rachel new
Dr. Rachel Lerner

Dean of the School for Jewish Education and Leadership at American Jewish University

Dr. Lerner oversees the MAEd, MAT, MAEd in ECE, and BA in ECE completion programs, training future and current Jewish educators. She is passionate about expanding educators' abilities to include a wider populatio within Jewish educational settings, making classroom learning a more active experience, and making informal education deep and meaningful. 

In this week’s Torah portion, Bo, we read of the last three of the 10 plagues in the land of Egypt. There is much back and forth between Moses and Pharoah, arguing and negotiating over letting the Israelites leave Egypt. At one point, Pharoah asks Moses who he wants to go with. In Exodus 10:9, Moses answers: “We will all go—regardless of social station—we will go with our sons and daughters, our flocks and herds.” Moses is later offered to leave with just the other men and he responds with another plague.

Later on, Pharoah offers to Moses to leave with all of the Israelite people including the women and children, but without their animals. Moses can’t accept that offer, asking what would they use to make sacrifices to God with while they are in the desert? In fact, when they do leave, the Israelites leave all together and with their belongings.

In this passage, I read the messages of inclusion loud and clear. First, it’s about ensuring that the entire community is brought together and no one left behind. It is the message of kol yisrael aravim ze ba’zeh, all of Israel takes care of each other. Regardless of age or gender (and everything else), we are a community that looks out for each other.

Second, ensuring that the animals are not left behind protects the spiritual needs of the Israelites. They will need to bring sacrifices to show appreciation for the ultimate miracle of being freed from slavery, and they will need animals to do so. When we think about inclusion today, often it is about understanding what the needs are of other people. When we show that we truly understand those needs and are able to meet them, only then are we being fully inclusive.

When we have a child who cannot sit during circle time, we need to understand what their underlying need is. Are we providing alternative seating that can provide sensory stimulation? Are we allowing them to stand and move their bodies to release excess energy? When we encounter a member of our community, regardless of age, gender, socio-economic status, ability, and more, are we doing our part in providing ways to include them in our holy community? 

This week, and always, I hope that we can work together to make sure that no one is ever left back or out of the Jewish communities that we work to build and lead.  

rachel new
rachel new
Dr. Rachel Lerner

Dean of the School for Jewish Education and Leadership at American Jewish University

Dr. Lerner oversees the MAEd, MAT, MAEd in ECE, and BA in ECE completion programs, training future and current Jewish educators. She is passionate about expanding educators' abilities to include a wider populatio within Jewish educational settings, making classroom learning a more active experience, and making informal education deep and meaningful.