COMMUNITY VIEWS

Providing Learning
To Maximize Potential

regard to promoting the continuity of
t was somewhere between Janu-
Jewish
traditions and education. Rabbi
ary and April of 1968. I was
Ahron
Soloveichik
in his book Logic of
walking in the Old City of
the
Heart,
Logic
of
the
Mind discusses
Jerusalem.
the
two
fundamental
components
of
There were still artillery holes in
Jewish
education,
which
he
the walls. A group of Ortho-
terms
the
"voice"
from
Sinai
dox adolescents, dressed in
(i.e., learning Jewish cus-
black, passed by me. One
toms,
laws, etc.) and the
face turned in my direction,
"fire"
from
Sinai (inspira-
briefly. Being a senior med-
tion).
In
years
past, when
ical student, I immediately
the
Jewish
community
was
recognized the unmistakable
largely
compartmentalized,
face of Down syndrome.
didactic learning was
I remember stopping for a
enough to promote Jewish
moment and looking down
continuity. Today, when
the street as the group of
DR. GERALD H. there are so many extrane-
youths proceeded. What was
KATZMAN
ous influences, exposure to
such a surprise? Down syn-
Jewish
learning alone is not
Special
to
drome occurs with a signifi-
enough.
The
Jewish
News
cant incidence in all popula-
Children need to come in
tions. There are varying
contact with Jewish educa-
degrees of mental retardation
tors
committed
not only to providing
and physical problems associated with
the
necessary
learning,
but also to moti-
this condition. My surprise was how
vating
children
to
internalize
and identi-
well this youth blended with the group
with
Jewish
traditions
and
values.
students and clearly that blending or
Making these traditions and values an
mainstreaming" was the intention. He
"mainstreaming"
important component of the daily living
was going to develop to his maximum
of
students should be the goal of Jewish
potential by exposure to the appropri-
education.
It follows that all Jewish chil-
ate, respectful treatment of his peers.
dren
should
have the opportunity to be
He would learn from them and with
exposed
to
educators
who have dedicat-
them and they would very likely learn
ed
themselves
to
transmitting
both the
many lessons from him.
"voice
and
the
"fire
from
Sinai.
Over the years, I have had the
As a pediatrician, I come in contact
opportunity to reflect upon this
daily
with children who are perform-
experience in the streets of
ing
poorly
in school. They are doing
Jerusalem and its implications with
so for a variety of reasons. Two general
conditions that cause poor school per-
Dr. Gerald H. Katzman is a Farm-
ington Hills-based pediatrician.
formance are learning disabilities and

I

behavior disorders. Supporting chil-
dren with such problems involves a
team approach including parents,
physicians, psychologists, social work-
ers and educators.
The role of school psychologists is a
particularly interesting one that is
undergoing change. Previously, school
psychologists were mainly involved in
diagnosing disabilities and behavior
problems. Today, these professionals
are serving increasingly as consultants
to the classroom. In such a role, they
are able to work with teachers to pro-
vide plans for behavior management.
Techniques of peer mediation to
maintain classroom decorum and
other techniques for conflict resolu-
tion have been developed. Improved
understanding of particular learning
disabilities has enhanced the ability of
many children with these disorders to
perform in the general classroom.
New understandings are of little
use, if not applied. Where Jewish edu-
cation is concerned, where should we
stand with regard to children with
extra needs?
In his book, Rabbi Soloveichik has
something to say about that. In the
chapter titled "Special Children, the
Sparks of Sinai," he indicates that it is
a physical principle that a chain is as
strong as its weakest link. He states
that "we Jews have to remember that
each and every one of us is not only a
horizontal link in the chain of the
human society of our generation, but
we are also vertical links in the chain
of generations of our own people."

It would then seem to follow that
the Jewish community has the respon 2
sibility to maximize the potential for
Judaic learning and intellectual devel-
opment of all our children. Commu-
niry resources should be so directed.
We cannot afford to leave any child
out of the equation.
Insight into how changes in orien-
tation to particular problems should
be approached can be gained from
1---/\
the study of Jewish ethics. Aharon
Lichtenstein in his Contemporary Jew-
ish Ethics(Sanhedrin Press, 1978),
discusses the concept of lifnim mishu-
rat hadin. He translates it, as does
author Adin Steinsaltz, as "beyond
the line of the law." Lichtenstein fur-
ther states, "The Gemarah in Baba
Mezia (30b) cites Jerusalem was
destroyed because they(i.e., its inhab-
itants) judged (in accordance with)
Torah Law within it." Well, what was
the problem with that approach? The
problem was that they did not judge
"beyond the line of the law." They
did not temper their judgments with
compassion, kindness and a true
sense of justice but solely followed
the strict letter of the law.
Similarly, Nahmanides developed the
concept of doing the good and the right
in all matters, since there are not specific
rules for every possible situation.
Clearly, "the good and the right"
for all Jewish children is that commu-
nity resources be directed so that every
child has the opportunity to achieve
his full potential, Judaically and intel-
lectually. 17

LETTERS

NATO Rises
To Challenge

As Americans, but even more so as
Jews whose legacy in this dark century
includes unspeakable acts of inhuman-
ity and evil, we applaud NATO for
rising to the challenge of protecting
and defending Kosovo's ethnic Albani-
ans against the madness of Yugoslavia's
Slobodan Milosevic.
Nineteen NATO countries are work-
ing courageously to stop the violence
and safely return the Kosovars under
international protection. At the same
time, they are sending the unequivocal
message that "bullies" cannot terrorize
civilian populations and destroy the fab-
ric of international order with impunity.
What is at stake in Kosovo isn't oil
or commerce. What is at stake are

4/23
1999

basic principles of human rights and
dignity, the credibility of deterrence
and collective security. When diplo-
macy and reason fail, history has
taught us the hard lesson that force is
sometimes necessary.
NATO is the one international force
that had the resolve to stand up against
Belgrade's policy of barbarism. We are
grateful to the alliance and pray that
they will prevail.
Sharona Shapiro

Michigan area director
American Jewish. Committee
Bloomfield Township

Giving A
Big Mitzvah

We can be very proud of our Israel.
Our brothers and sisters opened their

Refugees from Kosovo enjoy a game of chess at Kibbutz Wag-an Michael.

hearts and pockets to help the refugees
pouring in from Kosovo.
Our brothers and sisters have gone

through similar conditions; lest they
forget, so they are first to do a big
mitzvah.