Grandpa's from page A40

domestic car earns expressions of mild
scorn. Why did you buy that instead of a
Toyota? A few years ago, there was really
no good answer to that; the quality of
domestic cars was so poor, that the only
reason was that you couldn't pass up
the incredible deal. But in the last few
years, the domestics have pulled virtually
even with the imports in terms of qual-
ity, performance and economy. And yet,
now a majority of car sales go to foreign
brands, mainly because they are perceived
as "cooler" than the domestics: tougher,
sexier, smarter, greener, richer, younger,
safer — in some way they make buyers
feel acceptable in their peer group.
People have a right to buy a car that
makes them feel good about themselves;
Grandpa did. Today, we can each find a car
to express that we are sexy, tough, smart,
better or some other projection of self. But
do these common desires align with the
uncommon responsibilities we hold as Jews:
To improve the world, to support Israel, and
during Passover, to acknowledge the free-
dom our ancestors gained for us.
Back when I was in charge of the Four
Questions, Grandpa would make an extra
show of reclining in his chair. The symbol-
ic gesture of escaping Pharaoh's tyranny

economy in which
was his Haggadah
that company oper-
assignment, but it
ates. Even through
also expressed his
the blurring lens of
own liberty from
globalism, it is clear
the eternal anxiety
that while local-
of Jewish life in his
ized manufacturing
Ukrainian homeland
wages and taxes
— which had, 20
sustain communi-
years before I was
- ties, it profits the
born, been nearly
manufacturing
extinguished.
— company and solid-
His leisure and
ifies the economic
security, and the
power of the home
opportunities we all
nation. Simply put,
faced, had been pur-
the purchase of an
chased in a society
American-made
that rewarded hard
Harry and Josh in 1964
Toyota may employ
work and asked little
some American
in return: Vote, obey
workers, but it enriches Toyota sharehold-
the laws, pay taxes, and above all, prosper
and contribute to the common wealth. One ers and strengthens Japan's economy
— not America's.
way he did the latter was spend his dollars
This ought to be an important distinc-
on American products.
tion to Jews. No matter your political
Grandpa knew that what he bought at
leanings, it's hard to argue that in all of
times had ethical consequences beyond
history, America alone has guaranteed her
the math. Just as our occasional voting
responsibility aggregates our political sen- Jewish citizens the equality, security and
sanctity that we have ever sought since
timents to confer great power, so do our
daily purchases funnel our wealth through the Egyptian Exodus. In our own time,
America has been the single unflinch-
the selected enterprise to the national

ing friend of Israel. With a hollowed-out
industrial sector, can the U.S. project real
strength in the Persian Gulf? When it
comes to the quick, will Asia or Europe
stand behind Israel?
Today, with Israel at increasing risk, and
with the U.S. weakened, Jews must con-
sider whether there are deeper sentiments
than how we want to feel about ourselves,
and that we are obliged to be more than
just frugal with our dollars.
This year, for the first time, I'll be the
one reclining at the head of the table. I've
never known real fear, poverty or hatred
— only that those things are flourishing
in many countries that Grandpa chose not
to go to, and that a strong United States
— productive, unified, industrially sound
— is the only assurance I can give that my
own children's children will be reclining in
their time.

Joshua Davidson is a publisher and marketing

consultant in Boston. He has been involved in

the automobile industry as everything from a

local mechanic to executive speechwriter at

General Motors. Currently, he is publishing the

exclusive audiobook edition of Alfred Sloan's,

My Years with General Motors. His father was

born in Detroit.

Lessons Of The Seder

T

he rabbis tell us, regarding the
Torah [A✓ot, 5:26], "Leaf through
its pages and leaf through its
pages once again, for all is contained
therein:'
All of our experiences, not only within
our spiritual selves, but also within our
personal, social, and professional selves,
may be said to parallel events in the Torah.
The wisdom needed to guide us through
these experiences can likewise be found
within its pages; one need only know how
and where to seek this wisdom.
Educators who have been privileged to
study Torah are consistently delighted, to
discover that — time and again — the
world of educational research "discovers',' or
uncovers, truths about the learning process
and effective education that Torah scholars
have known throughout the centuries.
Let us then examine the Passover seder,
as an educator might. The seder is a les-
son that has been transmitted throughout
our history to the most natural and eager
learners of all, children, by the most
natural educators of all: their parents.
Its objective is for learners/children to
understand and appreciate the miraculous

all participants. The children's
events that surrounded the birth
-'104120
1*
attention span is lengthened
of the Jewish nation, so that
through the creative use of
they, in turn, will transmit this
games, songs and other forms
lesson to their own children.
of positive motivation. Long
In fact, the Haggadah can be
before the term was coined,
seen as a master teacher's lesson
our sages understood the value
plan. It is structured, but it also
of experiential education and
allows for creative and analyti-
incorporated this concept into
cal thinking on the part of the
the seder.
learners. Thus, no two sedarim
Pessie Busel
The Haggadah reminds us
are alike, neither from year to
Novick
that one is not only to discuss
year or from family to family.
Community
the events of the Exodus, but
Participants are motivated
View
also one is to imagine one's
to ask questions so that their
self as having been redeemed.
learning will take on greater
No matter how old, no matter how wise,
relevance. The Haggadah's approach to
one should approach the re-telling of the
education is individualized, recognizing
and respecting the fact that no two human events of Passover enthusiastically, empa-
thizing with the suffering of our ancestors,
beings are alike. We are reminded, in the
course of the evening, that while not all of who were victims of persecution, reveling
in the redemption that marked the birth
our children can be conventionally wise,
of Jewish people and praying for a similar
they are all our children, nonetheless. It is
redemption in our own time. After all, no
at once our privilege and our duty to love
generation is without its persecutors and
them and answer their questions in ways
its victims.
that will help them grow.
Ma nishtanah halayla hazeh! How
The seder promotes growth in learning
by employing a variety of modalities and different this night is! Tonight, we parents
become teachers. Tonight, we envision
creating multi-sensory experiences for

:"

ourselves and those we love in Egypt. We
taste the bitterness of our ancestors' lot,
but we also taste redemption, in the form
of the afikomen. It is that taste of freedom
that remains with us as our seder comes
to a close.
Does the seder's lesson plan "work"?
Are its objectives met? Do the learners, in
truth, come to understand and appreci-
ate the redemption experience? Have they
been motivated to transmit this knowl-
edge to their children?
One need only consider the popularity
of the Passover seder, the joy with which
this is revisited annually in Jewish homes
at every point of the religious spectrum
to know that the "formula" of the seder
works. In fact, the world of education and
the world at large would benefit greatly
from both the construct and the content of
a Passover seder.
May this benefit begin this year, in each
of our homes, and may next year find us
celebrating together in Jerusalem. El

Pessie Busel Novick of Oak Park teaches

Judaic Studies and English language arts at

Yeshivat Akiva in Southfield.

JN

April 9. 2009

A41