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Evan and Seth’s Jewish Not-Jewish Movie Blog: The Last Jedi

by | Feb 21, 2020 | Hillel Ontario | 0 comments

Welcome to the second installment of Evan and Seth’s Jewish Not-Jewish Movie Blog! As you might remember, about once a month, Evan (Senior Jewish Educator, Hillel York)  and Seth (Chief Education & Campus Officer, Hillel Ontario) are going to take a look at a movie that has no ostensible or identifiable Jewish content and offer their commentary, as well as some Jewish texts that address one (or more!) of the movie’s themes.

This month’s movie is The Last Jedi (2017).  Some of you might be more familiar with its ultimate lead-in film, The Phantom Menace, but let’s give it a little respect and let it stand on its own today.  (Doing so also allows us to avoid talking about The Rise of Skywalker, which both of us disliked strongly, so, like, bonus.)

There’s a whole lot going on in this film. Too much, some say.  But at the core of the film are mentor/mentee and teacher/student relationships: Leia and Poe; Luke and Rey; Snoke and Kylo Ren; Holdo and Poe (even if he’s not the most willing of students).  These aspects of the movie drive both its plot and the characters’ development, providing us with a moment to reflect on the way our mentors and teachers have influenced us and how we, in turn, have influenced others when we’ve stepped into those roles.

Why We Chose This Film and What’s Jewy about It

  1. It’s available on Netflix, so it’s easier for you all to watch.
  2. The recent release of The Rise of Skywalker and the newly built Star Wars: Galaxy’s Edge theme park at Hollywood Studios in Orlando has given us Star-Wars-itis!
  3. The only thing that Star Wars fans like more than Star Wars is complaining about Star Wars, so we figured this might allow us to do so!

As mentioned above, teacher/student relationships undergird much of the story in this film. Judaism, too, recognizes the significance of this dynamic. One example of this would be the multiplicity of Biblical narratives that focus on teacher/student relationships, such as the narrative of Moses and his protégé Joshua (and the associated commentaries and Midrashim). Another way that Jewish literature looks at this idea is through the legal writings that dissect this relationship with a more granular and technical approach, specifically outlining laws and customs that describe a “proper” teacher/student dynamic.

Pre-Screening Questions

Before you push play, here are some things to think about:

  1. What qualities do you look for in a mentor, and how do you go about finding one?
  2. Who are the best mentors or teachers you ever had?  The worst? What made them so good/awful?
  3. When have you served as a mentor or teacher to someone else?  What led you to take that role on?

Ready to watch the movie? Great! Go watch the movie! Now!

Jewy and Not-as-Jewy Sources

 

As you think about the film and consider the post-screening questions below, here are some fun Jewy and not-as-Jewy sources for you to think about!  We’ve chosen texts that relate to the theme of mentor/mentee relationships.

  1. Pirkei Avot 1:6

Joshua ben Perachiah used to say: “Make a teacher for yourself, and acquire a companion for yourself.

  1. Babylonian Talmud, Ta’anit 7a

Rabbi Chanina used to say: “I have learned much from my teachers, and even more from my friends, but from my students I have learned more than from all of them.”

  1. Analects of Confucius 7:8

The Master said: “If a student is not eager, I won’t teach him; if he is not struggling with the truth, I won’t reveal it to him. If I lift up one corner and he can’t come back with the other three, I won’t do it again.”

  1. Albert Einstein

It is the supreme art of the teacher to awaken joy in creative expression and knowledge.

Post-Screening Questions

  1. Which of the students/mentors in the film do you relate best to?  Which of the teachers/mentors?
  2. Which characters’ styles of teaching and learning do you connect best with?
  3. Thinking about our first text, how do you see friendship and the teacher/student relationship play out together in the film?
  4. How do power dynamics play a role in the outcome of the various teacher/student relationships? Do the different relationships shown in the film offer diverse representations of how power affects teacher/student relationships?

Dear dedicated readers, if you’ve read this blog post this far, felicitations!  Thanks for sticking with us to the sweet, sweet end, and we hope you enjoyed the film and our attempts to find/unearth Jewiness in the most unexpected of places!  Please join us again next month, and hey, feel free to send us suggestions of films to screen.

This Passover, help Hillel fortify Jewish students’ identities

This Passover, help Hillel fortify Jewish students’ identities

by | Apr 3, 2023

The night before the Children of Israel’s departure from Egypt is referred to as leil shimurim, often translated as a “night of vigil.”  Rav Nahman and subsequent scholars interpret this phrase, which appears nowhere else in the Tanakh, as a time of divine protection. These scholars conclude the night when Passover begins is one of safety – one on which no harm can come to the Jewish people.

In the face of rising antisemitism, isolation, extremism, and other threats to Jews individually and collectively, we are fortunate that there are additional ways and times for seeking security and comfort.  Building and sustaining strong, inclusive, and welcoming Jewish communities on campus enables Jewish students to experience a sense of belonging with their peers, bolster their leadership skills, advocate for themselves, and chart their own Jewish journeys.  Indeed,  Hillel Ontario is on track for a record-breaking year, in which we will engage more than 3,500 Jewish students. Leil shimurim might be just one night, but together, we can fortify emerging adults’ Jewish identities and provide spaces in which they prepare to take on leadership roles after graduation.

As we head into Passover, we are grateful for all of the contributions you’ve made in support of Jewish student life in Ontario.  Your generosity allows us to confront antisemitism, instill a sense of joy, pride, and resilience in Jewish students, and empower the next generation of Jewish leaders.  

While we’re proud of our success, more work remains to provide for our universities’ 10,000 Jewish students who remain unengaged with Jewish campus life in Ontario.  In conjunction with your observance of the upcoming holiday, please consider a gift to Hillel Ontario so we can continue our work and provide additional openings for connection with Jewish life, learning, and Israel.

Chag sameach,

Seth Goren
CEO, Hillel Ontario

Weekly D’var: Tzav

Weekly D’var: Tzav

by | Mar 31, 2023

In this week’s parasha, Tzav, focuses on the laws of sacrifices and priestly duties. The emphasis is on the instructions given to the priests regarding the burnt offerings, the meal offerings, the sin offerings, and the guilt offerings. These offerings were an essential part of the religious practices of the Israelites, and they were intended to symbolize the people’s devotion to God.

As I reflect on this chapter, I am struck by the idea of sacrifice. In today’s world, sacrifice is often viewed negatively. We are taught to prioritize our own needs and desires, and sacrificing them for the sake of others or for a greater cause is often seen as a burden. However, the concept of sacrifice in this chapter of the Torah is different. It is not seen as a burden or a punishment, but rather as a means of expressing devotion and gratitude.

In Tzav, the burnt offering is described as a “pleasing aroma to the Lord”. The idea of a pleasing aroma suggests that the sacrifice is not just a physical act, but also a spiritual one. It is an offering of the heart, a way of expressing love and gratitude to God. As I look around the world today, I see many examples of sacrifice that are motivated by love and gratitude. Healthcare workers, for example, have been sacrificing their own safety and well-being to care for those who are sick during the COVID-19 pandemic. They are not doing this because they are being forced to, but because they feel a sense of duty and devotion to their patients. Similarly, many people have been sacrificing their own comfort and convenience to protect the environment. They are making changes to their lifestyles, such as reducing their energy consumption or using public transportation instead of driving, because they recognize the importance of preserving the planet for future generations. Making sacrifices to show devotion and gratitude is also a way of showing appreciation for the things that we have been given, and a way of giving back to the world.\

As I read this chapter, I am also intrigued by the idea of atonement. The sin offering and the guilt offering were both intended to provide a way for the people to seek forgiveness for their sins. In our modern world, forgiveness and atonement are often difficult to come by. We live in a culture that values punishment and retribution over forgiveness and reconciliation. However, the idea of atonement in this text suggests that forgiveness is possible, even for the most serious of offenses. It requires a willingness to acknowledge our mistakes, to take responsibility for our actions, and to make amends.

In today’s Jewish community, the lessons of Tzav continue to be relevant. The act of sacrifice, whether it be in the form of volunteering, making charitable donations, or participating in community service, is still seen as a way to connect with God and express gratitude for the blessings of life. Similarly, seeking forgiveness and atonement remains a central tenet of Jewish faith and practice. Finally, the concept of sacrifice is particularly relevant during Jewish holidays and festivals, such as Passover and Yom Kippur. During these occasions, we make offerings and engage in rituals that are intended to demonstrate our devotion to God and their commitment to living a righteous life

As I reflect on this parasha, the concepts of sacrifice and atonement may seem outdated or irrelevant in our modern world, but they still have a powerful message to teach us. By sacrificing for others and seeking forgiveness for our mistakes, we can show our love and devotion to the world around us and ultimately make the world a better place to live.

Emily Green
Student, Western Hillel

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