Showing posts with label Numbers. Show all posts
Showing posts with label Numbers. Show all posts

Friday, September 23, 2016

Speech for son’s High School Graduation - Be Great Men as Jews embracing all people

Like the Israelites in the desert, days before crossing to the Promised Land, dear graduates, tonight you are at the threshold of the next stage of your lives. Like the Israelites who were instructed to bring their first fruit to God and give thanks, you too are called to gratitude.


In that spirit, sitting here on this blessed land, I begin by gratefully acknowledging the Bidjigal and Gadigal people, who have cared for this land we meet on tonight.


Remember to be grateful for hard work of your parents and the dedication of your teachers. Be grateful for the ladies in the office, such as Sara who does the sometimes thankless task of fee collection that is vital for our school to work, for the college president who dedicates heart and soul to keep our school going and the cleaners who give us an environment conducive for learning.


I love this school. It is so different to mine. I went to a school in Brooklyn in the 1970s and 80’s. Everything was simpler there. We played dodge-ball on concrete, and practically all the teachers were Jewish men from Russia, mostly they were named Horowitch, I kid you not, 3 out of my first 4 teachers were named Horowitch. Even the handyman was a Jewish guy from Russia named Shagabayeh.


Your school is more complex and diverse: An outstanding Jewish studies program combined with excellence in general studies with students and teachers from more varied backgrounds than my school was. Your teachers are both caring and demanding. You have been well prepared for getting a good number on your ATAR as well as cultivating more intangible qualities.


You are going to be living your lives at a time of dizzying speed, tasks to do and the dominance of numbers. It has been claimed that we now produce as much content in one day as humans had previously created in over 5000 years, five exabytes of content, is the actual figure (1).


I urge you to ignore the gigabytes of half baked ideas and shallow comments- often instantaneous reactions to a post on Facebook or a What’sapp message. In fact, part of that statistic I mentioned is, itself an example of rushed thinking, and ultimately false information that is out there (2). Instead I urge you to slow down and embrace nuances, and paradoxes. Try to appreciate the baffling idea of the ‘sound’ of silence’ that Elijah the prophet encountered in the cave, the קול דממה דקה. As Michel Abesehrah said in dedicating his book to his father, “he taught me with silence all that I have tried to accomplish here with noise” (3). Just sit with that contradiction for a moment and process it. Communication and wisdom that goes beyond words, conveyed through silence.


Silence and reflection relates to the importance of going beyond just doing what is right, to embarking on a quest for being the best Jew you can be, the best human being you can be.
Picture this. Reb Elichyaim Roitblat, a very short, skinny old Chasid with an absolutely angelic face, shining eyes, and a long white beard who sat at a long table at a Farbrengen with 60 Yeshiva students during the month of Elul. From the depth of his soul, he cried out in a sing song voice that we must daven (yiddish for pray)! By which he meant that we must pray in a transformational way in which we are moved to excitement about the greatness of G-d and a longing to be closer to Him. As Reb Elichayim was saying this he looked up and noticed the clock. It was midnight and the doctor told him, that he must go to sleep at midnight for his health. Without changing the tune or stopping his sentence he said in yiddish “M’darf gain shluffen, one must go to sleep”. To him it was all about his duties as a Jew. To transform himself, and to obey the doctor were his duties. There was no difference. But then he caught himself and he laughed.
Dear graduates, The Torah demands that you become that guy. Yeah. You are supposed to become a variation of Reb Elichyaim Roitblat! The Torah states:  קדושים תהיו “you should BE holy”. Strive to be a selfless person, a thoughtful, generous, gentle person who truly cares for another. The guy who gets as animated about learning as a sports fan when watching a game.
And as you strive to be the best you can be, the best Jew, here is another paradox. Our Torah reading talks about being God’s treasured people. However, you need to combine awareness of the awesome gift of being a Jew while also relating to people who are not Jewish with absolute respect and care.  Remember the relationships you noticed between your teachers, Rabbi Chaiton for example and your teachers who are not Jewish, remember how he modeled complete respect and friendliness.


One of our great scholars (4), wrote that God said: although all of the human species is dear to me…as our sages stated, beloved is the human for he was created in the image [of God], still you [the Jews] will be for me a treasure from all of them., and the difference between you is [quantitative, in degree] less or more, ...and the pious of the nations of the world are dear to Me without a doubt.
We need to embrace being special as Jews and living up to what this entails while absolutely respecting and valuing our neighbors who are not Jewish. We need to strive for greatness while being humble before everyman (5). We need to get things done, and some these tasks are measured in numbers, but there is so much you are called to than that which can be counted. This is a bit complicated, but you have been well prepared. Go forth into your promised land, with gratitude, and stay humble while becoming great men!


Notes

  1. The assertion by Gunelius, based on a comment by Google, Eric Schmidt, is refuted in this article by Robert J. Moore https://blog.rjmetrics.com/2011/02/07/eric-schmidts-5-exabytes-quote-is-a-load-of-crap/
  2. Abheseara, M, 1992, The Possible Man, Swan House,
  3. Seforno Exodus 19:5
    והייתם לי סגלה מכל העמים. אף על פי שכל המין האנושי יקר אצלי מכל יתר הנמצאים השפלים, כי הוא לבדו המכוון בהם, כאמרם ז''ל (אבות) חביב אדם שנברא בצלם מכל מקום אתם תהיו לי סגולה מכלם: כי לי כל הארץ. וההבדל ביניכם בפחות ויתר הוא, כי אמנם לי כל הארץ וחסידי אומות העולם יקרים אצלי בלי ספק
    "And you will be for me a treasure among all the nations": although all of the human species is dear to me more than all lowly existing beings, because he [humans] alone is the intended [purpose] of all, as our sages (May their memory be a for blessing) stated, beloved is the human for he was created in the image [of God], still you [the Jews] will be for me a treasure from all of them. "Because all of the earth is Mine", and the difference between you is [quantitative, in degree] less or more, because indeed all the earth is Mine and the pious of the nations of the world are dear to Me without a doubt. SFORNO, OBADIAH BEN JACOB (c. 1470–c. 1550), was an Italian biblical commentator and physician. his commentary on the Pentateuch, Song of Songs, and Ecclesiastes, first appeared in Venice in 1567.
  4. Pirkey Avot, Ethics of the Fathers.

Thursday, May 9, 2013

Numbers, NAPLAN and value



Teachers across Australia are spending their days fixated on a numbers centred and government directed national testing exercise, called NAPLAN that measures students’ achievements in some parts of the curriculum. At least one teacher I know is also awake thinking about this in middle of the night as I learned via a ‘tweet’ from her as I woke up to bottle feed my baby daughter at 3 am.  Another teacher referred to NAPLAN thus “If you’re Australian you’ll recognize and curse this particular acronym![i]“ This post also relates to the Torah reading that begins with the book of “Numbers” which begins with a census clarifying the number of men[ii]. What do we think about numbers and what they mean in terms of the value of that which they count?

In the Australian school context, while the tests are used to identify schools in need of increased resources to address needs, at least one consequence of the testing and quantifying achievement is an increased focus on one aspect of teaching that can be “counted” at the expense of other teaching. As Jarvis, a teacher in a remote Northern Territory Aboriginal school, tweeted, “Doing some #NAPLAN prep with my Year 9s. Makes me feel like a fraud.. But want them to do best - requires support[iii]. Today, a cross-cultural day that was planned for bringing together students from an almost exclusively “white” background with students from Non-English speaking backgrounds will not go ahead as planned due to pressures relating to NAPLAN.

http://www.differencedifferently.edu.au/mapping_diversity/part_4a.php
Krishe, a student who, on her graduation from a Sydney high school in 1996, had her class photograph on the front page of a Sydney newspaper under the heading 'The class we failed', talks very movingly about the negative impact on her of being judged based on a set of numbers and ultimately just on her  post code[iv]. 
http://www.differencedifferently.edu.au/mapping_diversity/part_4a.php
The matter of counting and recording numbers is a massive part of the functioning of the modern state. Statistics is etymologically related to the word ‘state’[v], because numbers “made the nation ‘legible’ for governing[vi]”. Yet counting, even in ancient times, was already a controversial act. According to some commentary, whenever Moses set out to count the Jews he would only do so indirectly. The people gave coins and only the coins were counted rather than the people[vii]; or only the names were counted rather than the people[viii], to prevent a plague[ix] which could result from the “evil eye” that dominates during counting[x]. 

This fear was not unfounded, in fact a later census initiated by King David which presumably did not take these precautions[xi] results in the death of seventy seven thousand people[xii]. Even before these deaths, there is recognition that there is a problem with the counting. Joab, the man tasked with the counting, resists, pleading with David “why does my master seek this? Why should this be a sin against Israel?[xiii]”. When Joab is pressured to proceed, he leaves out two tribes, Judah and Benjamin, from the count because the king’s word had become loathsome to Joab[xiv] and he wanted to protect as least those tribes[xv].  

Despite these issues, the book of numbers begins with a census commanded by God. It would appear that counting can be good and bad. Counting can be a means for displaying God's love[xvi], showing concern about each individual, showing His interest in knowing the number who survived the last tragedy. That which is counted is seen as having additional importance in Jewish law[xvii], yet counting can also stand in the way of the “blessing that is only found in that which is hidden from eye[xviii]”. I think there would be additional blessings for students if their teachers could focus on engaging students without worrying about measurement, although some accountability is needed.

Perhaps counting indirectly serves as a reminder that the number is only a limited representation, never the reality of that which is counted – a multifaceted full human being, with beauty and ugliness, virtue and weakness, attachments, loss and dreams, achieving a broad range of learnings including social, artistic and academic insights - that has inestimable value that can never be captured in a number.  

Best wishes to all Australian students and teachers doing NAPLAN. 


[i] McKenzie S., (2013) The Curse of Competence. The connected Teacher Blog. Retrieved from http://theconnectedteacher.edublogs.org/2013/05/08/the-curse-of-competence/  9/05/2013

[ii]   Numbers 1:2

[iii] Ryan, J, (2013), retrieved from  https://twitter.com/jarvis001 9/5/2013 he also points out that “My students would do a lot better if NAPLAN was translated into their 1st language. It's not about understanding, it's a language barrier.”

[iv] http://www.differencedifferently.edu.au/mapping_diversity/part_4a.php

[v] Lingard, B, (2011), Policy as numbers: ac/counting for educational research

[vi] Scott, J. C. cited in Lingard (2011)

[vii] Rashi to Numbers 1:2, this view is disputed by Abarbanel, who states that coins were only used in an earlier census

[viii] Mincha Belulah

[ix] Exodus 30:12

[x] Rashi commentary on Exodus 30:12

[xi] Metzudat David commentary on Samuel II, 24:10

[xii] Samuel II, 24:15

[xiii] Chronichles I 21:3

[xiv] Chronichles I 21:6

[xv] Rashi commentary on Chronichles I 21:6

[xvi] Rashi Numbers 1:2

[xvii] The Lubavitcher Rebbe, cited in Weisberg, C, Don’t Women count? http://www.chabad.org/parshah/article_cdo/aid/385864/jewish/Don%E2%80%99t-Women-Count.htm


[xviii] Talmud Bava Metzia 42a, cited in Metzudat David commentary on Chronichles I 21:3