At the heart of the educational philosophy of Hillel lies the understanding that the central factor in the formation of one’s Jewish identity is not the quantity or quality of Jewish knowledge, nor is it even the quantity or quality of Jewish activities in which one participates. Studying a page of Talmud, taking a class about Israel, participating in a Hanukah Party, or lighting Shabbat candles are factors that have an influence on one’s Jewish identity. But the central factor in the formation of one’s Jewish identity is the meaning and significance that one gives to the knowledge, and experience that they have. What is the “story” that a person tells about what they know, experience, or do?

 

Similar to Hillel the wise, who made everything he did Jewish, Hillel in Israel has developed a method that allows every student to build him or herself a Jewish story. This method encourages the student to tell his or her story, as a Jewish story, thereby allowing the student to assign Jewish relevance to his knowledge, experience, and activities.

 

Whether through one on one conversations, or group workshops, Hillel staff asks students to tell their Jewish stories based on three circles of experience in their life: experience in educational institutions, their family, and a personal decision they have made as an adult. This method encourages the student to tell his or her story, as a Jewish story, thereby allowing the student to assign Jewish relevance to his knowledge, experience, and activities. The guiding principal is that one should be telling a story, and not trying to define an identity. Therefore students are asked to refrain from using words that would label them as members of a certain stream of Judaism. Stories allow for change, for identities that are dynamic and fluid.  Labels are rigid, and stop the story from progressing. A story gives everyone a legitimate space, a space in which they can celebrate themselves, even for those students whose first reaction is “I don’t have a Jewish Story”.  

 

Listening to Jewish stories helps to identify several central story types that characterize students. These stories help us to connect students to each other, encourage students to get involved, and build programs that will meet student needs.