Mutual Responsibility
Addressing Hurricane Katrina –
An FAQ for Jewish Educators
FAQ: Didactic
Q5
Why did the Jewish community and its different organizations open a general
emergency appeal?
Answer
1. The Jewish community worldwide is highly sensitive to international
disasters, having experienced so many throughout History, and it
has been instrumental in many rescue and rehabilitation projects in the modern
world.
The US Jewish community is vibrant and has a history of involvement and outstanding
contribution to the United States, its development and its achievements, as
well as its ongoing agenda. They are extremely loyal to their country and
sensitive to its needs, in peace time and in times of crisis. Many Jewish
organizations are also actively involved in working for civil rights, and
against discrimination and racism.
2. Jewish organizations are very experienced in social action,
with professional and voluntary staffs who are trained to respond in outreach
and special programmes. They have come out in coordination with and support
for the general community at all times, with the most recent examples being
9/11 and the Tsunami Relief operations. They also run voluntary work schemes
for Israel and Third World countries.
3. They and their work are imbued with Jewish values, such
as: Tzedakah (Philanthropy, in the sense of social justice and righteousness),
and Tikkun Olam (Improving the world and social responsibility) - which we
addressed this in relation to the Tsunami Relief issue with an annotated list
of the different approaches and web resources. http://www.jafi.org.il/education/actual/tsunami/13.html
Q6
Apart from the above, are their any further Jewish values that are relevant
to this Appeal and the Emergency Response Action team?
Answer
All these Mitzvot come under the category of "Mitzvot bein adam lehavero"
– between one human being and another – but on the macro, as well as the micro
scale. Below are 5 major related concepts and some often-quoted texts in relation
to Jewish values and ethics.
Major Concepts
1. Tzedakah - Philanthropy, in the sense of social justice and
righteousness –
Defining Tzedakah, the Ladder of Tzedakah (Rambam), the perception of
the giver and K'vod He'ani – Dignity of the Poor.
Jewish references on Tzedakah and Tzedakah to non-Jews
http://www.jafi.org.il/education/actual/tsunami/13.html
More on the Dinim of Tzedakah
http://www.myjewishlearning.com/daily_life/Tzedakah/TO_Tzedakah_H_and_D/Tzedakah_in_Bible.htm
2. Gemilut Hassadim – acts of loving kindness, including to non-Jews
A way of improving the world, emulating G-d's kindness, and thus coming
closer to Him.
- Our forefather, Abraham, was concerned for the inhabitants of Sdom,
did not want them destroyed and prayed for them. (Bereishit
18:20-33)
- The Torah says: You shall not stand idly by the blood of your neighbor.
(Vayikra 19:16)
- This is closely followed by the commandment: And you shall love
your fellow Man as yourself. (Vayikra 19:18)
- The Torah also commands us: If your brother grows poor and his
ability to earn a living is failing, you shall strengthen him, whether
he is a stranger, or a resident, so that your brother shall dwell with
you… I am the Lord, your G-d, who brought you out of the land of Egypt…
(Vayikra 25:35,38)
- Megillat Ruth also teaches us about the greatness of Gemilut Hassadim
and its rewards for future generations.
- The Mishnah says: Whoever supports and saves one soul, it is as
if he saved the whole world. (Sanhedrin 4:5)
- The Mishnah also says the following, about the purpose of the world
and why it was created:
The world stands on [exists for] three things [purposes]: Torah, Avodah
[Temple Service] and Gemilut Hassadim. (Pirkei Avot 1:2)
[Using the Maharal's explanation of the Hebrew clarifies the text - see
http://www.rjconline.org/maharal1mish16-18.html]
- The Talmud says: Give sustenance to the poor of the non-Jews, along
with the poor of Israel…. Visit the sick…. Bury the dead… Because of the
ways of peace. (Gittin 61a)
- The Talmud also says that Gemilut Hassadim is greater than Tzedakah
in three ways, because: it can be done personally [through personal action]
as well as with money, it can be given to rich and poor alike, it can
be performed for both the living and the dead. (Sukkah 49b, abridged)
- Moreover, the Talmud brings this understanding of Gemilut Hassadim,
one selected by the Chafetz Chaim, in his book, Ahavat Hessed, as follows:
- The Rambam explains that Hessed (loving kindness) goes beyond simple
obligation. (Moreh Nevuchim – Guide to the Perplexed)
3. Tikkun Olam – Improving the world and social responsibility
More from:
http://www.myjewishlearning.com/daily_life/GemilutHasadim/TO_TikkunOlam.htm
http://www.myjewishlearning.com/daily_life/GemilutHasadim/TO_TikkunOlam/Tikkun_Lurianic_Kabbalah.htm
http://www.myjewishlearning.com/daily_life/GemilutHasadim/TO_TikkunOlam/Contemp_Tikkun_Thought.htm
4. Hachnasat Orchim – hospitality
- Abraham, still recovering from his Brit Milah, welcomes three strangers
into his tent and goes to great lengths personally in offering and preparing
hospitality. (Bereishit 18:1-8)
- Whoever is hungry, let him come in and eat. (The Pesach Haggadah; Ta'anit
20b)
- More on:
http://www.myjewishlearning.com/daily_life/GemilutHasadim/Hospitality.htm
5. Bikur Holim – Literally: visiting the sick
- G-d is the first visitor of the sick, when He visits Abraham after his
Brit Milah. (Bereishit 18)
- It is evident from Talmudic and rabbinical literature that this includes
caring for the sick, as well as supportive visits, but they specifically
address supportive visiting and their value. (Nedarim 39b-40a)
- The Shulchan Aruch includes visiting non-Jewish patients, too. (Yoreh
Deah 135:1)
http://www.myjewishlearning.com/daily_life/GemilutHasadim/TO_Visiting_the_Sick.htm
Quotations
1. Tzedek – justice and social justice – the root of the word Tzedakah.
Justice, Justice, shall you pursue. (Devarim 16:20)
2. Derech Eretz – the way of the land (an ethical life)
3. Kol Yisrael areivim zeh bazeh – all of Israel are responsible for
one another (Sanhedrin 27b; Shavuot 39a)
4. Im ein ani li mi li? (etc.) If I am only for myself, what am I?
And if not now, when? (Pirkei Avot 1:14).
5. Hidur Pnei Zaken – honoring the elderly
For insights, texts, and activities, please see:
http://www.jafi.org.il/education/lifecycle/jewishlc/06-0.html
Concepts collected on websites, and in:
Tzorchei Tzibbur: Community and Responsibility in the Jewish Tradition,
Barbara Forgang Summers, USY, 1978.
Derech Eretz: The Path to an Ethical Life, Rabbi Ronald Isaacs, USCJ, USY,
1995.
Q7
What educational activities can you suggest to start?
Answer
Skimming various publications on Jewish values leads us to suggest that there
is a lot that can be adapted to open and develop good educational programing
that will create empathy, a wish to support the Emergency Appeal, a feeling
that each person or group can make a difference - and thus, a common ground
for projects towards emergency fund-raising.
1. A round-up of information from participants, what they
have heard about Jewish communities, their connection and how they feel about
the news in general. This will produce an evening-out of knowledge and raise
some questions.
Ask what these events have in common:
The Damascus Blood Libels, the Shoah, Soviet Jewry Campaign, the Tsunami.
[Hint: See the Introduction!]
Note The next
two steps are for non-American groups, to enhance involvement, but are not
necessary for groups in the US.
2. Take it deeper before answering the questions: First,
do some simple drama: either have pairs miming someone giving and someone
receiving assistance and have the group guess what the act is (action, or
as static images), or create an activity machine, where everyone joins in
one by one with some kind of action that depicts helping someone else, until
the entire group is working to some kind of rhythm.
3. Then, ask if anyone has ever helped anyone else, or needed
any kind of help at all (even with homework, or painting homes). How did people
feel in both situations? Can they explain these feelings and what do they
teach us? Can they extrapolate to the massive scale of Katrina and these relief
operations?
4. In A6 there is a list of Major Concepts and Quotations
and external link pages, which should be printed out. We suggest
choosing only 3 or 4 concepts or ideas as work cards (Gemilut Hassadim offers
a set of cards) and the related articles.
Each group reads and discusses the Jewish source and different explanations
of their Concept or Quotation, and relates it to the present disaster. From
this, they are asked to suggest ideas and ways to implement social action.
5. The entire group summarises the Jewish sources for each other
and draws up a list of ideas for immediate action or fund-raising projects,
and their own involvement. If there are a number of ideas, the best approach
is to ask for everyone's top three, to create a viable shortlist of projects.
Q8.
Can I have some Links to other websites' activity ideas?
Answer: Online References
Some great how-to's on Bikkur Holim
http://www.myjewishlearning.com/daily_life/GemilutHasadim/TO_Visiting_the_Sick/Art_of_Visiting_the_Sick.htm
Quiz on Gemilut Hassadim
http://www.myjewishlearning.com/daily_life/GemilutHasadim/GemilutHasadim_Quiz.html
Quiz on Tzedakah
http://www.myjewishlearning.com/daily_life/Tzedakah/Tzedakah_Quiz.html
Relating to the Elderly and Ageing – Background, source texts, activities
http://www.jafi.org.il/education/lifecycle/jewishlc/06-0.html
Previous Index
Credits:
Author: Gila Ansell Brauner
Research: Dr Chani Hinker, Serah Beiser, Gila Ansell Brauner
Consultation: Mariana Kronfeld
Web publication: Esther Carciente