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6 November 2 • 2017 jn A t this precarious moment for ensuring a vibrant Jewish future, there are many priorities for sus- taining Jewish life. But among the many fine efforts to ensure a sense of continuity of the Jewish experi- ence — Hebrew schools, summer camps and engagement of young professionals — there is a route of engagement that has perhaps received the least amount of attention, the least amount fund- ing and the least prioritization in the greater consciousness of Jewish pedagogy. I am referring to Jewish adult education. Before people get up in arms, I acknowledge that nearly every synagogue has adult programming as part of their institutional model. And indeed, virtually every community has some kind of small educational initiative. Furthermore, most large cities have a day (or weekend) com- mitted to Limmud. Yet, these excursions into adult learn- ing do not go far enough, nor do they provide the continual substance needed to satiate the growing interest of Jewish subjects needed to keep people sustain- ably rooted in the expanded landscape of intellectual Judaism. Thus, I want to suggest in this space three reasons why Jewish communities should flip priorities to ensure adult education, rather than children's education, is the No. 1 priority for the Jewish future. ADULT LEARNING IS THE PATHWAY TO CHILDREN'S JEWISH EDUCATION One of the most frequently asked ques- tions I receive from Jewish parents across the denominational spectrum is: "Rabbi, how do I get my child (or grandchild) to love Judaism?" My initial answer is always the same: "You must love it!" The main reason that parents don't engage their children in rigorous intellec- tual and spiritual Judaism is because they themselves aren't being engaged in their own Jewish journeys. Meaningful Jewish experiences for adults have a profound and enduring effect on the psyche and will have a trickle- down effect to children. Sadly, such spiritual pathways to excel- lence have been stunted. Yet, if parents found deep meaning in the words of the Talmudic sages, if they were transformed by Chasidic thinkers, if Yiddish poetry spoke to them, if Mussar workshops helped them evolve, if social justice Torah challenged them to rethink their identity and their obligations, if Jewish art, music and film helped cultivate spiritual and moral imagination, if Jewish meditation brought deeper inner peace, if rethinking about Israel or Hebrew or Biblical stories inspired them, there is no doubt they would want their children engaged in the same forms of learning. JUDAISM IS ABOUT ADULTS, NOT CHILDREN There is a telling quote about the priori- tization of adult Jewish education for the benefit of the community: "A parent and child must both study Torah. When pos- sibilities exist for only one, the adult's per- sonal needs take precedence to the child's" (Kiddushin 29b, Shulchan Aruch Y.D. 245:2). What does this quote mean in context? Indeed, it means that Judaism is not a chil- dren's game. The primary goal of Judaism is not engaging children, but in actualizing Jewish values in the world. It is an ever- expanding enterprise about the relevance of business ethics, medical ethics, relation- ship development, spiritual growth, per- sonal healing and so much more. Bringing God down to earth requires sophisticated thought and sophisticated minds. Bringing ethics into the workplace and godliness into the home requires deep spiritual and emotional investment. Many go on to receive advanced secular degrees and it is no wonder they view Judaism as irrelevant and childish when their Jewish education stopped as the teen years began. The Jewish answers they still remember are children's answers. More tragically, the questions are children's questions. It is true that for Judaism to survive, we must ensure the next generation is engaged and invested. But surviving only matters if the adults who received that education are themselves thriving. Does Judaism have wisdom to offer the 21st- century human condition? Are Jews a force for moral development, spiritual advance- ment and improving the broader society? Judaism will only thrive (and survive) if Jewish adults are learning Jewish wisdom and ensuring that wisdom continues to be applied in nuanced ways to each era. ADULT EDUCATION HAS THE BEST POTENTIAL FOR ENGAGEME NT It will always be true that some will not be interested in synagogue participation, in Israel advocacy, Holocaust memory events or even matzah ball soup! Indeed, some are still shocked that some don't buy into mainstream establishment Judaism. But rigorous pluralistic Jewish adult learning offers the tool, with the most depth and breadth, for Jewish adult engagement. There are individuals who can be reached through synagogues, federation and education institutions. Others who actively (or passively) reject engagement with establishments will require post- institutional engagement (often referred to as "Third Spaces") with gatherings in family rooms, coffee shops, the workplace or bars. No matter where they end up, there is always the potential to engage in meaningful and novel ways if our com- munity has the humility to move beyond institutional walls and establishment pro- gramming. When we talk about "adult Jewish edu- cation," we must be clear that we're not primarily talking about competency, flu- ency and literacy (the alef-bets of Jewish knowledge), but rather about relevancy. We are not asking others to sacrifice their values or time by learning with us. Rather, we are making the case that they will be able to thrive in life more deeply if Jewish wisdom and learning is a part of their life. They will benefit greatly from this newly strengthened attention. Adult Jewish learning need not be relegated as an afterthought, nor does it have to follow a cookie cutter approach into mediocrity and, ultimately, irrel- evance. When performed with clarity and vigor, Jewish adult learning is as dynamic and energetic as education for kids or young professionals. In my work as the president and dean of Valley Beit Midrash, we work hard to bring endless passion to our work to demon- strate that pluralistic adult Jewish learning is a transformative vehicle that is acces- sible but not watered down, joyful but also challenging, deeply rooted but also non- dogmatic, traditional and progressive, and respectful of the past but also pursuing a forward-looking agenda. In this manner, we not only challenge old routines of Jewish learning, but we create new communities looking forward to each new opportunity to explore. We expand our identity beyond the confines of our location, spreading learning efforts out into the ether for those who seek it. We make the richness of Jewish thought accessible to people who believed it was inaccessible. And that's how learning, especially for adults, should be. • Rabbi Shmuly Yanklowitz is the president and dean of the Valley Beit Midrash and the author of 10 books. commentary Adult Education Should Be Judaism's No. 1 Priority Rabbi Shmuly Yanklowitz views The Jewish News aspires to communicate news and opinion that's useful, engaging, enjoyable and unique. It strives to reflect the full range of diverse viewpoints while also advocating positions that strengthen Jewish unity and continuity. We desire to create and maintain a challenging, caring, enjoyable work environment that encourages creativity and innovation. 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