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RABBI SACKS’ TEACHINGS

Dr. Daniel Rose

The Challenge of the

Religious Zionist Educator

or Rabbi Sacks, effecting change For Rabbi Sacks, this national destiny, And we must allow room for the ‘other’
in the world always began with fulfilled in the Land of Israel by the in our classrooms. This, for Rabbi
Feducation. There were a number creation of a model society, but also as Sacks, is the essence of the message of
of core values found in Rabbi Sacks’ individuals wherever they may be, is to Judaism, and the core value at the heart
thought that must be placed at the core embrace the “radical responsibility” to of the Jewish national mission: “G-d,
of our Religious Zionist educational Heal a Fractured World (this is tikkun the creator of humanity, having made a
institutions. olam, repairing the world). Thus, the covenant with all humanity, then turns
Israel is central to the teachings of Rabbi Judaism taught in our schools and expe- to one people and commands it to be
Sacks. He often expressed his deep pride rienced at our camps must be framed in different in order to teach humanity the
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in Israel’s history and achievements and this way, in both theoretical/philosoph- dignity of difference.”
found them to be a source of immense ical terms, and in normative practical In summation, if a Religious Zionist
inspiration. For Rabbi Sacks, Jewish behavior. education is to reflect the thought
history was a source of faith in G-d, and values of Rabbi Sacks, it must be
and no period more so than the story “” For Rabbi Sacks, outward looking, engaged with the
of the creation of the modern State of world, show compassion to the other
Israel: “It is difficult to reflect deeply on Jewish history was a and allow room for their narratives. It
the rebirth of Israel without sensing the source of faith in G-d, must present a Judaism concerned with
touch of heaven in the minds of men and no period more redeeming the world, and provide prac-
and women, leading them to play their so than the story of tical skills and opportunities to fulfill
parts in a drama so much greater than this. And of course it must have Israel
any individual could have executed, the creation of the at its core, seeing it as the platform from
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even conceived.” He would argue, I modern State of Israel which to actualize and fulfill the Jewish
believe, that we must invest in teaching national mission.
Jewish history, and that as a discipline,
it belongs on the kodesh side of the cur- Jewish education should have a practi-
riculum of the Jewish day school. cal social activism component. It must 1 The Jonathan Sacks Haggada, p. 53.
not remain theoretical, remaining in 2 Future Tense, p. 135.
But Israel plays a more significant role in books, classrooms, conversation or
his philosophy. In fact, it is central in his thought. It must leave the doors of the 3 Ibid. p. 222.
understanding of the national mission 4 The Dignity of Difference, p. 53.
of the Jewish people. Israel is the place Beit Midrash and blaze a trail of healing
in the world.
where Jews are summoned to create a
society of justice and compassion under Finally, a Religious Zionist education
the sovereignty of G-d: “Judaism is the must be brave and bold enough to be
constitution of a self-governing nation, open, and willing not only to spend time
the architectonics of a society dedicated outside of the Beit Midrash physically
to the service of G-d in freedom and but intellectually and emotionally also.
dignity. Without a land and state, Juda- We must expose our students to the
ism is a shadow of itself.” This must be beauty and holiness found in the sci-
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clearly articulated in a Religious Zionist ences and the arts: “Chochma is what
curriculum. The ultimate expression allows us to understand the world as Dr. Daniel Rose is the educational consult-
and destiny of Judaism is to be lived in G-d’s work (science) and the human ant and content developer for the Rabbi
the Land of Israel. person as his image (the humanities).” 3 Sacks Legacy Trust.

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