Does being Jewish refer to someone who
attends services regularly? Does it refer to the
observance of Shabbat? Does it refer to only
the observance of certain holidays? Does
being Jewish merely refer to one who identifies
himself/herself as Jewish?
Shoresh taught us that everyone has a
different answer to these questions and it is
important to respect the many different views
that these questions lead to. This respect
among Jews is very important especially
because it is an issue leading to a great
internal conflict in Israel at the moment.
The need for mutual respect in this case is very
important so that Israel can have an undivided
internal community. It is much harder for Israel
to deal with its external conflicts if it lacks a
community.
(Class of 2009)
Seniors Speak About
The Shoresh Experience
In my high school IB [International Baccalaureate] class discussion
about language and its contributions to culture, I wanted to talk
about the revitalization of the Hebrew language as a modern
language, and its religious connotations.
In the IB ethics in government dialogue about the way the
fundamental rules of a society are formed, I wanted to talk about
Israel and the role of religion in the formation of the Jewish State,
and the political and ethical implications of a secular Jewish State.  
In our IB discussion about the importance of a collective history for
a country and for a group of people, I wanted to talk about the Jews
and how our collective history is vast and different and yet Jews
have come from all over the world to be Jews together in Israel.
I wanted to talk about these issues, but Judaism and Israel were
simply not part of the collective knowledge and cultural literacy of
the students in my IB classes.  
It is important for every Jew to have an outlet for conversation
about Judaism in a Jewish context, and that is what Shoresh
provides.  Shoresh has been my Jewish outlet, my time to talk
about Israel, Judaism and politics without having to explain my
terms.  Shoresh gave me the opportunity once a week to talk about
Judaism.
(Class of 2007)  
I was a Shoresh skeptic. Sometime in mid 9th grade, however, I
started to make connections between my Shoresh classes and
what I was studying at my private secular school.
Shoresh includes students like me who graduated from or
previously attended Jewish day schools as well as others who had
very little prior Judaic background. The diversity of experiences and
beliefs enriched our class discussions. I loved that our teachers
encouraged us to think critically and to reach our own conclusions
about the texts we studied.
The promise of interesting debate lured me back every Sunday
night. We considered what it means to be Jewish; the differences
between kavanah and avodah; and how--and more importantly
why--we practice our Judaism. Our teachers engaged us with
meaningful topics, such as why we should remain Jewish and how
our Jewish identity shapes our lives.
With the help of my Shoresh teachers, I now approach my secular
studies from a different perspective. I compare all protagonists to
Saul, whether I follow Holden Caulfield or Yossarian. I used Kohelet
to inform my reading of Grendel. My comments in Government
class frequently included something I learned in Israeli history class,
such as our exploration of global anti-Semitism. Thanks for helping
me integrate my secular and Jewish studies. What I learned at
Shoresh will stick with me and my classmates for years to come.
(Class of 2009)
For those of you who have been lucky enough to
awkwardly sit in on a class, you know there is
constant argument and discussion coalescing into
challenges to one’s thoughts and sometimes
values. It’s usually respectful, and this discourse is
what I believe has prepared us for people who will
challenge our Judaism, our beliefs on Israel and our
values in general.
When I say "challenges," I mean literally the exact
types of challenges we might receive at an Israel
rally (with its yelling, signs and direct affronts to
what might be your values). But my talking, and
everyone's talking – it all comes from a love of
Judaism that was sparked when we walked into
Shoresh five years ago. Even when we were out of
turn we were on point.
Shmuel, Sarna’s American Judaism, Hertzberg’s The
Zionist Idea, everything from Rabbi Feld’s class
(from Derech Hashem to Lévi-Strauss), Jew vs. Jew
and Real Jews have all changed my Judaism.
Every time I left a classroom I was a changed
person. For the past eighteen years that hasn’t
happened anywhere else. I doubt it will ever
happen again. Shoresh has contextualized where I
am as a Jew in America and the world, and instead
of blandly prescribing a particular Jewish worldview,
Shoresh has charged and challenged me with
discovering my own.
(Class of 2009)
During the conflict in Gaza earlier this year, a group of people I know went to pro-
Palestinian rallies on the weekends, had Palestinian flags as their Facebook profile pictures,
and liked to discuss whether the humanitarian situation in Gaza was genocide. The way
they spoke about Israel made me uncomfortable and angry. Still, I did not support the
Israeli operation in Gaza and felt that the damage done to Hamas was not worth the
humanitarian toll. But I did not want my opposition to Israel’s actions to be misread as
opposition to Israel. I could not stand by Israel, but I did not want to stand against her.
The question I have continued to ask myself and explain to anyone who will listen is: "How
do I reconcile my support for Israel with my opposition to some of its actions?" Shoresh
has helped me begin to answer this question.
The discussions in Shoresh have always been, above all else, constructive. Teachers at
Shoresh are smart and open-minded.
At some point a few years into Shoresh, I began to value the time I spent here. I enjoyed
reading Tanach, learning Jewish law, and discussing current Jewish events. I find Jewish
theology so fascinating that I’ve been keeping Jewish Thought Today on my nightstand. It
got to the point this year that I would want to stay at Shoresh longer, standing at the
parking lot exit and talking with my teachers.
(Class of 2009)
Shoresh prepares us for the challenges of
Jewish leadership. Leadership means
having the conscience to know the right
decision and the courage to follow
through on that decision — even when
others do not want to, or when others do
not like it, or when it is hard.  King David
had such courage and sometimes had
such conscience.  King Saul rarely had
either.  Shoresh teaches us to have both.
(Class of 2007)
Is it the challah, rugaluch, matzah ball soup,
and schnitzel which keep us Jewish? Is it our
favorite Hebrew and Yiddish mannerisms
like sababa and oy vey? Why is it that when
we meet Jews, we feel more comfortable
around them and easily connect to them?
Many nations have fascinating cultures and
a sense of community. Why do we choose to
be a part of Judaism when we could find
those two things in other cultures?  
Shoresh has given me the means of
discovering what it is about Judaism that
makes me want to stay Jewish. I now
constantly think about and question Judaism
in ways I never did before.
(Class of 2007)
Shoresh made me look at my own
identity, and how I see myself.  How
religious am I?  Am I a Jewish
American, American Jew, or simply
an American who happens to be
Jewish? What are my ties to Israel?  
The class discussions in Shoresh
helped me learn more about myself
and what it means to be Jewish.
(Class of 2007)
For the last five years I have attended a
very different kind of Hebrew school.
Every class gave me a reason to want to
attend each week.  
(Class of 2007)

Shoresh’s place in my life has changed.
It began as something that I went to
because my parents told me to.
Shoresh has become the highlight of
my weekend.
(Class of 2009)