The word for community – ke'hilah comes from the word vayakhel- ויקהל , the opening word of our parasha. There are different types of
communities , some positive and some negative depending on their goals and
common purpose. And Moses assembled –
vayakhel = ויקהל the people so he could
share with the community God's commandments to observe the Sabbath and build a
mishkan – a tabernacle which would come from the contributions offered by the
people. The Sabbath had to observed especially by being careful to focus on
bonding through learning and not kindling a fire - including the fire of argument and conflict in
the community. The Midrash explains that
while community is very important, Moses is setting a precedent, that community life must be based on learning. People should gather on the Sabbath
and Moses would teach them about the Sabbath and other laws of the Torah. Houses
of prayer, like the study halls should be places of learning as well as for prayer. Community projects like the building
of the mishkan- the tabernacle or any other projects that serve the community must be seen in the context of spiritual development
and commitment to the Torah. This context is created by communal learning and observing
the Torah laws. So community must be based on cooperative learning and projects
and be guided by spiritual beliefs. The ideal
situation is that people are drawn to a Rabbi and his place of learning and
because they learn together, they pray together and participate in communal
projects.
Schools are the perfect setting for building a community based on
cooperative learning and social projects. Unfortunately many schools are more
about instilling obedience and having control .It is for sure not a place that
gives kids a voice and tries to inspire
them to make their school a better and
nurturing place for all. Teachers will use extrinsic motivation like prizes,
grades and competition to motivate kids to behave and learn. Kids learn to ask
themselves what will I get or what will be done to me. Kids are ranked
according to their test scores and how well they behave , and the competitive ones see others as
obstacles to their success. It does not help to talk about good character and
caring , if the environment is competitive and problems are solved using
punishment or bribes. The school has to create an environment which promotes
cooperation between kids and pro-social behavior. If we go beyond discipline
and grades and focus on community and
cooperative learning, kids will learn to ask how do my actions impact on others , how
can I make a contribution, what type of school or classroom would I like? Kids will be intrinsically more motivated and
develop a love for learning when they can participate in deciding on the curriculum.
As one student remarked, my teachers always had the ability to give us the
feeling that we decided on what we were going to study and learn. Excellence is not measured by test scores but by taking responsibility for
other kids and sharing your learning. Kids see each other as learning resources
and look to each for support and friendship. There is the understanding that
only a unity of purpose , cooperation and a caring atmosphere where every child
is needed and valued, can a community and individuals meet their goals.
Progressive schools see the importance of creating a community of
caring learners and the best way children learn is when they are engaged in
real-life situations that are important to them. Schools can implement a Jobs
Program which allows kids to learn by doing.
Each School Group has a specific
job to perform that helps the school community function smoothly. Some groups
will tutor and become buddies for younger kids, other groups can run the school
newspaper, the school store which supplies stationary and text books , the
school garden , be involved in sign making
and running the print shop. The children
have ample opportunity to practice and expand their academic skills, including
mathematics, reading and writing, while further developing leadership, critical
thinking and problem-solving tools. Because they are performing real jobs that
meet real needs, the children also develop a genuine sense of ownership and
pride in their school community.
“Anyone
working with or watching these children soon realizes the deeper psychological
aspect of this type of program. It gives a child a sense of dignity and
responsibility to be entrusted with a job whose importance he fully
recognizes...All his abilities are called into play. He learns self-control,
patience, self-discipline. He accepts the need for drill and for special work
in areas where he is weak, so he will be better able to serve his customers and
his community.”
—Jean Murray, former principal of City &Country
—Jean Murray, former principal of City &Country
When
community is based on communal and cooperative learning, there is more growth, bonding
and commitment to values and to be of service to other kids.
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