted the physical and mental differences around them with natural grace. (Here’s how to set up your own playgroup in a nursing home.)

I’m still not sure why the very old and young are kept apart from life on the commons. Vital and engaged communities are made up of all ages. And children have fewer opportunities to take an active part than almost any adult. This shortchanges everyone.

Throughout history, the young of our species have learned by getting involved. Children long to take on real responsibilities and make useful contributions. This is how they advance in skill and maturity. That is, unless we restrict them to child-centered activities.

Young people are also drawn to seek mentors. They want to see how all sorts of people handle crises, start new enterprises, settle disputes, and stay in love. But today’s young people are largely kept from meaningful engagement with the wider community. They’re segregated by age not only in day care and school but also in most spheres of recreation, religion, and enrichment. When we keep kids from purposeful and interesting involvement with people of all ages they are pushed to find satisfaction in other (often less beneficial) ways. Meanwhile, our communities are deprived of their youthful energy and innovative outlook.


Normalizing The Extraordinary in Medellín, Part One


by: on December 22nd, 2015 | 1 Comment »

I arrived in Medellín, Colombia a few days after a man who claimed to be acting with divine guidance killed three and wounded nine at a Planned Parenthood clinic in Colorado Springs.The very next morning I learned that 14 people had been killed and 22 seriously injured at an attack on a holiday party at the San Bernardino County Department of Public Health.

A day or so later, “The Daily Show” ran a montage of clips of President Obama responding to a series of mass shootings. Watching that, you start to ponder the normalization of terror.

Many people in the U.S. like to think of Americans as civilized. I can’t count the number of times I’ve heard someone righteously condemn the barbarism of another society without noticing the scale of our own. So I can’t imagine a better place than Medellín – whose name evokes in the minds of my fellow citizens images of the narco-terrorism that allowed drug lord Pablo Escobar to hold sway over the city until he was killed in 1993 – to explore the question of how to transform a society in the grip of fear and violence into a functioning civil society.

Are you surprised that the answer is art and culture?For decades, I’ve been asking people to envision the commitment to communal creativity fully expressed in public programs, to dream into a future shaped by their largest vision.

Are you surprised when I tell you that in Medellín, I saw this future and felt as if I had walked into a dream, the extraordinary made real? I promise you I am not romanticizing: Medellín is a city of 2.5 million with a significant share of poverty, gangs, and crime. For some of the poorest, Escobar was seen as a Robin Hood and “civil society” doesn’t exactly ring a bell. The challenges of class, race, and gender privilege persist. I am not claiming to have discovered heaven on earth, but something almost as extraordinary for an observer coming from the U.S. circa 2015: a public sector that has embodied and supported the public interest in culture with tremendous forethought, intentionality, and caring; and results to match that intention.


Education for a Sustainable Planet


by: Jonathan Granoff on December 9th, 2015 | Comments Off

World leaders gathered in the United Nations General Assembly on September 24, 2015 and on September 25th they met in a special summit to adopt the post-2015 Sustainable Development Agenda. On September 24th, in recognition that quality education is necessary to achieve the UN Sustainable Development Goals, there was a First Ladies High Level Forum on Education at the UN for the spouses of the world leaders. The Forum, organized by U.S. Federation for Middle East Peace, was chaired by its President Salwa Kader and broughtforward leaders in both education and gender equality to discuss endowing youth of the world with the resource and opportunities needed to accelerate achievement of Millennium Development Goals and development of the post-2015 agenda of the United Nations. Presenters included H.E. Mrs. Ban Soon-taek, wife of Secretary General Ban Ki-moon, First Lady of Haiti Mrs. Sophia Martelly, and H.E. Dr. Joyce Banda, former President of Malawi.
This address by Tikkun Editor Jonathan Granoff can be viewed at 1:21-1:34 at the web cast of the entire event by clicking here.

We are the first generation of human beings challenged by the choice of being the last. We are passing this weight to the next generation. Our educational foundations did not prepare us to properly reign in the capacities for destruction or creativity and benefit gifted us by science and technology. In addition to enormous wealth and abundance, not justly distributed, but in existence, we have set our own destruction in motion.

We have created weapons, nuclear weapons, which provide less security the more they are perfected – a malevolent enormous paradox – and systematized an economic order which rests on perpetual growth without regard to the limits of the natural world – a strange denial of the sacred bounty and blessings of nature.

Science and technology in the service of fear and the pursuit of security has placed over all of our heads 16,000 swords of Damocles. In the service of the market and unlimited appetites – properly called greed – we are melting the polar ice caps, cutting forests faster than they can be replenished, and destroying species at 100 to 1,000 times the normal evolutionary base rate. In other words, the horse is out of the barn and galloping without sufficient constraint. Law and morality are the reins we have neglected, and education is the key to their proper use.


Ten Things I Learned from Hugo Chávez


by: on September 2nd, 2015 | 12 Comments »

I like to gather signs of hope that things really can change for the better in a major way. With that in mind, I keep the website venezuelanalysis.com as my browser’s home page. Ten years ago I would have said, “No way!” if anyone had told me I would have great enthusiasm for a country where these elements combine forces: government, military, religion, and the oil industry. But there I was, initially inspired by the documentary The Revolution Will Not Be Televised, participating in political delegations to Venezuela as often as my budget would allow.

On the afternoon of March 5, 2013, I had to catch my breath when I saw the venezuelanalysis.com headline, “President Hugo Chávez has Died.” Because the typical characterization of Hugo Chávez by media and government in the United States has been so different from what I observed, I have been moved to share what I learned.


Whatever Happened to Student Power?


by: Raanan Geberer on July 30th, 2015 | 1 Comment »

Picture of a high school classroom.

Credit: CreativeCommons / Schplook.

What will the high school of the future be like? Different. It will surely be freer; students will be more independent. High school students of today haven’t reached any peak of possible maturity. The students of tomorrow will be more mature than we are. Just as administrations have already become more liberal about dress codes, so tomorrow they will become more liberal about studies. And `formal education’ will become less formal.

These words from the anthology “Our Time Is Now,” circa 1970, edited by John Birmingham, call attention to a part of history that is all but forgotten: the student power movement in American high schools in the late 1960s and early 1970s. The stereotype is that all the action as far as demonstrations were concerned took place in the universities, and that if it did spread to high schools, those younger students were copying their elders. Another stereotype is that students were mainly protesting the “big” issues, like civil rights and the war in Vietnam.