This past Shabbat I hosted the last in the three-part set of gatherings that had been planned, designed and implemented by our congregation’s membership committee. The goal of the gatherings was to introduce our new member families to our community, providing some orientation to many of its moving parts, and to each other. Our final gathering was purely social and it was quite evident that wonderful connections have already been made. In the space of just over a month, those families who chose to avail themselves of this opportunity probably traveled further, in terms of community connectedness, than they might otherwise have done in the space of two or three years of synagogue membership. Our next steps are looking at other groups within our congregation where we could help facilitate this kind of connectedness, whether they have joined us in recent years or been members for over 10 years.
Among the many conversations I had on Shabbat afternoon, was one where a parent thanked us for facilitating and providing the times and spaces for connections to be made beyond the walls of the synagogue and the timeframe of prayer services. With young children she said, quite honestly, that she didn’t expect to be a regular attender at Friday night services, but that they were interested in being a part of a community in other ways and at other times.
Back in the mid-1990s, I had a short first career, before deciding to retrain for the rabbinate. I did my PhD at University College London, in Cultural Geography. My thesis was examining the world of environmental education – so often aimed at youth with the hope that the next generation will be inspired to do more than their parents’ generation to alter behaviors that will enable us to live more sustainably on the planet. In my cultural/sociological research into the lives of some of these children, my research pointed out that, so often, the claims made by educators and the assumptions made about the effectiveness of such education were made in a vacuum. Content or Program alone could not tell you how effective the efforts of environmental educators would be. Children, just like the rest of us, live their lives in connection to others. Why, I might ask them, did they join the Scouts/Guides? Why did they get interested in a particular hobby? What kinds of experiences had they had in different kinds of natural environments? Over and over again it was members of their family who provided one primary set of influences, and their friends – their social connections – that drove the vast majority of what they did or didn’t do. Not so surprising a conclusion, but nevertheless so many people who are passionate about the environment focus solely on the educational content and program and continue to ignore the social context in which all of our everyday behaviors and choices are embedded. The former may be easier to create and form than the latter—it is more concrete and tangible—but that doesn’t make it the most effective way to go about doing things.