Blog for teachers who sell via Teacherstrading.com promote their teaching tools.

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A Tale of Love and Darkness (2015)

March 27, 2017 - By 
Guest: Arnon Shorr

Natalie Portman‘s directorial debut just completed its first week in theaters in the United States. “A Tale of Love and Darkness” started off with a limited theatrical run – just a few theaters in New York and Los Angeles to test the viability of a (slightly) wider release.

I caught the film on Thursday night at the Landmark Theater on Pico Boulevard in Los Angeles, a few short miles from the heart of the biggest Jewish community this side of the Mississippi.I was the only person in the theater.

This is a problem.
I’m going to get a little more personal here than I usually get in these blog posts. As some of my readers know, I am a filmmaker, a practicing Jew, and an Israeli-American.

I’ve been frustrated to see that there’s really very little media that speaks directly to my sub-cultural experience. “Jewish” content in Hollywood tends to be trite and superficial, often written by Jews who, themselves, have very limited (perhaps once a year) contact with the Jewish faith. Israel, when it appears in films at all, is usually nothing more than a military/intelligence factory that produces Zohan-like super-spies.

So what? To many of my (Jewish) friends, the thought of Jewish content coming out of Hollywood (or from the larger-scale independent world) isn’t so exciting. Why do we need another “Fiddler on the Roof”? Or another “Exodus”? Don’t people think the Jews “control” Hollywood already?
My answer to this applies not just to Jewish content, but to all content that reflects a diversity of cultures. Movies and TV tell us stories, and in doing so, they introduce us to characters. If the characters represent people who we (in real life) don’t know, they give us a chance to humanize the mysterious other, to wrap our minds around the lives and needs of people who aren’t like us. I point as evidence to the tremendous change in the tone of the national conversation surrounding the LGBT community over the last couple of decades. There was a big push in the ’90s and ’00s to incorporate gay and lesbian characters (and not caricatures) into Hollywood narrative, and as those stories hit the screen, they kept reminding us that there were real people at the heart of the debate.
We live in a time when anti-Semitism is creeping back into popularity, when Israel, with its complex and emotionally-saturated history, is reduced to a cheap binary of slogans. If there was ever a time when we needed mass media to remind people of the humanity of Jews, the richness of Judaism, or the complexity and nuance of Israel, this is it.
So why wasn’t there anyone in the movie theater on Thursday night? It was the only theater screening the film, so it was the only opportunity in that time-slot for anyone in the entire Greater Los Angeles area to see this movie.

I think that we (Jews and people with an affinity for Israel) have lost sight of the power of media (an irony, considering the anti-Semitic canard that we control media!) When “faith-based” films hit theaters, churches and other Christian groups buy entire blocks of tickets for weeks on end and hire busses and vans to shuttle their congregants to the multiplex. And it works: they get to enjoy their stories, stories that relate to their experience, stories that were made for them, and as a result, those films remain in multiplexes, get talked about in the press, and eventually reach other audiences that might not have much to do with the faith-based crowd. The economics speak for themselves, so more faith-based films get made with bigger budgets, bigger stars, and eventually, a much bigger audience.

But Jewish-themed and Israel-themed films simply haven’t been getting enough of an audience, so the simple task of getting them made is nearly impossible. Natalie Portman, with all of her star-power, had to fight for her film’s $4M budget (she produced “Pride and Prejudice and Zombies” for $28M, which, I’m sure, was much easier to raise). Other filmmakers who want to make films for the Jewish audience have to fight just as hard, but raise much less. My own Jewish-themed feature was made for a tiny fraction of Portman’s budget, and I haven’t been able to raise any money for significant Jewish-themed projects since.

If we want to see Jews humanized on a global scale, or if we want to see Israel presented in far greater complexity than Hollywood tends to deliver, we need to be the initial audience that justifies the big investments required to broadcast those stories. These films won’t get made without an audience to justify the investment. We need to be that audience.
What I’m trying to say with all of this is that filmmakers are trying to tell Jewish stories, to humanize the Jewish experience, to bring nuance, complexity and honesty back to the otherwise black-and-white public discourse. Some, like Natalie Portman, can inspire some investment by virtue of their star-power alone. But the rest of us filmmakers simply can’t get these films made when our primary audience, the people who should care the most, simply don’t show up.
Luckily, there’s still a little time for “A Tale of Love and Darkness”. Somehow, it survived its first week of release, and has expanded to a few more cities, a few more screens. If you see the importance of including Jewish and Israeli narrative in mass media, please go see it. Go with friends. Mobilize your congregation. We need to make this kind of content viable, otherwise our story, with all its richness, will not be heard.

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My Own Story by Dr. Eilat Mazar

March 26, 2017 - By 

By Guest:  Dr. Eilat Mazar
Taken from The Discovery of the Menorah Treasure at the Foot of the Temple Mount.

Eilat Mazar

Almost every Jew has some personal connection with the seven-branched menorah. -My personal story is bound up with my family.
Prof. Nachum Slouschz, from whom I am descended on my grand-mother’s side, discovered a seven-branched menorah carved in stone inside a fourth-century CE synagogue in Hamat Tiberias, during an excavation he conducted in 1921 on behalf of the Jewish Palestine Exploration Society. This was the first official archaeological excavation conducted by Jews living in the Land of Israel.

My grandfather, Prof. Benjamin Mazar (Maisler), conducted four excavation seasons on behalf of the Jewish Palestine Exploration Society during the years 1936—1940 in Beit Shearim, where R. Judah ha-Nasi, the nasi of the Sanhedrin and the redactor of the Mishnah, lived and was buried. His excavations uncovered magnificent burial systems from the second and third centuries CE, with dozens of inscriptions and decorations that included painted, sculpted, and engraved seven-branched menorah embellishments.

The following year, my paternal great-grandfather, Hayyim Maisler, died in Jerusalem and was buried on the heights of the Mount of Olives, at a location overlooking the City of David and the Temple Mount. A seven-branched menorah resembling one of those from Beit Shearim was engraved on his tombstone.

Yet another time, Benjamin Mazar, excavating on behalf of the Hebrew University of Jerusalem, discovered depictions of the seven-branched menorah in his excavations at the foot of the Temple Mount walls in 1968—1978. These menorot were painted on the entrance lintel and walls of one of the rooms, most probably a synagogue, inside a Byzantine-period building that was unearthed at the foot of the southwestern corner of the Temple Mount compound.

My three sons, Snir, Dvir, and Ofir, were given Biblical names with the same Hebrew meter as their father’s name, Yair. He had been given this name (meaning “he will give light”) because he was born during the week the Beha’alotekha portion of the Torah is read, in which Aaron is commanded to light the seven-branched menorah:

The Lord spoke to Moses, saying: Speak to Aaron and say to him, “When you mount the lamps, let the seven lamps give light [ya’iru] at the front of the candelabrum” (Numbers 8:1—2).

The discovery of the menorah in our excavations of the Ophel in the spring of 2013, at a distance of only 50m south of the Triple Gate in the southern wall of the Temple Mount, expresses and graphically illustrates the incessant longing of the Jewish people throughout the ages for redemption and renewed independence in their homeland.

If only all of those generations had been able to see the realization of the vision, albeit after hundreds of years, and marvel at the magnificence of the State of Israel and its capital, Jerusalem.

Fate has shone upon us, and we enjoy this redemption and rebirth.  Independence, security, and hope are our strength, and the menorah is our symbol.


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Ideas/Tools to Promote Your Teaching Tools

March 24, 2017 - By 
Promote your product in public.  Sharing it with your friends, your acquaintances, your contacts, and the world, will let them know that your product is displayed in shorrenterpris.wpengine.com  and that you are promoting it.

Each of your products, in the product detail page, has a number of social network icons under the “add to cart” button.  Click them, and share your products on your social network pages.  Every time you use the social networks to promote your products, make sure to ask your followers to:

1.  Share it with their friends.

2.  Click on the product’s image and visit the product’s detailed page on TeachersTrading.com.

3.  Buy the product.

4.  Rate and Comment on the product in the provided area. – Studies show that many comments and ratings (good and bad) drastically improve the number of sales.

If all members do the same, it will generate traffic that will be good for all.

 

Facebook – Generally, Facebook is a great tool to brand yourself or your product, and to strengthen your contact relations.
Twitter – Generally, Twitter is a great way to open new doors.
Google+ – Generally, Google+ helps you build new relationships, to build a new network of contacts, and also allows you to bring your brand closer to your followers and prospective customers.  Everything you post on G+ is immediately indexed by Google.
Pinterest – Generally, Pinterest converts more browsers into buyers.
LinkedIn – GenerallyLinkedIn is an important social network to reach out to business buyers and connect with professionals in general. The network allows you to build relationships, establish thought leadership, generate leads, gain insights, conduct market research, improve reputation and build online communities.
Blog – Generally, blogs drive traffic to your product.  They increase your SEO/SERP, they position your brand as an industry leader, and they develop better customer relationships.
If you want to post an article in our blog, please email Eran at eran@teacherstrading.com
Email – Make sure you email your mailing list and let people know you are marketing your product.Products’ Rates and Comments – Research show that a product with a large number of comments, good or bad, is sold more times than a product with a few good comments.  We encourage you to rate and comment on other sellers’ products and encourage your followers to do the same. If other sellers will return the favor, we will have a win/win setting for all.

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Why Making A Mistake Out Loud Is A Great Thing!

February 19, 2017 - By 

BY GUEST:  ELINOR G.

Mispronouncing words out loud and getting corrected by someone can be one of the most embarrassing situations we can experience.

We all have been there – you say a word, phrase, or a whole sentence that you’ve said many times before in a foreign language with such confidence only to suddenly hear a native speaker correct you. It can be in writing or a face to face situation, it doesn’t matter. Some of us will take it easy, correct ourselves, and move on quickly, even laugh out loud and thank the person who corrected us. But most of us will probably want the ground to swallow us.

I had some awful mistakes myself. I was sitting in front of a student, teaching her and using a word that I used many times before when I taught that subject, when suddenly she corrected me. What? I thought I hadn’t heard well, but there it was – in front of a student! What a shame!

The first thing you feel is stupidity. You feel stupid. you can’t believe it just happened to you.
Then comes the embarrassment – ‘But I’ve been using this word for years! Why did no one tell me?’
You might even blush for a few seconds. I’m a great supporter of experiencing all the rainbow of feelings, these feelings included. This is why Inside Out is one of the most important movies in my opinion. I won’t try to give you tips on how to turn your embarrassment into an amusing situation. But I will offer you an opportunity to see these situations that will keep happening to you as a blessing.

So why is this great? Because learning a language is a process and part of it is to be in the learning mode at all times. The faster you embrace the fact that there will always be more to learn, the better your learning will be.

Also, forget about feeling stupid. Your intellect has nothing to do with making mistakes in a language that is not your native one. And if someone around you speaks it better, it’s not because he’s smarter, but because he had more opportunities to learn. So all you really need is MORE opportunities.

By not putting your focus on the embarrassment that you’ve experienced you see it as an opportunity. Not only will you know better in future, but the element of surprise and the impact of the embarrassment will make this knowledge so firm that you’ll probably never forget it.

So at the end, always remind yourself what you can say better next time.

 


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Morphology For Educators

September 27, 2016 - By 

By guest: Dr. Peter Reznik

Morphology for educators.

Morphology (in Europe it is mostly knows as physiognomy or psycho- physiognomy) is the study of the correspondence between the form of the face and body and the inner qualities of personality and temperament. It provides understanding of the ways in which people think, their energy system, their emotional responses, and the reasons for their behavior.
People of different cultures recognized the great importance of understanding of meaning that stands behind the appearance, and over millennia they developed their unique ways of systematizing, organizing, and teaching this body of knowledge. The ancient Aryuvedic tradition in India has developed 3 body-type morphology (though the word morphology is used for Western system only); the Chinese tradition has developed morphology of 5 Elements, and the roots of morphology that has been utilized in the West go back to ancient Egypt.
Today France, Italy, Spain, Argentina, and China include it in formal medical training and clinical diagnosis. Personnel directors of major companies in Europe use morphology to determine the best fit of an applicant with a position, and educators use morphology to better understand the needs and challenges of their students.
One of the most successful alternative educational systems in the world with over a thousand independent schools located in 60 countries, Waldorf School requires it’s teachers to study and utilize in their work the science of morphology (See attached page on Waldorf education).
Practical Application of Morphology for Educators.
Morphological assessment identifies the students’ character strengths and challenges, any significant conflicts that exist within their relationship with themselves, others, and their environment, and the ways that would be most effective, according to their morphological type, to resolve problem areas.
Knowing the students’ morphological type can help the teacher quickly identify the unique approach each student requires for optimal learning. As the educators recognize their own morphological type, they are able to better understand the challenges they may face in teaching as well as in connecting with each individual student.
Waldorf education

Waldorf (Steiner) education is a humanistic approach to pedagogy based on the educational philosophy of the Austrian philosopher Rudolf Steiner. The first Waldorf School was founded in 1919 in Stuttgart, Germany. At present there are 1,026 independent Waldorf schools, 2,000 kindergartens and 646 centers for special education, located in 60 countries.
Waldorf pedagogy distinguishes three broad stages in child development, each lasting approximately seven years. The early years education focuses on providing practical, hands-on activities and environments that encourage creative play. Throughout, the approach stresses the role of the imagination in learning and places a strong value on integrating academic, practical and artistic pursuits.
Waldorf education is the largest independent alternative education movement in the world. In central Europe, where most of the schools are located, the Waldorf approach has achieved general acceptance as a model of alternative education.

Four temperaments
Steiner considered children’s cognitive, emotional and behavioral development to be interlinked. When students in a Waldorf school are grouped, it is generally not by a singular focus on their academic abilities.
Instead Steiner adapted the idea of the classic four temperaments – melancholic, sanguine, phlegmatic and choleric – for pedagogical use in the elementary years. Steiner indicated that teaching should be differentiated to accommodate the different needs that these psychophysical types represent. For example, “cholerics are risk takers, phlegmatics take things calmly, melancholies are sensitive or introverted, and sanguines take things lightly or flippantly.”
Today Waldorf teachers may work with the notion of temperaments to differentiate their instruction. Seating arrangements and class activities may be planned taking into account the temperaments of the students but this is often not readily apparent to observers.
Steiner also believed that teachers must consider their own temperament and be prepared to work with it positively in the classroom, that temperament is emergent in children, and that most people will reveal a combination of temperaments rather than a pure single type.


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Forgetting Curve – Why is this So Important to Understand?

April 13, 2016 - By 

By guest:  Thomas S. McDonald

Is our ‘learning’ goal:
I.Initial understanding, or entertainment/motivational?
1. How to get from point A to Point B
2. How to do a fairly simple project, one time
3. How to entertain employees, via a well known comic
4. How to motivate employees, with a new product launch, via a well known motivational speaker

Or, is our goal:
II.To empower ALL our learners with adaptive, personally relevant skills, to advance, individual, sustained performance improvement outcomes (AISPIO), with key, individually relevant, critical information?
1. How to correctly, long term, effectively and efficiently communicate to AISPIO
2. How to correctly, long term, effectively and efficiently utilize math to AISPIO
3. How to change long term, individual unproductive behavior, to individual productive behavior to AISPIO

I. Traditional, 20th century, factory based, ‘teaching’ is event based, and is one size fits all. Think only of a large lecture, a large seminar, elearning that only has a one size fits all word document to read, possibly a one size fits all video of a lecture attached.
At best, this teaching approach provides superficial, individual, initial understanding, that is soon forgotten, for 20-30% of the participants. Why not 100% of the participants? Because the pacing of the information is only ‘matched’ to a select percentage of the total. For the remainder, its too fast, or too slow, hence compounding the ‘simple’ initial understanding problem. This is absolutely appropriate for the items in I. above, where individual long term retention, resulting in advanced individual performance improvement is not the objective.

II. 21st Century, truly personalized, research based, adaptive learning, in a blended and flipped learning environment requires a paradigm change, from one size fits all teaching, to personalized, relevant learning, professionally reinforced and facilitated over time. Why? Because writing long term memories, that can lead to advanced, individual, sustained performance improvement outcomes, requires more appropriate, relevant, individual reinforcement, over time.
It’s important to understand that the one size fits all teaching approach used in I., will not empower students to achieve the outcomes desired in II. Sure, a few remarkable participants, through sheer, personal will power, dedication, common sense and luck will achieve AISPIO, but it certainly will not be an efficient process for the learner; lots and lots of trail and error.
Now that we understand the basics, why would we think that continuing with traditional one size fits all teaching, for all learning scenarios, would be appropriate?
Results: Districts Schools
Research Available, BUT Not Properly Utilized
Research

 

Learning Retention: How to Maximize Your Training Efforts

Forgetting Curve – Access the Infographic, Here


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¿Qué juguetes le compro? Consejos prácticos para Padres

December 30, 2015 - By 
Por: Mgtr. Ana Elisa Villalaz S.

Una de las herramientas fundamentales para estimular y potenciar el desarrollo de un niño es el juego. Esta es la forma más rápida, práctica y divertida para aprender algo nuevo o repasar información ya aprendida. El toque “divertido” permite que se despierte una magia interna muy particular adentro del niño y esto hace que el proceso de aprendizaje sea agradable y atractivo.
A través del juego lo que hacemos es estimular el desarrollo de:
• El juego exploratorio y funcional: conocer al mundo y cómo funciona
• El juego concreto: con objetos realiza actividades de construcción y destrucción
• El juego simbólico: participa la imaginación y es espontáneo
• El juego reglado: seguimiento de reglas e instrucciones que ya vienen incorporadas en el juego o que los jugadores las inventan cada vez que lo juegan.
Cada una de las etapas del juego están relacionadas en muchas ocasiones con la edad cronológica del niño, es decir que cuando sabemos cuántos años tiene el niño, entonces sabemos el tipo de juego que está experimentando. Sin embargo, esto no funciona como una receta de cocina, ya que los niños que tienen algún retraso en el desarrollo o su proceso de maduración es más despacio de lo esperado para su edad (ya sea que el niño esté diagnosticado o no) requieren que el adulto observe de forma adecuada en qué momento o etapa se encuentra el niño para entonces escoger un juguete que realmente sea de utilidad para el niño y que este juguete estimule su proceso de aprendizaje.
Algunas recomendaciones prácticas para los padres y adultos que tienen a niños alrededor y están interesados en llevar al máximo desarrollo a los niños son:
1- Observa el niño, conoce su edad, sus intereses y preocupaciones.
2- Identifica el tipo de juego que este niño está experimentando en este momento de su vida.
3- Si el niño tiene algún diagnóstico o dificultad identificada, en su proceso de desarrollo, infórmate de una forma adecuada sobre el tema. Crea formas distintas de adaptar los juguetes según las necesidades del niño.
4- Pensar antes de actuar: lee las etiquetas de los juguetes antes de comprarlos. Apóyese en los recursos que están disponibles a través del internet para conocer más sobre el juguete y cómo usarlo.
5- Asegúrate de que los juguetes son apropiados para la edad del niño y que no haya un peligro potencial al usarlos. Evita piezas pequeñas o filosas (toma en cuenta la edad del niño).
6- Busca juguetes que fomenten la relación entre los miembros de la familia. Lea con atención las pruebas de uso.
7- Diversidad de tipos de juegos, colores, sonidos, formas, texturas, olores, usos, son características que consideramos indispensables en el grupo de juguetes que tenga un niño, para que esté estimulando sus sentidos desde diferentes puntos de vista.
8- Escoge juegos que ayuden al niño a resolver problemas y que le enseñen a tomar decisiones.
9- Jugar es divertirse. Ten cuidado de no escoger juguetes que generan estrés, miedo intenso y que despiertan la agresión.
10- Considera la calidad del juguete según el precio y considera que los juguetes van rotando según la edad y los intereses del niño, la mayoría son transitorios y no son conservados por mucho tiempo.

Fundadora y Directora de: LOGROS, Centro Terapéutico Integral y LOGRARTE.
www.logrospanama.com
www.lograrte.com
Autora del libro: Despierta la Magia. Cómo los juguetes y el juego despiertan las habilidades únicas de tus niños.
www.despiertalamagia.com


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What toys do you buy? Tips for Parents

December 30, 2015 - By 
By guest Ana Elisa Villalaz

One of the key tools to stimulate and promote the development of a child’s play. This is the fastest, practical and fun way to learn something new or reviewing information already learned. The “funny” touch allows a particular child in the inner magic to wake up and this makes the learning process a pleasant and attractive.
Through play we do is encourage the development of:
• The exploratory and functional play: to know the world and how it works
• Concrete game: objects conducts construction and destruction
• Symbolic play: participates imagination and spontaneous
• regulated Game: Following rules and instructions that are already incorporated in the game or the players invent every time you play.
Each of the stages of the game are often related to the chronological age of the child, ie when we know how old the child, then we know the type of game you are experiencing. However, this does not work like a recipe, since children who have a developmental delay or maturation process is slower than expected for their age (whether the child is diagnosed or not) require that adult properly observe at what time or stage the child then choose a toy that is really useful for the child and that this toy will stimulate their learning process is.
Some practical recommendations for parents and adults who have children around and are interested in maximizing development children are:
1- Look at the child knows his age, interests and concerns.
2- Identify the type of game that this child is experiencing at this time of his life.
3. If your child has a diagnosis or difficulty identified in its development process, get informed in an appropriate manner on the subject. Create different toys to adapt to the needs of child forms.
4- Think before you act: Read labels before buying toys. Rely on the resources that are available through the internet to learn more about the toy and how to use it.
5- Make sure the toys are appropriate for the child’s age and that there is potential danger in using them. Avoid small or sharp parts (taking into account the child’s age).
6- Look for toys that promote the relationship between family members. Read carefully the evidence of use.
7- Diversity of game types, colors, sounds, shapes, textures, smells, uses, are characteristics that we consider essential in the group of toys who has a child, that is stimulating their senses from different points of view.
8- Choose games that help children solve problems and be taught how to make decisions.
9- Playing is fun. Be careful not to choose toys that generate stress, which arouse intense fear and aggression.Consider the quality.
10- toy based on price and considers that toys are rotated according to the age and interests of the child, most are temporary and are not retained for long.

My clinics are:
Logros, Centro Terapéutico Integral
Lograrte. Aprendo, Expreso

 


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TeachersTrading.com – An overview

November 8, 2015 - By 

TeachersTrading.com is an online platform for teachers, from all over the world, to sell, buy and share educational material.
Teachers can share their products for free, or be paid for them.
1. There are two options to share your educational products:
a. Register as a member – free.
Post your learning tools.
Receive 60% for each product sold,
or give your educational tools for free.
b. Register as a premium member, $59.95 per year.
Post your learning tools.
Receive 80% for each sale,
or give your educational tools for free.

2. Referral:
As a member, you may refer other educators to TeachersTrading.com and receive 5% for each product sold by them.

Your account:
As a member, you have a personalized account page. Once logged in your personalized account, you can post and edit your products, view your purchase history and earnings, edit your profile and contact information.
From your account, you can refer others to TeachersTrading.com.
How many people will view your products?
1. When you post an educational tool, you want to promote it to your mailing list and to your social network groups like Facebook, Twitter, etc.
Promoting your educational tools on Facebook, Twitter, Google+, Pinterest and LinkedIn, can be done by clicking a button on your products page.
This will bring people to TeachersTrading.com and will create traffic.
Other member sellers have the same vested interest promoting their products, and will do the same. Traffic generates sales, resulting in an additional income, everyone wins.
2. You have a vested interest to refer the website to other educators because you receive 5% of their sales, and they will also promote their products on their social network, and may refer other educators to TeachersTrading.com. This will expend the pool of people visiting the site and seeing your products.
3. Member sellers who have a need for your educational tool, will already be acquainted with the website and are more likely to look at what you can offer at TeachersTrading.com.
4. Encourage your people to write comments. Research indicates that products that have many comments (good and bad) sell much better than products that have few good comments.


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Love in Jewish Education

October 12, 2015 - By 
Eran Shorr
Based on a lecture by Rabbi Bukiet

The Shema, a Biblical verse, (Deuteronomy 6:7) begins with a commandment commanding the Jews to accept God as one; “Hear, O Israel! God is our God, God is one,” and continues with the commandment to love God; “You shall love God…” How can someone be commanded to love? The rest of the Shema is the roadmap/instructions of “how to love”, and how to teach it to our children. It begins with the verse; “You shall love your God with all your heart…” In Biblical and rabbinic Hebrew, the heart is the center of the intellect, meaning, that to love with the heart is to think and to act using your intellect, reason and knowledge. The verse continues with commandments that one has to do something, to act, in order to express his love for God. One of these commandments that defines how Jews should love G-d, commands Jews to teach their children the Torah. The Talmud (a collection of doctrines and laws compiled and written before the 8th Century, A.D., by Jewish teachers.) interprets the verse and argues that the teaching is done intuitively. The child learns from watching the parent’s behavior. Rabbi Shlomo Yitzchaki‎ (1040 – 1105 (Rashi), a medieval French rabbi commentator on the Tanakh –Old Testament and the Talmud.) interprets the verse as saying, that the way to teach the child is by repetition. To repeat the learned material again and again. Rabbi Abraham Ben Meir Ibn Ezra (1089–1167, Spain) interprets the verse as saying that the only purpose of man in the world is to serve God, and to do that, one should learn God’s creation, and study science, math, etc. Rabbi Moses ben Naḥman, (Ramban, 1194–1270, a leading medieval Jewish scholar in Spain) interprets the verse as saying that the only reason Jews are obligated to teach their children, is to teach them the commandments, to teach the difference between right and wrong. Spinning it to our time, teaching our children to love means: 1. Teaching them to act upon things. 2. The action of love needs to begin with us as parents/educators, setting the example. 3. Love is learning God’s creation – science, math, etc. 4. Repetition of learning is important. Share with us your opinion.


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