My husband spent Sunday afternoon at a NY Jets football game with his buddy, Dan. He told me about a scene two rows in front of them that left him shaking his head. A dad who was accompanied by two young sons watched the game intently while his younger son (maybe six years old or so) stood on his seat facing the stadium audience with his back to the field for three quarters of the game. While the stadium entertainment crew tried to whip up the crowd with cheers and chants, the child raised his arms to the crowd to be a combination cheerleader/conductor. He was having a great time.
My husband reported that the dad was both tolerant and amused by this activity. Yet, my husband wondered: why did the dad bother bringing the kid, when he wasn’t really engaged by the football game?
I viewed this differently. It didn’t matter that the child wasn’t watching football – his experience was fun. He will come away with a warm feeling of having spent a fun day with his dad, and memories of the stadium being a welcoming place to spend a Sunday afternoon.
So it goes in life. We each find our way through the experiences that are imposed on us as children through the pathways most appealing to our tastes and interests. We may not necessarily do or learn what is expected of us, but as long as we can have compelling experiences, we come away with warm and positive memories. On a certain level it doesn’t matter if we didn’t fit into the pre-assigned pegs, as long as we were comfortable and conversant enough in the experience to come back for more.
It seems to me that this reflects on our model of Jewish education. We are so content-driven; we can miss the value of memory and experience. For all kinds of good reasons, the typical Jewish school endeavors to “educate” our students with as much Jewish knowledge as we can cram into the short space of time we are given with our students.