There Is No Hillel Without Israel

by | Sep 2, 2017 | Hillel Ontario, Israel | 0 comments

Visits to Israel, fluency in Hebrew, and historical knowledge of the land and people provide Hillel professionals with the ability to help strengthen a students’ relationship and connection with Israel. To forge and to sustain a durable, meaningful, long lasting relationship with the Jewish-democratic state, Israel must become real and vivid in the lives of our students, and no longer remain a mere distant concept. The one key element that is most important to our Israel education framework is the ability to convey what it’s like to live in modern, today’s Israel. Having Israelis as part of our professional team enables Hillel Ontario to provide students with an authentic and omnipresent view of contemporary Israel. We do this through the Israel Fellows (campus Shlichim) program of the Jewish Agency for Israel, and their Shinshinim program in partnership with UJA Federation of Greater Toronto.

In its strategic plan, Hillel Ontario reaffirms the role that Israel plays as part of its organizational mission, vision and strategic priorities, with Israel and Israel engagement a central tenant to students’ Jewish experience on campus, by helping students form a connection to the land, people and nation of Israel in three distinct ways: People-to- People, Immersive Experiences, and  providing relevant Israel Content and Education.

Over the past several years, Hillel Ontario through its partnership with Hillel International, the Jewish Agency for Israel, and UJA Federation of Greater Toronto have been able to increase the number of campus Shlichim from 1 professional working on 3 university campuses to 7 full- and part-time professionals working across 7 university campuses. This speaks to the success of this initiative whereby students can meet, interact with, and build real relationships with Israelis, have conversations and dialogue about social issues and their impact on their Jewish identity as Jews living abroad, all at the same time having the opportunity to visit and spend time in Israel getting to know the land, people, and culture in an immersive way. With their charismatic presence and engagement skills, the Israel Fellows and Shinshinim have become a focal point for students on campuses across the province, enabling a unique and meaningful insider’s perspective into the everyday life choices and dilemmas of young vibrant Israelis who are pre- and post-army service. Hillel Ontario’s team of Shlichim have built and sustained over 1000 relationships with students, have run hundreds of Israel programming on campus, and have helped hundreds of students go to Israel. Through their amazing work, they are helping forge the relationship that students have with Israel.

We are proud of our partnerships with Hillel International, the Jewish Agency for Israel, and UJA Federation of Greater Toronto. The role these partnerships play, and the resources and support they provide, significantly impacts our ability to engage with students about Israel in a meaningful way on 9 University Campuses across the province.

There are currently more than 90 Shlichim serving under the Israel Fellows program, on more than 100 campuses across North and South America, Europe and the Former Soviet Union.

Lior Cyngiser is the Vice President of Israel Engagement & Education for Hillel Ontario
Mijal Ben Dori is the Canadian Regional Director of the Jewish Agency for Israel

Holocaust Remembrance Day 2023

Holocaust Remembrance Day 2023

In their research on listening to survivors of the Holocaust and other genocides, Bronwen E. Low and Emmanuelle Sonntag note listeners’ problematic tendencies towards one of two responses.  On the one hand, they can regard the narratives as so unfamiliar and foreign that they must be pushed away as overwhelming, untouchable, and inaccessible.  On the other, the stories can be seen as familiar, to the point that the listener cannot separate their own experiences and emotional response from what they take in.

But another, preferable response exists: Roger I. Simon and Claudia Eppert talk about a “chain of testimony” and suggest that listening imposes a duty on the listener.  Listening to personal testimony at the crossroads of memory and history “imposes particular obligations on those called to receive it – obligations imbued with the exigencies of justice, compassion, and hope that define the horizon for a world yet to be realized.”  In this way, bearing witness and listening to testimony demands a number of actions and responses, including that we “transport and translate stories of past injustices beyond their moment of telling by taking these stories to another time and space where they become available to be heard or seen.”

If we take Simon and Eppert’s charge seriously, as I believe we should, those of us who have been privileged to hear the direct testimony of survivors of the Holocaust.  Their words come not just with the specific knowledge they impart or the emotional impact they have on us – sorrow, anger, fear, horror – but with a duty, an obligation of some kind.  

On many of our campuses, this week is Holocaust Education Week, and this Friday marks International Holocaust Remembrance Day.  Given the significant number of Holocaust survivors and their descendants in Canada, the scheduled events and programs have a personal resonance for many of our students and their families, but their impact can be deep and meaningful for all of us, regardless of who we are and where we come from.  I encourage each of you to make time to participate in this week’s activities and to consider your place in the chain of testimony: what obligation does listening to narratives from the Holocaust place on you, and how do you carry those stories forward in time?

 

Weekly D’var: Shemot

Weekly D’var: Shemot

In this week’s parashah we learn the story of Moses, from his birth, through his flight from and eventual return to Egypt, to the acceptance of his role as leader of the Hebrew people.

After fleeing Egypt, for killing an Egyptian slave master, Moses was living rather peacefully as a shepherd in the land of Midian. The Torah describes for us Moses’s first interaction with G-d upon coming across a bush, “burning with a heart of fire [Exodus 3:3]”. G-d calls out to Moses and requests he take the Jewish people out of Egypt and eventually into the land of Israel. However, Moses argues with G-d, “Who am I that I should go to Pharaoh? Who am I that I should take the Jews out of Egypt? [Exodus 3:11]” After initially refusing four times, Moses eventually agrees to G-ds request, and as we know, the rest is history. But why was Moses so unwilling to take up the position of leader, to the extent that he would argue with G-d? And why was G-d so set on having Moses lead the Jewish people? 

Perhaps the answer can be found through the incident that led to his flight from Egypt, years earlier, when Moses, as mentioned above, killed an Egyptian slave master for beating a Hebrew slave. Immediately, he was met with opposition from some of the Hebrew slaves, “who made you chief and ruler over us? Do you mean to kill me as you killed the Egyptian? [Exodus 2:14]” Moses felt discouraged and unsure of his ability to lead. However, it seems that G-d saw in Moses, a faithful shepherd, the ability to lead his people from slavery to freedom. Very often in Tanakh, the people that are most worthy to lead are the ones who deny that they are worthy at all. Moses may not appear to be the first choice for a leadership figure, suffering from a speech impediment and lacking charisma; however, Moses possessed certain qualities that made him the ideal leader to bring the Jewish people out of Egypt. We too possess qualities that can lead us to achieve incredible success and realize our full potential. We may often feel unmotivated or unsure of our own capabilities. Instead of feeling discouraged, I believe we can look to Moses who, despite all his doubts, stepped up to the challenge and became the greatest leader in Jewish history. 

Sam Virine
VP of Jewish Life at Hillel Waterloo & Laurier

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