Your Year in Israel

This program, which includes the study of Hebrew language in its many genres, the study of the history and contemporary realities of Israel, and professional seminars rests on the following assumptions:

1. Knowledge of modern Hebrew, at a level of competence, is necessary if professional leaders of the North American Jewish Community are to establish and maintain significant ties between the institutions and communities they lead and the land and people of Israel. Just as we expect leaders of the State of Israel to be able to dialogue with North American Jewry in English, we should expect the professional leaders of the North American communities to be able to dialogue with Israelis in Hebrew.

2. Competence in the Hebrew language of the classical texts of Judaism is the prerequisite to serious study of those texts and the ability to make those texts accessible to the communities that the students will eventually serve.

3. A fundamental knowledge of ritual practices and ceremonies is essential for a Reform Jewish leader. Familiarity with traditional Jewish customs facilitates a greater understanding of the development of Reform liturgy.

4. The exploration, on site, of the evolution and current realities of the State of Israel is necessary for development of both a personal and professional ideology about the place of Israel in the life of the Jewish people, particularly North American Jewry. Such a thoughtful and reflective ideology is an essential component of professional Jewish leadership.

5. Israel presents students with unique opportunities to refine their personal religious understanding and sensitivities on a number of levels. Within the Jewish State, the student can experience the fullness of expression of the Sabbath and other festivals, for example, because of the synthesis of national and religious identification. The student can experience and come to appreciate the pluralism of Jewish religious expression across cultural and ideological lines as well as the pitfalls of politicalization of religion. Finally, the student can observe the relationship of three great world religions, Judaism, Christianity and Islam as they each affirm their unique ties to the land of Israel. As students confront the challenges which these experiences generate they are stimulated to define in new ways their own religious identity and expression.

6. The experience of the year in Israel enables the student to develop a deeper understanding and stronger commitment to the reality of Klal Yisrael, as absorption of immigrants, vulnerability to attack, the presence of severe social and educational problems, and the interdependence of all Jewish communities become compelling life experiences. As future leaders of their communities, students will be called upon to mobilize and guide their communities in responding to the responsibility towards Klal Yisrael.

7. The inclusion of three student bodies, who will in the future share the responsibility for synagogue and communal leadership, in an intensive and collective experience at the start of their studies has important implications for the future. During this very formative first year, significant relationships are developed, grounded in the values of collegiality and collaboration. The foundation for productive professional relationships between rabbis, cantors and educators is established during the shared experience of the Year-in-Israel.