Monday, February 1, 2016

Mishpatim

Exodus 21:1−24:18

By Rabbi Bradley Artson, provided by the Ziegler School of Rabbinic Studies, for MyJewishLearning.com

Here Comes The Judge

Parashat Mishpatim teaches us that our society cannot function without laws, judges, and courts of justice.


At its deepest core, America prides itself on the rule of law–the insistence that no individual, however wealthy, influential, popular or powerful, is superior to the rules which govern human conduct. Above any individual–even the President of the United States–is a body of laws that translate general principles into legal guidelines for harmonious living.

The Case in America

That priority was not always the case in America. The West, with its frontier ethic, the South with its racial hatred, and the Northeast with its violence against labor unions often acted against this general commitment to the rule of law. As great a president as Andrew Jackson was, when told of a decision of the Supreme Court that he opposed, responded, "They’ve made their decision, now let them get their own troops to enforce it!"

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Monday, January 25, 2016

Yitro

Exodus 18:1–20:23

By Rabbi Bradley Artson, provided by the Ziegler School of Rabbinic Studies, for MyJewishLearning.com

Parents Make It To The Top Ten

The placement of the commandment to honor our parents in the midst of the Ten Commandments highlights the complex ways in which parents serve as our bridge between God and the world.

Each of us is descended from parents. Without exception, a man and a woman were involved in your inception and birth, and generally in your childhood, teen years and early adulthood as well. How are we to respond to these people; how should we adjust to our own increasing powers of understanding, physical strength and financial ability in the light of the gratitude and respect we owe our parents for the care we received at an earlier age?

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Monday, January 18, 2016

B'shalach

Exodus 13:17−17:16

When Miracles Are Not Enough


The transformation into a sacred people occurs not through miracles but rather through steady education, discipline and communal reinforcement.


By Rabbi Bradley Artson, provided by the Ziegler School of Rabbinic Studies, for MyJewishLearning.com

Surely, this Torah reading contains some of the most dramatic and well-known scenes in all of written literature. The liberation of the Israelite slaves by God, the pursuit of the fleeing Hebrews by Pharaoh and his army, the splitting of the Red Sea, with Israel crossing safely beyond and Pharaoh’s forces drowning in the waters–these scenes indelibly shaped the consciousness of the Jewish people throughout our tumultuous history. We are who we are precisely because we recall our origins as a slave people, because so much of Jewish practice is designed to remind us that we owe our freedom to a God of love and justice.

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Monday, January 11, 2016

Bo

Exodus 10:1−13:16

Ready For Renewal



Like the Israelites who left Egypt and faced the terrifying choices of freedom, modern Jews face the challenge of responsibly establishing new guidelines and directions for the Jewish community.



By Rabbi Bradley Artson, provided by the Ziegler School of Rabbinic Studies, for MyJewishLearning.com

Ours is an age of unparalleled uncertainty. While we ransack the past and its accumulated wisdom for guidance today, we also know that the degree of change in every aspect of our lives is without precedent. Groping in the dark, treading uncertainly down a path not previously taken, modern humanity doesn’t know its destination and isn’t even sure it is enjoying the trip. And we have good cause for our doubts.

Consider the degree of changes that this century alone has witnessed. At the turn of the century, a mere ninety years ago–a single lifetime really–wars were fought using foot soldiers, ships and bullets. Tanks, planes, missiles, nuclear bombs, space satellites, submarines, all of these techniques of killing are new to our time.

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Monday, January 4, 2016

Vaera

Exodus 6:2−9:35

By Rabbi Bradley Artson, provided by the Ziegler School of Rabbinic Studies, for MyJewishLearning.com

Bearing Fruit Even In Old Age


The Torah mentions the ages of Moses and Aaron to teach us that age is a source of pride and that by honoring the elderly we bring richness to our own lives.

Most of our lives are darkened by the shadow of aging. We mock the old, laughing at their physical condition, joking about being in wheel chairs, in old age homes, in hospital beds. We associate the old with the incompetent, with a state of permanent boredom and irrelevance. By bleaching our hair, lifting our faces, breasts and calves, sucking off our fat, and dressing in the gaudiest apparel possible, we hope to “stay young” forever.

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Monday, December 28, 2015

Sh'mot

Exodus 1:1−6:1
By Rabbi Bradley Artson, provided by the Ziegler School of Rabbinic Studies, for MyJewishLearning.com

These Are The Names–Where Is Yours?


By listing the names of Jacob's family members who went into Egypt the Torah reminds us of the number of people who affect our lives and our potential to affect the lives of numerous others.
In many ways, Sefer Sh’mot (the Book of Exodus) is the most Jewish book of the Torah. It begins with the origins of the Jewish People as a nation–newly liberated from Egyptian slavery by the God who created the Universe, led to Mt. Sinai, where that same God established an eternal covenant with the Jewish People.

The Mishkan

The remainder of Sefer Sh’mot details the content of that covenant in the many mitzvot (commandments) that comprise Jewish practice and then authorizes the building of a place of worship, the Mishkan (Tabernacle) so that God can dwell amidst the Jews.

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Monday, December 21, 2015

Va-y'chi

Genesis 47:28–50:26

By Rabbi Bradley Artson, provided by the Ziegler School of Rabbinic Studies, for MyJewishLearning.com

Seeing The Bigger Picture


Joseph reminds us that our perspective of reality is limited compared to the ultimate meaning that God perceives.

Remember the Midrash of the blind people and the elephant? Each one touched a different part of the animal and then described the elephant based on their own particular perceptions.

One compared the elephant to a long, powerful tube. A second portrayed the elephant as an enormous barrel. A third, feeling the elephant’s ears, depicted it as resembling large drapes. Each person described what they knew–accurate as a characterization of part of the elephant, but completely misleading as a representation of the entire animal.

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